Teaching and Learning Resources by Peter Pappas

Students Design Lessons for Holocaust Memorial

This fall my social studies methods class at the University of Portland will work with the Oregon Jewish Museum and Center for Holocaust Education (OJMCHE) to design curriculum for the Oregon Holocaust Memorial in Washington Park here in Portland Ore. With historical memorials in the news and neo-Nazis on the march, this community-based challenge will allow my students to use a PBL approach to explore instructional design with purpose. The lessons learned will serve them well in their careers as secondary social studies teachers.

“Why do we build memorials? Why/ what do we need to remember?
~ Nancy Guidry, student.

My students will team with OJMCHE Holocaust Educator, April Slabosheski to create lessons to support middle and high school visits to the Memorial. I invite readers to follow our progress here and at our class blog. We welcome your advice, suggestions and encouragement.

After our first visit to the memorial I invited students to share their reactions:

  • Imagine a primary source account for each of the lost belongings - baby’s shoe, broken violin, abandoned suitcase, baby doll telling the story of a childhood ripped away. ~ James Bayless
  • What is truly amazing is how a carefully architected combination of stone and aluminum can evoke such strong emotions (i.e. sadness, fear, anger, etc.). I didn't know any of those names engraved upon the dark grey stone wall, but I shared part of their suffering and pain by merely reading their names and imagining their circumstances. It became evident to me that we humans are truly all connected-- this connection stretching across time, place, ethnicity and circumstance. Amazing. ~ Paxton Deuel
  • What struck me the most was probably the simplicity of it. No amount of elaboration would do justice to the horror remembered there, so it seemed appropriate, in a way. ~ Taran Schwartz
  • One train of thought that really stuck with me was the idea of reflection. We don’t necessarily always stop and reflect on the buildup of extremely catastrophic events. We tend to merely focus on the event itself. Very excited for this project. ~ Kelly Sutton
  • What an exciting opportunity! Should keep the Oregon survivor central- these are people within our community; how far reaching these events were, how connected we are to history. The town square design was particularly powerful; idea that that was where holocaust really started- othering Jews and people let it happen. Idea that the town square is also a place where future things like this can be prevented- people taking to the streets in solidarity, people gathering to talk across differences. ~ Nancy Guidry

More on the Oregon Holocaust Memorial:

The Oregon Holocaust Memorial was dedicated on August 29, 2004. The memorial features a stone bench adorned with wrought-iron gating, screened from the street by rhododendron bushes. The bench sits behind a circular, cobblestoned area - simulating a town square. During the Holocaust, many Jewish families were gathered in town squares before being loaded onto trains and taken to concentration camps. The square contains scattered bronzes of shoes, glasses, a suitcase, and other items to represent everyday objects that were left behind. A European-style, cobblestone walkway with inlaid granite bars, simulating railroad tracks, leads to a wall of history panels - giant, stone placards that offer a brief history of the Holocaust and quotes from Holocaust survivors. At the end of the wall is the soil vault panel. Buried below the panel are interred soil and ash from six killing-center camps of the Holocaust - Chelmno, Treblinka, Sobibor, Belzec, Majdanek, and Auschwitz-Birkenau. The back of the wall is engraved with the names of people who died in the camps, followed by the names of their surviving relatives in Oregon and SW Washington. Source

Image credits: Peter Pappas

 

Podcast: Students Make A Difference with PBL

This is cross post from UP TechTalk Podcast S05E01: Connecting Student Learning to Real-World Outcomes with Project Based Learning by Maria Erb

Peter Pappas designs learning experiences that provoke reflection.  The UP School of Education adjunct instructor is known for pairing tech tools with creative assignments that lead to students having an external audience for their work, working as professionals do in a more public environment.

Utilizing the concepts of Project Based Learning, Pappas’s students have developed multi-touch books with iBooks Author on historical topics that have been downloaded 16,000 times from iTunes.  The blog Pappas uses for his course is public on the web and gets comments from beyond the classroom.  Students are startled to find out that someone besides a teacher cares about the work they do in class.

“Students really want to make a difference,” Pappas said.  This year, his students will be developing curriculum for the Oregon Jewish Museum And Center for Holocaust Education that can be used by middle and high school teachers when they bring students to the Oregon Holocaust Memorial in Washington Park.

At a time when we’re revisiting questions about history and people’s perspective on history, I think it will be somewhat cathartic for my students to feel they could make a statement and speak on behalf of people who perhaps can’t speak for themselves.

In this podcast, Pappas talks about project based learning and some of the other ideas that have helped to shape his current style of education.  Listen to this intriguing discussion about student engagement and more. Full Episode Transcript PDF


UP TechTalk App Picks of the Week
  • Peter picked Apple Clips, a new social video app from Apple.
  • Ben recommends Overcast as the best podcast catcher/listening app on iPhones and iPads.

Continue the conversation at the Teaching & Learning Community Blog: https://sites.up.edu/tl

UP TechTalk is a bi-monthly podcast with cohosts Ben Kahn and Maria Erb of Academic Technology Services that explores the use of technology in the classroom, one conversation at a time. Visit the UP TechTalk archives for a plethora of excellent content from our UP faculty guests. Get a sneak peak at the future with our UP Tech Talk special 5 part series The Future of Learning.

Exploring History Vol IV: Eight Document Based Lessons

I’m very pleased to share a new iBook just published by my Social Studies Methods class at the University of Portland.

Interactive iBook version free at iTunes.
Static pdf version (5 MB)

It features eight engaging questions and historic documents that empower students to be the historian in the classroom. The units draw from a fascinating collection of text and multimedia content – documents, posters, photographs, audio, video, letter and other ephemera. “Stop-and-think” prompts based on CCSS skills guide students through analysis of the primary and secondary sources. Essential questions foster critical thinking. All documents include links back to the original source material so readers can remix the content into their own curated collections.

All of my student’s wrote for a public audience on our class blog and persued three class goals:

  • Learn to think like a historian.
  • Become a skillful instructional designer
  • Develop technical skills for production, reflection, growth and professional networking.

The lesson design process began early in the semester when students designed lessons in historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). They focussed on three key skills – Sourcing, Contextualizing and Corroborating. Then students identified essential questions worth answering and gathered documents to explore the question in an extended lesson design process.

Exploring History: Vol IV was our PBL capstone and is available on iTunes in 51 countries around the world. Here’s a post (from fall ’13 class) that describes our project workflow (including how we utilized iBooks Author). Here’s Exploring History: Vol I created by my fall 2013 class. And Exploring History: Vol II designed by my fall 2014 class. Exploring History: Vol III created by my fall 2016 class

I’ll be doing a future blog post that features each student’s DBQ, but for now here’s the US and World History lessons in chronological order:

  1. Mysterious Bronze Age Collapse by Sam Hicks
  2. From Revolution to Government by Valerie Schiller
  3. Imagination, Innovation & Space Exploration by Molly Pettit
  4. The Real Romanovs by Kelly Marx
  5. World War I: The Human Cost of Total War by Anna Harrington
  6. Collectivization and Propaganda in Stalin’s Soviet Union by Clarice Terry
  7. Holy Propaganda Batman! by Karina Ramirez Velazquez
  8. The Nicaraguan Literacy Crusade by Scott Hearron

Free Multicultural Alaska History Series

Alaska Series

I’m pleased to announce that this 6 book series was just named “2016 Best Textbook”  at the international iBooks Author Conference. “The iBAs“ are the only peer-nominated, peer-voted awards for best-in-class achievement with Apple’s iBooks Author.


I just finished teaching Alaskan Studies at University of Alaska Southeast’s MAT program in Juneau. My course was teamed with a Multicultural Ed class in the first three weeks of the on-campus session. We took a PBL approach and our cohort of 37 MAT students did a terrific job researching and designing six regional iBooks as models of culturally responsive teaching. More on their assignment here.

I’m proud to announce that the Multicultural Alaska series is now available free at iTunes.
Alaska’s West Coast- Thriving on the Tundra 
Arctic Alaska Life at the Top of the World
An Outsider View of Interior Alaska
Southwest Alaska- Where the Sea Breaks its Back
From Silt to Salt- Southcentral Alaska
Southeast Alaska- Close to Nature’s Heart

Each iBook begins with a regional overview focussed on the intersection of three factors – natural environment, the human environment, and the cultural expressions unique to the indigenous people of the respective region. Six-member teams collaborated on each overview and then each student designed a culturally-responsive lesson in their content area focused on that region. The iBooks are filled with interactive elements and extensive source material from Juneau’s newly opened Alaska State Library, Archives and Museum (SLAM).

Don’t have a Apple device? Download our books free as static PDF files.
Alaska’s West Coast- Thriving on the Tundra 2.5 MB
Arctic Alaska Life at the Top of the World 3.7 MB
An Outsider View of Interior Alaska 3.1 MB
Southwest Alaska- Where the Sea Breaks its Back 3.6M
From Silt to Salt- Southcentral Alaska 2.1 MB
Southeast Alaska- Close to Nature’s Heart 2.2 MB

Save Instructional Time with Screencasts

Here’s a “case study” in lesson design that demonstrates the efficiencies of offloading information transfer via screencasts.

Setting: I’m currently teaching Alaskan Studies at University of Alaska Southeast’s MAT program. My course is teamed with a Multicultural Ed class. We have a cohort of 37 students in the first three weeks of their on-campus summer session. Our face to face class time is critical and we want the students to get to know each other before being sent out across Alaska on their student teaching placements.

Goal: I wanted to open the course with a place-based activity that gave the students a creative way to share something about themselves. I decided to give them two PBL design options – creating a poetry-inspired Haiku Deck [ Lesson ] or a developing a geo tagged tour using Google MyMaps [ Lesson ]. During the same class, I wanted to get them introduced to WordPress and our course blog where they would be regularly posting.

All this was accomplished in a 3-hour class through use of short screencasts that explained each aspect of Haiku Deck, MyMaps and WordPress. Screencasts were made using Apple Quicktime Player and uploaded to a playlist on YouTube.

Bottom line: By investing about 45 mins to make screencasts (in advance), I freed up three hours of class time for student interaction and production.

You can view student products: Haiku Deck here and MyMaps here 

Here’s some student reactions to the workflow:

The “flipped” structure of this assignment was new to me, but eye-opening. Using YouTube and a course website to provide instruction without eating too much class time opens a number of possibilities for a teacher. Having that time instead for working on an assignment seems helpful for students, and it would free the teacher up to walk the room and help them individually with any problems they might be having. ~ Tim

This activity gave me a sense of fulfillment because I got to go at my own pace and actively create a project within a clear and manageable timeframe….The quick cadence of this activity was driven by Peter’s use of Youtube tutorials to deliver instructions and information about the project. This element all but cut out lecture time along with the inevitable (inferably painstaking) process of verbally answering repeated questions from students. In my experience as a student, verbal lectures and directions often cause me to get bored and then shut down, or to get lost and then shut down. The video clips smoothed over this issue and I anticipate utilizing this method in my future classroom. ~ Devin

It was fun, it has kept the entire class occupied for over two hours and I can see how this is an amazing learning opportunity and activity for the classroom. Allowing students a few different options to choose a way to creatively address a subject, giving them a set amount of time to accomplish the task and then providing a space to view their peers work in order to get ideas for the next activity. Brilliant. ~ Erin

Image credit: Flickr / eGuidry

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