My Social Studies Methods class at the University of Portland recently published a free multi-touch iBook – Exploring History: Vol II. It features ten engaging questions and historic documents that empower students to be the historian in the classroom. For more info on our project and free download of multi-touch iBook version click here.
To better publicize student work, I’m featuring each chapter in it’s own blog post. More in series here.
Essential Question: What does it mean to be the victor in war? Is there a responsibility to rebuild the enemy?
The Marshall Plan: Altruism or Pragmatism?
by Samuel Kimerling Download as PDF (11.7MB)
After WWII the United States gave more than $12.5 billion in aid to Europe. Was this all in the name of humanitarian aid? Or were there other economic and political goals behind the plan? This monumental effort raises some important questions regarding the nature of post-war policy.
- What does it mean to be the victor in war?
- Is there a responsibility to rebuild the enemy?
- Does the price you pay for victory entitle you to spoils?
- Did the Marshall Plan represent altruism on the part of the U.S. or pragmatism in gaining economic and strategic advantages?
We will examine original documents to answer these questions.
Reflection by Samuel Kimerling
After switching my topic from the more obscure food history topic to the much more document rich Marshall Plan, my issue was not where to find documents, but just the opposite. There were so many great documents, I found myself following lead after lead on possible directions to take the assignment. While I learned a tremendous amount about the Marshall Plan, the state of Europe after WWII, and the different opinions throughout U.S. and Europe about the plan, I didn’t feel like I was getting any closer to completing the assignment. But I was finding photos, documents, and getting more information. Through this research I was able to narrow my focus and choose an angle on which to focus: the differing views on the Marshall Plan from Europe, Russia, and at home in the U.S.. My next challenge was to step away from the history and just look at the documents. What was I trying to say? What were the documents telling me? I finally focused on assembling documents that could tell a story. Once I had a clear narrative of what I wanted the students to see, the guiding questions practically wrote themselves. This assignment has been exciting for me on two main levels. First learning how to write this type of assignment for my students will be something I will continue to work on throughout my career. I am a big believer in having students think like historians. The other facet is just how much I enjoyed researching the history surrounding the Marshall Plan. Reading all the documents and seeing all the photos was like a DBQ itself. I will continue to practice, learn, and hopefully inspire my students to do the same.
~ Sam Kimerling Twitter/@kimerlin171
Image credit: ”Europe Plan Marshall. Poster 1947″ by Reijn Dirksen, published Economic Cooperation Administration – Source. Licensed under Domini públic via Wikimedia Commons
I’m very pleased to share a new iBook just published by my Social Studies Methods class at the University of Portland. Free at iTunes. Static pdf version of the iBook.
It features ten 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 students assignments had a public audience on our class blog and were designed to meet our 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 DBQ design process.
Exploring History: Vol II was our PBL capstone and is available on iTunes in 51 countries around the world. Here’s a post (from last fall’s class) that describes our project workflow (including how we utilized iBooks Author). Here’s Exploring History: Vol I created by my fall 2013 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:
- The American Revolution by Scott Deal
- The Pig War by Andy Saxton
- Cesspool of Savagery by Michelle Murphy
- Chemical War by Erik Nelson
- Americans’ Perceptions of Immigration in the 1920s by Ceci Brunning and Jenna Bunnell
- The New Deal and the Art of Public Persuasion by Kari VanKommer
- Combat Soldiers in Context by Kristi Anne McKenzie
- The Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
- Little Rock Nine: Evaluating Historical Sources by Christy Thomas
- First Ladies as a Political Tool by Emily Strocher
Over the last few weeks my University of Portland EdMethods students have been designing 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.
The lessons were designed in a shared Google presentation. Below you will find the project workflow and links to each lesson as an individual blog post.
Flip the introduction:
I used TEDEd’s video curation tool to turn an existing YouTube and into a flipped lesson introducing historical thinking skills. Students also read Thinking Like a Historian by Sam Wineburg.
Deconstruct the model:
With that background, students spent a portion of our next class deconstructing a few of the assessments found in SHEG’s Beyond the Bubble. They were asked to find three questions that focus on any of these skills: Sourcing, Contextualizing and Corroborating. With their team they explored how the assessments are designed:
- How many historic sources, what types?
- What additional information are students given?
- How many prompts?
- What are students asked to do?
- How is the assessment designed to support the skills?
- Be prepared to share your finding with the whole class.
Design your own lesson:
Students were then assigned to design their own historical thinking lesson based on the Beyond the Bubble assessment model. They used a shared Google presentation to host their lesson. Since not all students were familiar with Google tools, I used SnagIt to create a YouTube playlist: Working with Google Presentation
Guidelines for the lesson included:
- Title slide for your mini-lesson. Make it catchy!
- Your name as author of the mini-lesson on your lesson title
- Target students – by grade level
- Indication of one (or more) of the historic skills to be studied – Sourcing, Contextualization, Corroborating
- One or more historic documents. Text, image and videos can be inserted into the slide. Longer documents can be linked to via URL or saved in Google drive with link to it.
- Source URLs for all documents used
- Guiding questions for students to use with document(s)
- Brief description of how the document(s) and question(s) should reinforce the targeted historic skill(s)
Peer Review / Reflection / Blog post
At our next class, students did some peer editing of each other’s lesson using Google doc’s comment feature. They used the peer feedback to do a final version of their lesson. Students were then asked to write a brief reflection on the process – it could include their take on historic thinking, the specific lesson model borrowed from SHEG, working with a shared Google presentation, peer review process, etc. They then used the content from their lesson (plus their reflection) to write an authored post for our class blog.
Ceci Brunning - March 5, 1770: “Massacre” or “Incident?”
Jenna Bunnell - Arriving in the Land of Plenty
Scott Deal - My Big Symbolic Colonial Wedding
Samuel Kimerling - American Adobo: The Fight for the Philippines
Kristi Anne McKenzie - Dr. Seuss on Domestic Security
Michelle Murphy – We Found a Lot of Naked People
Erik Nelson - Damming the Nation
Andy Saxton - Implications of the First Amendment: “To Bigotry No Sanction, To Persecution No Assistance”
Emily Strocher - The Only Thing We Have to Fear is Not Being Able to Correctly Identify These Speeches (and Fear Itself)
Christy Thomas - Who are we? A Mini-Lesson on Assimilation through Education
Kari VanKommer - Words From War: Two Soldier’s Accounts of War in Europe
Image source: Image from page 126 of “The history of Springfield in Massachusetts, for the young; being also in some part the history of other towns and cities in the county of Hampden” (1921)