Teaching and Learning Resources by Peter Pappas

Exploring History Vol V: Six Document Based Lessons

I’m very pleased to share a new multi-touch iBook just published by my Social Studies Methods class at the University of Portland. Exploring History: Vol V was our PBL capstone and is available free at iTunes in 51 countries around the world. It features these World and US History lessons:

  1. WWII Propaganda: Close Reading by Nancy Guidry
  2. The Limits of Leadership by Paxton Deuel
  3. African Imperialism by Kelly Sutton
  4. The Harlem Renaissance by Taran Schwartz
  5. Western Expansion Text Set by James Bayless
  6. An Account of The Red Summer by David Grabin

This book is the fifth in a series of "Exploring History" titles designed by my UP preservice social studies teachers. The books have been very popular - with over 30,000 downloads from nearly two dozen countries. Writing for an authentic and global audience has been one of the prime motivators in this on going publishing project.  

Interactive iBook version ~ Free at iTunes
Download Static PDF version (10 MB)

It features six 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.

Here's a post (from fall '13 class) that describes our project workflow (including how we utilized iBooks Author). The Exploring History includes four additional volume

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

Exploring History: 13 Document-Based Lessons

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

Interactive iBooks available free at iTunes.
Static pdf version Exploring History Vol III (29 MB)

It features thirteen 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.

My students worked for a public audience on our class blog and and pursued 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 lesson design process.

Exploring History: Vol III 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.

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. Finding Egyptian Needles in Western Haystacks 
by Heidi Kershner
  2. Pompeii by Caleb Wilson
  3. Samurai: Sources of Warrior Identity in Medieval Japan 
by Ben Heebner
  4. The Declaration of Independence by David Deis
  5. Reconstruction in Political Cartoons 
by EmmaLee Kuhlmann
  6. Regulation Through the Years 
by Chenoa Musillo Olson / Sarah Wieking
  7. Battle of the Somme by John Hunt
  8. The Lynching of Leo Frank by Jeff Smith
  9. The Waco Horror by Alekz Wray
  10. The Harlem Renaissance by Monica Portugal
  11. A Date of Infamy by Mollie Carter
  12. Anti-Vietnam War Imagery by Felicia Teba
  13. Examining the Ongoing Evolution of American Government by Eric Cole

How to Embed Literacy Skills in Historical Thinking

The_Magdalen_Reading_-_Rogier_van_der_WeydenSoon I’ll be giving workshops demonstrating how to integrate literacy skills for close reading with historical thinking skills. Here’s a preview.

What do we mean by historical thinking?  It’s the historian’s version of critical thinking: 

  • Examine and analyze primary sources – who created it, when, for what purpose?
  • Understand historical context. Compare multiple accounts and perspectives.
  • Take a position and defend it with evidence.

What do we mean by close reading? Teachers can guide students with scaffolding questions that explore “texts” (in all their forms).

  • Key Ideas and Details:
 What does the text say? Identify the key ideas. What claims does the author make? What evidence does the author use to support those claims?
  • Craft and Structure:
 Who created the document? What’s their point of view / purpose? How did the text say it? How does it reflect its historic time period?
  • Integration of Knowledge and ideas: 
Distinguish among fact, opinion, and reasoned judgment in a text. Recognize disparities between multiple accounts. Compare text to other media / genres. How does it connect to what we’re learning? 
And what’s it mean to me? 

Let’s look at how a close reading of historical sources for craft and structure can integrate with the historical skill of sourcing  - who created it, when, for what purpose?

Here’s a great illustration of historical sourcing from Stanford History Education Group’s Beyond the Bubble.

And here’s an exercise I used with teachers at a workshop this past summer. Here’s the instructions they were given:

  1. Create and post a source comparison. Be sure to include: Historical question and two sample sources. 
  2. Once other workshop members have posted their source comparison questions, use their content to answer the question: “Which do you trust more? Why?”
  3. Feel free to add multiple answers to the same question and / or comment on each others question / or answer. It’s a dialogue.

Here’s a Google doc with my prompts and teacher responses. 

[iframe width=”100%” height=”480″ src=”https://docs.google.com/document/d/1CIOEc-twBQuKnhEYJSe1Mc6Lz_Sn9MZ2HNajjREyscw/pub?embedded=true”]

Image Source: Rogier van der Weyden, Detail from The Magdalen Reading, c. 1435–1438. National Gallery, London

Teaching: The Opposite of Magic?

The Great Levante in Wellington, 1941

Like all youngsters, I went through the phase of wanting to be a magician – got a how-to book, assembled a few props and began to practice my “illusions.” I even put on a “show” for a few (younger) neighbor kids. That phase didn’t last long, but I learned that magicians rely on secrecy and redirecting the audiences’ attention.

Magician didn’t work out for me, but I’ve had a long career as a teacher, now teacher educator. As I finalize plans for my social studies methods class, I find myself thinking that good teaching is the opposite of magic. Unlike magicians, teachers draw attention to how thing are done. Teaching is thinking made visible. And if that’s true how do you teach how to teach?

My methods course is based on the premise that it should model the instruction we hope to see these pre-service teachers using in their classrooms. So, for example, it’s not enough to talk about PBL or student-centered learning. We have to use it in our methods instruction.

We know that students need a more authentic audience for their work than the teacher, so our methods course assignments have a public product. Our work has received recognition – including this shoutout from one of our inspirations – Sam Wineburg of the Stanford History Education Group. #humblebrag. 

My methods students are participant observers. They don’t simply following my lesson, they experiencing the learning as a “student” and then put on their “teacher hat” and reflect on “how did he set that up?” Unlike the magician, we make the thinking behind the lesson planning visible.

This year our University of Portland program is transitioning to edTPA. There’s much for all of us to learn and I’ll be doing that right along side my students. 

Here’s a visual intro I prepared for my students. It illustrates the three goals of the course and examples of how they are taught.

  1. Learn to think like a historian (or other social scientist).
  2. Become a skillful instructional designer.
  3. Develop skills for reflection, growth and professional networking.

Click to view intro mediaClick to view intro media

Image credit: National Library NZ on The Commons
The Great Levante in Wellington, 1941
Opera House Wellington, The Great Levante … Hows Tricks, 1941, Chromolithograph, Printed Ephemera Collection, Alexander Turnbull Library
Reference: Eph-D-CABOT-Magic-1941-01

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