Quantify Culture with NGram Viewer and NY Times Chronicle

Frequency of "The Great War" and "WW"I in Books nGram Viewer Frequency of “The Great War” and “WW”I in NYT Chronicle

This week in my University of Portland EdMethods class we considered the impact of digital technology on teaching and learning. Innovation in instructional practice is coming from the “bottom up” – from teachers who find effective ways to harness the creative energy of their students. These teachers don’t simply deliver information to kids, they craft lessons where students can research, collaborate, and reflect on what they’re learning. They harness a flood of new platforms that enable students “see” information in new ways and support a more self-directed style of learning.

To demonstrate transformative web-based research tools, my EdMethods students spent time using Books NGram Viewer and NY Times Chronicle – to develop and test hypotheses. As part of an in-class demo of the power of word frequency research, they shared their results via a Twitter hashtag: #WordFreq. I’ve collected them in the Storify below

Books Ngram Viewer and NY Times Chronicle have many interesting applications in the classroom. For example, they can both be used to introduce the research method – form a hypothesis, gather and analyze data, revise hypothesis (as needed), draw conclusions, assess research methods. Working in teams students can easily pose research questions, run the data, revise and assess their research strategy. Students can quickly make and test predictions. They can then present and defend their conclusions to other classroom groups. All skills called for by the new Common Core standards. Ideas for classroom use Books Ngram Viewer and NY Times Chronicle. For more advanced searches using NGram Viewer click here.

Want more? You can explore word frequency in rap lyrics and NY Times wedding announcements.

Invaders Came from the North: French Attack on Upstate NY

Over 25 years ago I published this piece in Upstate – a regional Sunday news magazine based in Rochester NY. I was a high school American history teacher intrigued with local history.  It was published on the 300th anniversary of the raid and filled with references to local landmarks and towns. My goal was to bring little known “international” incident to a largely local audience. (Looking back, I wonder if the subject matter was a bit grisly for the Sunday brunch table). While I’ve had a pdf copy of the original article on my website, I’m posting a text version here to make it more searchable. Despite my relentless overuse of commas, I have resisted re-writing it.

Invaders Came from the North
Upstate Magazine
July 12, 1987

Map of Denonville raid 1687

Three hundred years ago, on July 10, 1687, Seabreeze was invaded by the largest army North America had ever seen.

A 350-boat French Armada had left Montréal a month earlier bringing 3000 men and their supplies to the Ontario shore. Their goal: the destruction of the Seneca Indians of the Irondequoit Valley.

Unprepared to meet the invaders, the Senecas sent a small scouting party to the lake bluff at Seabreeze Park. They watched in silence as the French invaders dragged their flat-bottom boats on to the sandbar that today is lined with hotdog stands. On the narrow strip of land that separates Irondequoit Bay from Lake Ontario, the French set about securing their beachhead, and in the next few days built a crude rectangular fort, with a 10 foot high palisade using more than 2000 trees cut from the Webster shore of the bay.

To protect their boats from the Senecas and the intense heat, the French scuttled them in the shallows of the Bay. Soldiers also build scores of ovens to bake 30,000 loaves of bread to feed the troops.

The expedition leader was Jacques-René de Brisay de Denonville, son-in-law of one of France’s richest nobleman, an experience military commander and governor of new France, the large struggling colony the French had planted in the New World. It stretched from Montréal in a great arc all the way to the Mississippi Valley in New Orleans.

New France survived on the fur trade, an enterprise which was dependent on the Indians to help trap the retreating supply of animals has the white men push westward. The Senecas served as middlemen, their warriors terrorizing the other Indian tribes of the Ohio Valley to maintain a steady supply of pelts which they traded either to the French in Montréal or the English in Albany, depending on who paid better.

Wedged between rivals, Seneca country had become the political fulcrum of the eastern Indian America.

Because upstate New York was strategically located at the headwaters of the major river systems of the American Northeast, Seneca warriors and traders were able to use the rivers to reach colonists and other Indian tribes over an area of almost 1,000,000 square miles reaching as far south as the Carolinas and as far west as the Mississippi River. Wedged between rivals, new friends in the British colonies of the Atlantic Coast, Seneca country had become the political fulcrum of the eastern Indian America.

Denonville had brought 1500 French colonial troops and 1500 of their Indian allies to the Irondequoit Valley, as he put it, “to enter through the Western chimney of the Iroquois longhouse” to end Seneca interference in French plans for colonizing America.

Jacques-Rene_de_Brisay,_Marquis_de_Denonville
Jacques-Rene de Brisay, Marquis de Denonville

In the pale dawn of July 13, French troops knelt for Christian blessing as their Indian allies looked on. After breakfasting on bread and creek water they began the final leg of their march on the Seneca villages, following Indian trails which can be traced today by existing landmarks.

They worked their way down the west shore of the bay along what today is Interstate 590, passed Indian Landing near Ellison Park, then marched along Landing Road towards East Avenue. Guided by a map of Seneca trails prepared during an earlier, unsuccessful raid, Denonville was able to move swiftly through the rough territory.

News of the invasion spread quickly among the Senecas as their scouts reported the steady advance of the French columns. The Senecas had at most only 1200 warriors with which to face Denonville, but how many had fled or were elsewhere on raids and hunting parties was uncertain. They understood immediately that the Denonville’s aim was the destruction of their two major villages, Ganagaro, at what is now Boughton Hill, near Victor, and Totiakton, at what is now Rochester Junction, just south of Mendon Ponds Park.

The Senecas weren’t sure which village Denonville would strike first, and with their limited forces, defending both would be impossible. The Seneca strategy was to attack the French forces before they could reach the villages but until they were sure which route the French would take, they couldn’t prepare an ambush.

In their uncertainty and confusion, the Senecas had allowed Denonville’s men to pass safely through the terrain where they would have been most vulnerable – Indian Landing, Palmer’s and Corbett’s Glens. But they knew that when Denonville arrived at the fork where East Avenue meets Allen’s Creek his intentions would be plain – if he went left, he was taking the East Avenue trailed to Ganagaro; if he went right, it was the Clover Street trail to Totiakton.

Continue reading “Invaders Came from the North: French Attack on Upstate NY”

Get the Word Out: A Social Media Case Study

Police Dog Tess I teach future teachers – secondary social studies teachers. The course has three goals:

  1. Learn to think like a historian. 
  2. Become a skillful instructional designer.
  3. Develop skills for reflection, growth and professional networking.

They begin the course by doing self-audits of their social media use for professional networking – a good starting point to reflect on their expanding professional learning networks. Along the way we use load of tech tools to achieve our course goals. Every activity results in a public product for their growing professional portfolio.

Rather than tell them what to do, I prefer to model it. Here’s a brief Storify that illustrates how to fuse our three course goals and produce content to share with the world. Here’s our first set of student posts. Take a look and leave a comment.

Image credit: Police Dog Tess, 29/1/35 by Sam Hood
State Library of New South Wales

Students at the Center of the Learning

Thomas Hawk - Hub and SpokesIn the early part of my high school social studies teaching career, I saw myself at the center of the classroom. I was the focal point of the learning. I played resident historian – reading, crafting lectures and dispensing history to my students. They were on the periphery of the learning – waiting for my instructions, checking back with me for approval, giving me back my lecture on the unit test. Even the whole class discussions “flowed through” the teacher. Students directed their responses to me. I commented after each student with my approval or directing another student to give it a try. Without realizing it, I taught my students the only thing worth knowing was something coming from their teacher.

With time I learned to stop working so hard at being the smartest person in the room. With practice, I honed the skills of an instructional designer – an architect of learning environments – “spaces” where the thinking was done by my students.

I try to model that “architectural approach” in my social studies methods class. Take a look at today’s class, (University of Portland) you’ll see that I’m not the focal point of the lesson. By “flipping” a few instructional components and providing a student-driven evaluation, my students will be at the heart of the lesson. I’ll be floating at the periphery. Here’s a summary:

The students have written drafts for their first authored posts on EdMethods, our class WordPress blog. While I assigned the format of their post – they have selected the content. Before posting they will go through two peer reviews in today’s class and then make revisions based on the feedback. Instead of writing for their teacher they are writing for the web. Rather than being graded by the teacher, the quality of their work will be assessed by their peers before they “turn it in” for publication on the web.

Most of my students are new to WordPress. Rather than force the whole class to sit through my “How to use WordPress” lecture, I used the QuickTime Player to prepare ten brief (under 2 mins) video micro-lessons on posting to WordPress. Students can use that “just-in-time instruction” for exactly what they need to complete the posting process. That frees me to work with students who might want to make major revisions to their posts or need extra help with WordPress.

Next week, our class will focus on historic thinking skills. I want to use our class time to actually dohistorical thinking tasks, so I wanted to flip the content delivery. I used TEDEd’s great lesson builder to annotate an existing YouTube video with questions, student reflections and further readings. See Who is the historian in your classroom?

Interesting in flipping a lesson? Here’s info on my Flipped Classroom Workshop

Who is the historian in your classroom
Image Credit:
Flickr: Thomas Hawk – Hub and Spokes

#PDX Flipped Classroom Workshop Series

flipped classroom workshop logo

Coming February 2015 

In the digital age, sharing information is easy. Why waste classroom time simply transferring information to your students? It’s assimilating content and developing skills that are the challenge. Flip the content to the “homework” and you can free up more classroom time for student interaction, peer teaching, and reflection. 

Join us at NWRESD Hillsboro OR. (Portland) for 2 and a half days of engaging hands-on workshops that will give you the ideas, tools and support to flip your class. Open to K-12 teachers and administrators / Cascade Technology Alliance. All tech and flip experience levels welcome. We’ll be creating a more engaging classroom … one flipped lesson at a time. More info here

During our sessions we will share tech tools, design and delivery strategies. Between sessions participants will use the lessons we design and return to reflect on successes and challenges in a lesson study approach.

  • Dates: February 13, February 27, March 13
  • Times: 9:00 am to 4:00 pm. 
  • Cost: $250 includes materials and lunches
  • Location: NWRESD 5825 NE Ray Circle, Hillsboro OR 97124 Map
  • Audience: K-12 Teachers and administrators / Cascade Technology Alliance

For more information and registration click here.
Seats are limited, so don’t delay.
Sign up deadline Jan 9, 2015.