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
Explore the “Negro Travelers’ Green Book,” a guide for Black American travelers in Jim Crow America. It includes two archival editions (1949 and 1956), a documentary video, and an interactive Google map of “Negro-friendly” establishments across America in 1956.
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.
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. Here’s their results.
Over 300 years ago the French sent the largest army ever seen in North America to attack the Seneca Nation of the Genesee Valley of Upstate NY. The expeditionary force set in motion a series of events that would ultimately result in the French expulsion from North America.
Here’s a brief case study in how use social media to showcase your work and create a professional learning network.
I learned to be an instructional designer – an architect of learning environments. I designed lesson “spaces” where the thinking was being done by my students. 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 how.
Lesson on using films as documents to develop historical thinking skills in sourcing, contextualizing, corroborating and close reading. The lesson compares two documentary films detailing the forced removal and incarceration of Japanese Americans during WWII. The first film was made in 1943 by the US government to justify the action. The second film was made in 2014 and features interviews with Japanese American incarcerees.
Lesson on using photographs as documents to develop historical thinking skills in sourcing, contextualizing, corroborating and close reading. Features material from “Uprooted” a museum exhibit and website that showcases the photography of Russell Lee, staff photographer for the Farm Security Administration (FSA) and his work at the Japanese American farm labor camps of WWII.
I’m pleased to introduce my latest multitouch iBook “Portland’s Japantown Revealed.” Free at iTunes. It’s filled with over a hundred archival photographs and dozens of video interviews with former Japantown residents that detail life from the 1890s through the incarcerations of WWII. It features two dozen interactive “Portland Revealed” widgets that allow the reader to blend historic and contemporary photographs.