Thinking Like A Historian: Student-Designed Lessons

» 02 October 2014 » In Ed Tech, History / DBQ's, How To, Students » No Comments

History of SpringfieldOver 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)

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Students at the Center of the Learning

» 08 September 2014 » In Commentary, Ed Tech, History / DBQ's, How To, Strategies, Students, Teachers » No Comments

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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.

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How to Read Documentary Films

» 26 August 2014 » In History / DBQ's, How To, Strategies » 2 Comments

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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.

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How to Read Documentary Photographs

» 12 August 2014 » In History / DBQ's, How To, Strategies » No Comments

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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.

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How To Use Social Media to Network Your PLN

» 23 July 2014 » In Ed Tech, How To, PD, Social Web » 1 Comment

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Here’s ideas I’ll be using for training my university students on how to use social media for networking and professional growth. As a proof of concept, I crowdsourced via social media for some ideas that I might incorporate into my grad / undergrad social studies methods course. I used Storify to collect all the great suggestions that came in.

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A Satiric Lesson in Media Literacy

» 27 March 2014 » In How To, Literacy, Strategies, Visualizations » No Comments

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Kendra Eash’s essay becomes a satiric video skewering the clichéd corporate message ad as a meaningless montage of grandiloquent pablum. Used as a prompt for a lesson in visual literacy.

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Free: How To Get Started with iBooks Author

» 02 March 2014 » In How To, Publishing » No Comments

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Here’s my free multi-touch iBook that will get you started using iBooks Author. Includes an interactive tour of the app, widget sampler with settings, and tips and tricks for designing your iBook and managing your work flow.

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iPDX14 Session Preview: Getting Started with iBooks Author

» 24 February 2014 » In How To, Presentations, Publishing » 3 Comments

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Here’s your chance to learn how easy it is for students and teachers to create multi-touch iBooks using iBA. We’ll demonstrate the key steps in designing an iBook that can be published to iTunes or shared as iBooks files. Download my free 20-page “Quick Start: iBooks Author.” Links to more how to’s and free content resources for your iBook project – interactive widgets, images, videos, audio and more.

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Tips for Motivating Student Writers with iBooks Author

» 05 January 2014 » In Ed Tech, History / DBQ's, How To, Publishing, Students » 9 Comments

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My preservice teachers just published an iBook collection of document-based questions in US and World History. It’s now available free at iTunes. Here’s some tips on how to turn your students into published authors.

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iBooks Author Widgets on Mavericks Desktop

» 24 October 2013 » In Ed Tech, History / DBQ's, How To, Publishing » 6 Comments

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I’ve been anxiously awaiting the chance to see if iBooks Author widgets would make it to the desktop in the new Mavericks version of iBooks. I’m pleased to report that all the iBA – created widgets run perfectly. Plus, viewing an iBook on 27” Thunderbolt display is awesome.

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