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

hub-and-spokes-featured

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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#PDX Flipped Classroom Workshop Series

» 04 September 2014 » In Ed Tech, PD, Strategies, Students » No Comments

Flipped-lesson-featured

Join us at NWRESD Hillsboro OR. (Portland) Feb 2015 (dates TBA) 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 (All tech and flip experience levels welcome) / Cascade Technology Alliance

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How to Read Documentary Films

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

Child-waiting-featured

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

Russell-Lee-Los-Angeles-featured

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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Learning to Think Like a Historian

» 03 June 2014 » In Commentary, History / DBQ's, Strategies, Students, Teachers » No Comments

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I’m joined by other educators who comment on “Teaching History By Encouraging Curiosity.” Ideas on how to create a more engaging history classroom that teaches students the foundations of historical thinking. With links to more resources and a podcast.

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A Satiric Lesson in Media Literacy

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

This-Is-a-Generic-Brand-Video-featured

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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5 Rules of Infographic Excellence

» 14 October 2013 » In Commentary, Visualizations » No Comments

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xkcd’s brilliant mockery of the explosion of “info-junk” should remind us that the best infographics should efficiently combine quantitative data, prompt pattern recognition and cogent visual storytelling. Perhaps aspiring infographic designers would do well to revisit the work of the Edward Tufte, the guru of the art form. His five rules of “Graphical Excellence” are detailed and illustrated with an example he considers “best narrative graphic of space and time.”

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Text to Text: A Strategy for Common Core Close Reading

» 26 September 2013 » In How To, Literacy, Strategies » 5 Comments

The-Scarlet-Letter-1917-featured

The NY Times Learning Network has just launched a new series of lesson plans called “Text to Text.” It’s a simple approach that pairs two written texts that “speak to each other.” I think it’s a Common Core close reading strategy that could be easily replicated by teachers across the curriculum – great way to blend nonfiction with fiction and incorporate a variety of media with written text.

Each lesson includes a key question, extension activities and additional resources to expand the basic lesson. Here’s two graphic organizers to help student organize their “Text to Text” thinking.

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Teaching Big History

» 22 August 2013 » In Ed Tech, History / DBQ's, Projects, Strategies, Web 2.0 » 2 Comments

Big history

Just launched – The Big History project is a free online course that weaves evidence and insights from many scientific and historical disciplines across 13.7 billion years into a single, cohesive story. Here’s info on how you can join this project as a teacher or student. The course highlights common themes and patterns that can help us better understand people, civilizations, and the world we live in.

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