I assigned my preservice teachers at University of Portland the task of using Learnist to design a document based question that would eventually become part of a class-produced DBQ iBook collection. DBQ assignment here. More samples of student-designed DBQs here.
I’ve asked them to reflect on the assignment and invited them to guest post on my blog. Here is Anne Frank: A Timeless Story designed by Erin Deatherage.
You can find Erin at LinkedIn and here’s her posts on our class blog. See Erin's chapter in our class-designed iBook - free at iTunes
Erin Deatherage reflects on what she learned from the experience:
I designed this DBQ for high school students and chose this topic of Anne Frank because I was curious to see how the diary could be used as a primary source material in place of a piece of literature. It became difficult to find corresponding images for her diary entries that made sense such as, “Fine specimens of humanity, those Germans, and to think I'm actually one of them!” However, adding a historical pillar such as the Kristallnacht helped round out the ideas I was trying to convey. The main reason that I thought Anne Frank would make a great resource for a document-based question series is that she is, decades after her death, relatable. Her story has its place in the legacy hall of fame and will forever stay relevant to children and adults in the world.
I was curious to see how the diary could be used as a primary source in place of a piece of literature.
One of things that I learned while creating this DBQ is making sure the purpose for students is clearly defined. There are times when we teach that bright light shines down from above to us teachers in the middle of a lesson and, suddenly, we get a marvelous idea. Then, there are times that we kick ourselves for not planning or reflecting more before the lesson takes place. Knowing your purpose ahead of time may lead to more marvelous ideas; therefore, more fun and excitement for students while learning.
I am intending for students to be able to use this set of images, concepts, and questions in addition to a Holocaust study or, perhaps, a The Diary of a Young Girl: Anne Frank study. It should be used as a supplement resource to any social studies classroom.
Image credit: Wikipedia
I’ve asked my University of Portland students to reflect on a DBQ assignment and invited them to guest post on my blog. Here is “Visions of Freedom: The American Revolution” – a DBQ designed by Collin Soderberg-Chase. This DBQ presents multiple “views of freedom” viewed through the “lenses” of differing perspectives held during American revolutionary era. The essential question examines what factors influence one’s vision of freedom.
Two of my University of Portland pre-service teachers showcase their online DBQ “Propaganda of the American Suffrage Movement, c. 1910-1920.” This DBQ is designed to encourage students to think critically about the American suffrage movement propaganda. The generative questions are: “How do images express biases?” and “How are political, social, and economic factors presented?” Heather Treanor and Cory Cassanova also reflects on the experience of designing DBQs.
One of my University of Portland pre-service teachers showcases his online DBQ “Image and Emotion – WWII Propaganda Posters.” Five propaganda themes are explored through parallel sets of posters from US and Axis power. Aram Glick also reflects on the experience of designing DBQs.
Two of my University of Portland pre-service teachers showcases their online DBQ “1950s Red Scare.” Videos, posters and documents use a media lens to consider “How does a nation develop such an intense fear and enemy, creating mass hysteria?” Christina Steiner and Kristi Convissor also reflect on the experience of designing DBQs.
I was looking for an online content creation tool – an education-friendly, social network that would allow my pre-service history teachers to post a variety of content, annotate it and provide tools to comment on each other’s work. I tried Learnist – a free web tool. Here’s my sample Learnist – Incarceration of Japanese Americans During WWII. Plus a product review (with students comments).
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.
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.
Rosie the Riveter is an American icon that symbolizes the hardworking and self-sacrificing women who left the household and filled the war jobs that turned America into WWII’s “Arsenal of Democracy.” But it’s a much bigger story than Rosie. Explore the films, posters, pamphlets and cartoons that give us insights into the gender, race and class stereotypes of the period.
Deliberating in a Democracy in the Americas (DDA), a valuable online resource for teachers interested in helping their students develop skills in discussing controversial topics. The DDA site has all the material teachers will need to support discussion in 15 interesting deliberation questions. It uses the Structured Academic Controversy (SAC) model to provide structure and focus to classroom discussions. Not all issues can be easily distilled to pro / con positions. SAC provides students with a framework for addressing complex issues in a productive manner that builds skills in reading, analyzing, listening, and discussion. And it’s ideal for supporting Common Core close reading skills.