Last week Marta Turner (NWRESD) and I had the privilege to work with a team of Oregon teachers in a workshop “The Student as Historian.” The session was jointly sponsored by the Library of Congress, the TPS Regional Program & NWRESD. More information and our "flipped" pre-course here.
One of our goals was to promote historical thinking, so we held a Google Hangout with Dr. Adam Franklin-Lyons - associate professor of history at Marlboro College. We queried him how historians think and discussed his insights into his approached to working with primary sources.
Adam teaches European history and his research focuses on grain supply and famines in the Western Mediterranean. He also hosts a series of history podcasts at The History Cafe. I highly recommend Adam’s podcasts for their clever take on European history (plus a food theme). For more on Adam - his research profileand hisYouTube Channel
For a more detailed exploration of how a historian thinks watch Adam’s “Introduction to Primary Sources Part II.” (below) He looks at a single letter between merchants who were members of a powerful merchant company run by Francesco Datini at the end of the 14th Century.
Image credit: "Richard of Wallingford" Licensed under Public Domain via Wikimedia Commons
Richard of Wallingford (1292–1336) was an English mathematician who made major contributions to astronomy/astrology and horology while serving as abbot of St Albans Abbey in Hertfordshire.
I’m pleased to be presenting at the Devsigner Conference in Portland Ore June 27-28. My session will offer perspectives on designing engaging learning experiences that motivate students, provoke their reflections and monitor their progress as learners.
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 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.
One of my University of Portland pre-service teachers showcases her online DBQ – “Anne Frank: A Timeless Story.” She explores Anne’s diary as historic source document. Erin Deatherage also reflects on the experience of designing DBQs.
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 am proud of my life-long career in public education - especially the 25 years I spent as a teacher. For nearly 30 years, I have worked with school districts, state DOEs, leading educational organizations and companies to improve the quality of teaching and learning. I provide training and consulting services across the United States and internationally. I'm exploring the instructional power of interactive texts and helping to foster the next generation of teachers as adjunct faculty at School of Education, University of Portland.
Based on an innovative teacher’s workshop sponsored by the Library of Congress TPS program. Includes both the training materials and fourteen teacher-designed document-based questions for grades 4 through high school. More
Awarded "Best Textbook and Best Widget, 2015" Archival photographs and dozens of video interviews with former Japantown residents detail life from the 1890s through the incarcerations of WWII. Reader can use interactive widgets to blend of then and now photos. More
Explore Portland Oregon’s historic Japantown with this user-friendly walking tour. The city’s vibrant pre WWII Japanese American community is archived in over 125 photographs and audio clips. This GPS-enabled app guides you through Portland’s eight block Japantown, a bustling community in the early decades of the twentieth century - better known today as the colorful Old Town / Chinatown neighborhood.
My iBooks are filled with videos, audios, posters, art, pamphlets, letters and long lost ephemera. "Stop-and-think" prompts based on CCSS skills guide students through analysis of the primary sources. Essential questions foster critical thinking. All documents include links back to the original source material so that students can remix the content into their own curated collections.
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