How to Read Documentary Films

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

Child waiting to be taken to Manzanar April 1942 LC-DIG-fsa-8a31173

While many are aware that the US government forcibly removed and incarcerated more than 120,000 U.S. residents of Japanese ancestry during WWII. Few people know that the government recruited some of these same people to work at farm labor camps across the west to harvest crops essential to the war effort.

Uprooted from Uprooted Exhibit

Uprooted: Japanese American Farm Labor Camps During World War II is a traveling photography exhibit (and website) that tells this story and provides a treasure trove of resources for historians, teachers and students. Uprooted draws from images of Japanese American farm labor camps taken by Russell Lee in the summer of 1942. Lee worked as a staff photographer for the Farm Security Administration (FSA), a federal agency that between 1935 and 1944 produced approximately 175,000 black-and-white film negatives and 1,600 color photographs.

I worked with the Uprooted team and developed a lesson How reliable are documentary films as a historic source? The lesson begins with the teacher telling students that they are about to watch two short videos about the experience of some Japanese Americans during World War II. The first video was made in 1943 by the US government as an informational service to the US public. It features video shot in 1941 and 1942 and narration by a government official. The second video was made in 2014 by documentary filmmakers to accompany the Uprooted Exhibit. It features historic video from World War II as well as oral history interviews with Japanese Americans that the filmmakers shot in 2013 and 2014. The narration is taken from the interviews. Before the videos are shown, the teacher asks the students which video they think will be a more reliable historical source. (Be sure to have them justify their thinking to their peers). Prompts include: 

  • A video made in the era being studied or a video made over seventy years later?
  • A video made by the United States government or a video made by documentary filmmakers?
  • A video narrative by a government official or a video narrated by people who participated in the event?

The lesson then guides students through comparisons of both videos based on close reading strategies - what does the video say? how does it say it? what does it mean to me?

A complete lesson plan, collection of images and historic documents is available at Uprooted. A second lesson plan considers the question:  How reliable are documentary photographs as a historic source? The site even includes a kit for students to curate their own Uprooted museum mini-exhibit.

You can find Uprooted on Twitter | Facebook | Flickr | Instagram

The museum exhibit open at The Four Rivers Cultural Center in Ontario, OR on September 12, 2014 and runs through December 12, 2014. It then travels to Minidoka County (ID) Historical Society and the Oregon Nikkei Legacy Center in Portland Ore. More exhibit info and updates

I'd like to close this post by crediting the talented team behind Uprooted. Curator - Morgen Young, Web and Graphics Designer -Melissa Delzio, Videographers - Courtney Hermann and Kerribeth Elliott. Uprooted is a project of the Oregon Cultural Heritage Commission.

Image credit:  Child waiting to be taken to Manzanar, April 1942, Los Angeles, California. Photographer Russell Lee. Library of Congress (Prints & Photographs Division, FSA-OWI Collection, LC-USF33-013290-M4)

Tags: , , , , , , , , , , , , , , , ,

The Bots are Coming! Better Re-think My Lesson Plans

» 17 August 2014 » In Commentary, Ed Policy, Leadership, Strategies » 3 Comments

Star-Strider-Robot-featured-image

The video’s thesis is simple – robots are coming for our jobs. That begs the question – what skills should we be teaching to students who will have to compete against the bots for employment?

Tags: , , , , , , ,

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.

Tags: , , , , , , , , , , , , , , , ,

Learning to Think Like a Historian

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

classroom-scene-featured

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.

Tags: , , , , , , , , , , , , , , , ,

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.

Tags: , , , , , , , , , , ,

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.

Tags: , , , , , , , , , ,

Work, Duty, Glamour: How They Sold War Work To Housewives

» 16 July 2013 » In Ed Tech, History / DBQ's, Publishing » 2 Comments

rosie-featured

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.

Tags: , , , , , , , , , , , , , , ,

How to Teach Structured Academic Controversy

» 26 June 2013 » In History / DBQ's, How To, Literacy, Reflection, Strategies, Students » No Comments

deliberation-featured

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.

Tags: , , , , , , , , , , , ,

Common Core Training: Five Essentials

» 05 May 2013 » In How To, Literacy, PD, Strategies, Teachers » No Comments

plainfield featured

Teachers everywhere are concerned about the impact of Common Core. But they won’t benefit from lecture-style PD that itemizes specific strands and standards of Common Core. Promoting curricular “checklists” doesn’t build capacity, it fosters either resistance or mindless compliance. Don’t talk about “close reading” – do it!

Here’s five PD essentials to support teachers in transitioning to close reading and the Common Core. Teachers are too savvy to fall for an empty promise that something is “common-core-aligned.”

Tags: , , , , , ,

Boston Bombings: Close Reading A Media Frenzy

» 26 April 2013 » In Commentary, Literacy, Social Web, Strategies » No Comments

Suspects Together- featured

Here’s a suggestion for high school teachers. Postpone a lesson you had planned for next week and use the time to explore the cacophonous infosphere spawned by the apprehension of the suspects in the Boston bombings. If that media circus tells us anything, it’s that we need a lesson in digital hygiene and responsible use.

It’s also a good chance for students to hone their close reading skills. The events should be fresh in everyone’s mind. Ask students to reflect back on network news and social media coverage of the manhunt using these three critical thinking prompts: What did it say? How did it say it? What’s it mean to me?

Tags: , , , , , , , , , , , ,