My Social Studies Methods class at the University of Portland recently published a free multi-touch iBook - Exploring History: Vol II. It features ten engaging questions and historic documents that empower students to be the historian in the classroom. For more info on our project and free download of the fully functional version click here.
To better publicize student work, I’m featuring each chapter in it’s own blog post.
Generative Question: Did the American Colonists have legitimate motivations for initiating war and separating from Britain?
The American Revolution by Scott Deal - Download as pdf (8.5MB) The American Revolutionary War lasted from 1775 to 1783. The conflict was between the thirteen North American colonies and British. Both the American Colonists and British had different perspectives on the war. The follow documents are primary sources from both the American Colonists and British. As you analyze and examine the documents, take into account the source of each document and any point of view that may be presented in the document. I want the students to use evidence to support their answers to the questions pertaining to each document and form an argument based on what they have learned and think.
Image credit: The Bostonians paying the excise-man, or tarring and feathering
Philip Dawe(?), mezzotint, 1774, 14 x 9 1/2 inches
Prints and Photographs Division, Library of Congress
Ten engaging questions and historic documents empower students to be the historian in the classroom. Free at iTunes and as downloadable PDF.
Explore the “Negro Travelers’ Green Book,” a guide for Black American travelers in Jim Crow America. It includes two archival editions (1949 and 1956), a documentary video, and an interactive Google map of “Negro-friendly” establishments across America in 1956.
Over 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.
To demonstrate transformative web-based research tools, my EdMethods students spent time using Books NGram Viewer and NY Times Chronicle – to develop and test hypotheses. Here’s their results.
Over 300 years ago the French sent the largest army ever seen in North America to attack the Seneca Nation of the Genesee Valley of Upstate NY. The expeditionary force set in motion a series of events that would ultimately result in the French expulsion from North America.
Here’s a brief case study in how use social media to showcase your work and create a professional learning network.
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.
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.