Deconstructing Currier and Ives
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 Western Region & NWRESD.
We preceded the onsite workshop with some "flipped" learning using Versal (a free and stylish LMS) and leveraged our on-site workshop time to design lessons using primary sources from the Library of Congress digital resources for teachers.
Versal provides for easy import of a variety of other web tools with a simple drag and drop. I used it embed a number of Disqus forums, YouTube videos and collaborative Google Docs. Before we even met, participating teachers were able to use Versal to get to know each other, use tutorials from the Library of Congress website, study historical thinking skills, pose and respond to historical sourcing scenarios and post research proposals. During our onsite workshop I continued to use Versal as our LMS to host our live Google Hangout and collaboratively design research projects via an embedded Google Slide show. For more on what Versal can do click here.
Here’s our Versal pre-course below. For a direct link click here.
Use the 3 bars in upper left of Versal embed to navigate the lessons.
Finding online documents can a challenge, so I put together a 12-min video of three search strategies that I find effective – locating curated content, using the native LOC search tools and using a search operator. [site:loc.gov]
Image-based DBQ explores the how first ladies are used as political symbols. Great tool for middle school students to develop visual literacy.
In this interactive DBQ, readers are guided through posters, photographs, political cartoons to examine the motivation behind the Marshall Plan.
This DBQ project explores posters, videos and other media that contribute to the popular image of the soldier in the minds of the American people.
This DBQ uses WWII-era WPA posters to examine how art can be used to influence public opinion. Key questions guide student through a close reading of the works.
This DBQ assignment is meant for students to view the issue of immigration through various primary sources based on the perceptions of different individuals and groups from the 1920s. As you look over them, consider the various perceptions of immigration throughout the 1920s. What was the reasoning and motivations behind these differing beliefs? How did different groups or individuals view immigrants and immigration? What did these same individuals and groups believe should be done with immigrants? How are their arguments similar and different?
This chapter examines the historic setting of the Little Rock Nine though a variety of documents. They include news photographs of the events, governor’s proclamation, historic essays, Presidential speech, TV news reports and video reflections by participants. Your task is to examine the context of these documents and decide which are most helpful to your understanding of the conflict.
Students examine images, text and ephemera from WWI to develop an answer to the question: How did the experience of WWI shape international opinion of chemical weapons?
Here’s a chapter from my latest student-designed iBook “Exploring History: Vol II.” The Pig War by Andy Saxton – s tudents are given historic documents related to the US / British Border Dispute of 1859 (the Pig War) and asked to reconstruct a historic narrative.