Tag: Learnist

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Women’s Suffrage Reflection Part II

Looking backward -Laura E. FosterWhen we first started working on this DBQ we knew that we wanted to educate students on how to best analyze propaganda, understanding what each piece is trying to say, being able to discover how each piece goes about conveying its message, and what historical events are transpiring to bring about such pieces of work. At the beginning of this DBQ lesson there was talk of only showing pro-women’s suffrage propaganda, but we discovered that if the students had only positive propaganda to view, then the lesson loses some of its strength. As a result we had to make a slight change my overall lesson. Instead of using only pro-suffrage pieces, we would also use anti-suffrage pieces and  the students would compare, contrast, and analyze these pieces as a whole as well instead of independently.

I personally believe that the final project achieved all of my learning goals. My partner had a large amount of excellent material that we used and as a result we were able to created a DBQ that pushes students to both compare and contrast multiple pictures, as well as analyze individual pictures at a deep level.

The biggest lesson that I learned while working on this DBQ is that you have to be careful with what photographic material you use. Pictures are one of the most important parts of a DBQ and if the DBQ has poorly chosen pictures than the overall quality of it will suffer greatly. I also learned that you need to be careful when choosing a topic. While something such as the women’s suffrage movement is well documented through images and propaganda, there are other events that are either lacking sufficient pictures or lack any diversity in their imagery.

This DBQ is part of our class-produced, multi-touch iBook. Available free at iTunes

You can find our DBQ at Learnist

Image credit:  Library of Congress:  LC-DIG-ppmsca-02940
Title: Looking backward / Laura E. Foster.
Creator(s): Foster, Laura E., artist
Date Created/Published: c1912 August 22.

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DBQ Creation and Reflection

Image

A few weeks ago Kristi Convissor and I started creating a DBQ project. We first started with a general outline the DBQ would take. We asked ourselves “What do we want students to learn from the DBQ overall?” To answer that we came up with a generative question to help guide our designing processing and to help the students when they are using the DBQ. The generative question was: “How does a nation develop such an intense fear and enemy, creating mass hysteria?”

From there we narrowed it down to look specifically at the Red Scare in 1950s America. We wanted students to learn about Americans fear of communism during the time. We wanted students to not only be aware of the hysteria but to understand where that fear developed from. One of the goals of the DBQ was to get students to think about what kind of words, actions, depictions lead to fear and what kind of outlets are needed to create mass hysteria. If students understand that then they can see how the Red Scare came to encapsulate so much of the 1950s.The design of DBQs lends well to this kind of investigation.

When creating the DBQ, we chose documents that helped answer the generative question. We had found some cool documents, but they side tracked too far from our question, so we cut them. Having the generative question kept us focused on the main point of the DBQ. In addition we also created follow-up question to each document, which helped us pick quality documents. If the document could only address one question then it probably was not the best source we could use. We made sure to use sources that could be asked several questions because they held a decent amount of information in them for students to discover.

The final project which can be found on Learnist and soon on an iBook, met our goals. Our DBQ allows students to see for themselves how America came to have such an intense fear of communism through films, articles, and posters. Our DBQ took a media lens to the issue, examining the creation of an enemy based on characterizations rather than on facts or true events.

Image Credit: Digital History retrieved from Library of Congress
Media type: poster
Museum Number: LC-USZ62-80757

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Class 12: Publishing our DBQs with iBooks Author

Typesetters working linotype machines Waterford NewsOver the next few classes we will devote time to editing / formatting our DBQs for iTunes publication of a class DBQ collection. Peter will provide instruction in using iBooks Author. Students will use  material from their DBQ Design project as the foundation for their contribution to one chapter of the class iBook. Peter will arrange for publication on iTunes with all student work credited. DBQ assignment here.

Project Reflection at Ed Methods
Students willing write a reflection on their DBQ design project. That will be done in the form of a blog post to Ed Methods – due by class time 11/25. Students should be sure to go back and quote their original DBQ post and note how their project evolved over time by answering three questions:

  1. What were the learning goals of this DBQ – what skills or content did you want students to master?
  2. To what extent did your final project achieve those goals?
  3. What did you learn about the DBQ lesson design process? (Note: do not discuss the merits of Learnist. It’s about the teaching not the technology.)

The DBQ design blog post should include an image from their DBQ and a link back to their DBQ on Learnist. This post will introduce their DBQ to the world. Peter will also re-publish their post as a guest blogger at Copy / Paste to broaden the audience for their work.

Class DBQ iBook
As a group, the class will review each other’s work before inclusion in the iBook collection of DBQs. Each student (or team) will contribute one DBQ in the form of a book chapter. It will include the project reflection as a way of introducing the DBQ. Students will collaborate on book design decisions and Peter will include a sample chapter and an introduction to the book.

Technical aspects
The iBooks will be designed using iBooks Author in the Mac lab. Students will bring digital versions of their DBQs to the lab – including all image and sound files, text files, citations and URLs. Note: YouTube videos will be inserted into the iBooks using ibooksgenerator.

For more see:

Image credit: Typesetters working on linotype machines at the Waterford News. Date: Friday, 29 July 1938.
This newspaper was set up in 1848, and is still going strong as the Waterford News and Star in print and online.
National Library of Ireland Ref.: P_WP_4269

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Class 9: DBQ Project Showcase / Sites for Social Studies / Fishbowl Continues

1950s analog computer

This class continued in our 3rd session of Lesson Studies Fishbowls, but added a tech focus.

The class showcased and offered feedback on our student-designed DBQs at Learnist>
More on DBQ Design assignment

  1. Red Scare DBQ by Christina Steiner & Kristi Convissor
  2. The Vietnam War by Samuel TS Kelley
  3. Visions of Freedom: The American Revolution by CRSoderberg
  4. Media and War: An Analysis of Vietnam War Propaganda by Damian Wierzbicki
  5. Cross-Cultural Contact Between Native American Residents and European Conquerors by Tom Malone
  6. Propaganda of the American Suffrage Movement c. 1910-1920 by Heather Treanor and Cory Cassanova
  7. Anne Frank: A Timeless Story by Erin Deatherage
  8. Images and Emotion – WWII Propaganda Posters by Aram Glick
  9. The Irish Revolutionary Period by Peter Gallagher
  10. The Power of Propaganda by Kyle Stephens

Peter shared a few of his favorite websites for students applying analytic thinking to history and social studies. They included:

Sources for historic content:

Image Credit:
1950s Analog Computer : Consolidated/Convair Aircraft Factory San Diego
San Diego Air and Space Museum Archive Archives No.: 10-000861