I is for India, Our land to the East Where everyone goes To shoot tigers, and feast
Common Core offers an incentive for teachers to use historic documents to build literacy skills in a content area while empowering students to be the historian in the classroom. But a document-based lesson (DBL) in this context requires four key elements to be successful:
The right documents.
Knowing how to look at them.
Letting students discover their own patterns, then asking students to describe, compare and defend what they found. These historical thinking skills correlate with edTPA’s language functions.
Basing the task on enduring questions, the kind that students might actually want to answer.
Class 7 offers strategies for assisting students to more closely read a document (in all their multimedia formats) by answering three Common Core questions.
What did it say?
How did it say it? See: SHEG – Sourcing, Contextualizing
Page from: “An A B C, for baby patriots”
Creator: Ames, Mary Frances
Publisher: Dean & Son
Place of Publication: London (160a Fleet Street E.C.)
Publication Date: 
Archive: University of Florida UF00086056:00001
Students will present their historical thinking lesson to the class for feedback via large group discussion. Students will have class time to collaborate with peers and teacher to implement the suggestions.
Our goal will be to assist each other in designing a great lesson that supports student mastery in skills of Sourcing, Contextualizing or Corroborating. Lessons will be modeled after History Assessments of Thinking developed by SHEG. For more on the assignment click here.
Assignment for Class 7
Students will write a post that introduces their lesson to the world. The lesson should be embedded into their blog post. More on how to embed Google Docs and Google Forms into WordPress
They should also write a reflection about what they learned from the development process – that reflection could include: working with SHEG model, insights from peer feedback, and/or the workflow used in this course to produce the lesson (how it was assigned, use of Google tools, peer feedback before final posting).
Date Created/Published: N.Y. : Published by Keppler & Schwarzmann, 1899 January 25.
Summary: Print shows Uncle Sam as a teacher, standing behind a desk in front of his new students who are labeled “Cuba, Porto Rico, Hawaii, [and] Philippines”; they do not look happy to be there. At the rear of the classroom are students holding books labeled “California, Texas, New Mexico, Arizona, [and] Alaska”. At the far left, an African American boy cleans the windows, and in the background, a Native boy sits by himself, reading an upside-down book labeled “ABC”, an a Chinese boy stands just outside the door. A book on Uncle Sam’s desk is titled “U.S. First Lessons in Self-Government”.
Our class begins with a review of the Sam Wineburg reading and TEDEd flipped lesson Who is the historian in your classroom? That will also provide a chance to discuss the efficacy of flipping content. What are the challenges and opportunities for that approach?
It will give us a chance to compare both formats for delivering a lesson. (Note: While we could have done either as a hard copy worksheet, this activity gives us a chance to work with a two Google tools.)
Assignment for Class 5
You will each design a historical thinking mini-lesson based on the two sample lessons we did today. Both demonstrate Beyond the Bubble assessment model. All mini lessons should constructed as either a Google Doc or Google Form. (Note: a source video can only inserted into a Google Form).
It features thirteen engaging questions and historic documents that empower students to be the historian in the classroom. The units draw from a fascinating collection of text and multimedia content – documents, posters, photographs, audio, video, letter and other ephemera. “Stop-and-think” prompts based on CCSS skills guide students through analysis of the primary and secondary sources. Essential questions foster critical thinking. All documents include links back to the original source material so readers can remix the content into their own curated collections.
All of our students assignments had a public audience on this class blog and were designed to meet our three class goals:
Learn to think like a historian.
Become a skillful Instructional designer
Develop technical skills for production, reflection, growth and professional networking.
The lesson design process began early in the semester when students designed 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. Then students identified essential questions worth answering and gathered documents to explore the question in an extended lesson design process.
Exploring History: Vol III was our PBL capstone and is available on iTunes in 51 countries around the world. Here’s a post (from fall 13 class) that describes our project workflow (including how we utilized iBooks Author).