Students will develop and deliver a 20-25 min lesson in their assigned class
9/23 – Renee, Maddy, Jacquie, Cody
9/30 – Jose, Jarrett, Casey
Students should also do a blog post that previews the lesson – noting:
content (what will be studied)
process (what will you do – what will students do)
resources for lessons
About the lesson
The lesson should a historical thinking skills lesson. Specific content of lesson is up to you. If you can get the timing right, we can offer you feedback before you use it with your students.
This lesson should be delivered as if we were your class.
Your peers will serve as participant observers noting lesson content, nature of the student task, lesson delivery and student workflow.
Feel free to design a flipped lesson in advance and let the class know of your plans and required viewing.
If you have a significant amount of reading required, send it to us in advance.
After your delivery of the lesson go back and edit your post with synopsis of what you learned from our class feedback.
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?)
How to HTML Snippets to embed your Google form into WordPress post. Note in this example I begin by getting the embed code from a Padlet. Once you have the any embed code on your “clipboard” you can use HTML Snippets in WordPress
Today’s class will focus on finding and curating historical content – in this case images. Students will share their search tips for using our historical archive resources. Our focus will be on sourcing material that is in public domain.
Most materials are in the public domain if they were produced before 1923. I see this as roughly equivalent to everything that happened in the world up to and including World War I! If you’re looking for newspaper articles in Chronicling America, for example, you will note that coverage ends in 1922.
Primary sources produced by the federal government are normally in the public domain both before and after the magic copyright date of 1923. That explains why we as teachers can use the fabulous oral history interviews of former slaves collected between 1936 and 1938 by workers from the Federal Writers’ Project.
Task 1: Image detectives (inspired by Crop It lesson)
Being able to find and curate historical source material is a foundation of historical thinking. This activity merges three Instuctional goals: finding / curating historical sources, looking closely at historical sources and using WordPress tools to add images and hyperlinks. It will help students learn how to find material for future lesson design activities.
find 3 historical images
for each image: provide full image with citation in hyperlink back to source
Task 1: Create a meme and create your first blog post – an elaboration / explanation of your meme. Be sure to do your post by August 29th.
Students should be sure their post includes a featured image (the meme) made using AdobeSpark. Use your meme from class or make a new one. Here’s some post prompts – feel free to use one or more for inspiration.
What makes for a good history teacher?
Why teach history?
What you see as your “models” for history teacher.
The challenges or opportunities of teaching history.
How were you taught history? Is that how you intend to teach?
Task 2: Students will be assigned one of the historical archive sites here. They will prepare a 5 minute introduction to the site to be presented to class on Sept 2. Presentation should include:
How to use search functions in site
How to download content
How to find metadata for citation and hyperlink.
Task 3: Before our 9/2 class, comment on at least 2 student posts. It’s a conversation, not simply a … “nice job.”