SHEG – Page 2 – Ed Methods

October 6, 2017October 9, 2017

Class 7: Teaching Historical Thinking – Part II

Today we continue our study of historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). We will focus on three key skills – Sourcing, Contextualizing and Corroborating. See historical thinking chart (pdf at SHEG).

Students have designed lessons using one or more skills and will share them with the class. See assignment for more info.

See student SHEG inspired lessons here.

Peter will also lead the class in some exercises exploring “Close Reading” in using historical documents. Close Reading Hand Out

Assignment 7

Next week there will be no class on Oct 16th because of Fall break. Students will use the time to work on our Holocaust Memorial Project. You can follow our progress at our evolving website – Oregon Holocaust Memorial

September 30, 2017October 2, 2017

Class 6: Teaching Historical Thinking

Today we begin our study of historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). We will focus on three key skills – Sourcing, Contextualizing and Corroborating. See historical thinking chart (pdf at SHEG).

Our class is based on assigned work: Sam Wineburg reading and TEDEd flipped lesson Who is the historian in your classroom?

Three student teams will present their jigsaw lessons on specific skills:

Sourcing – Taran and Paxton
Contextualizing – Nancy and Kelly
Corroborating- James and David

Next, we will practice our historical thinking skills and see some options for delivery using a shared Google Doc – Japanese Incarceration and a shared Google Form – Zulu Chief Photograph.

Assignment 6

Each student will design a lesson using one or more historical thinking skills. They are free to use hard copy delivery or a digital format. The lesson should be posted in accessible form in a blog post.

Video tutorials: Using Google Docs | Using Google Forms
More on Google tools in our edMethods Toolkit

Students should be prepared to “teach” their lesson with peers taking the role of students. (E.g. Introduce their lesson as they might to their class).

Lesson / Post should include:

Title
One or more historic documents. Could be text, image, video.
Source information and URLs for all documents used.
Introduction and background as needed.
Questions.
Instructional goal that indicates one (or more) of the historic skills to be studied – Sourcing, Contextualization, Corroborating.

Image credit: Adobe Spark

September 22, 2017August 13, 2018

Class 5: PBL From Ideas to Action

In today’s class we will finalize our brainstorming and bring some focus to our Holocaust Memorial Project.

Assignment 5

All student will complete this Sam Wineburg reading and flipped lesson Who is the historian in your classroom? Created at TEDed using a video from Stanford History Education Group. (SHEG)

Students will work in one of three study groups. Each group will design a 20-min presentation on one of the following three historical thinking skills- Sourcing, Contextualizing and Corroborating.

I recommend that students create an account at the Teaching Channel and use these three lesson clusters – Sourcing, Contextualizing and Corroborating. Each features an explanatory video as well as supporting material in the lower right of the screen. In the upper right, a “My Notes’ section allows you to take timestamped notes on the video and export for sharing with your project partner.

Jigsaw Lesson: Next week in class, each study group will be expected to teach their peers the principles and a few effective strategies for teaching their assigned historical thinking skill.

Blog post: Each partner of study team can share the same blog post which will provide some context or detail about their lesson to the class.

Image credit: Adobe Spark

October 5, 2016

Class 7: Designing a Document Based Lesson

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
What’s it mean to me? See: SHEG – Corroborating

Here’s a handout of my slide deck 1.7MB pdf

Assignment:

Students will design their own literacy document based lesson. See assignment here (note – various due dates)

For source material refer to our edMethods Toolkit – Be The Historian

Here’s some some sample DBLs that I have designed:

Progress and Poverty in Industrial America a pdf version one of my DBQ iBooks at iTunes. It uses 11 documents, which is a bit more than I expect for your DBQ.
Great Debates in American History 12 debates designed to accompany Daniel Boorstin’s “A History of the United States.”
What did Europeans see when they looked at the New World and the Native Americans? a collection of images and text that explores misunderstanding of the New World
Work, Culture and Society in Industrial America three DBLs that look at the impact of industrialization in late 19th c America

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: [1899]
Archive: University of Florida UF00086056:00001