Tag: Sourcing

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Class 3: Historical Thinking Skills

Historical thinking skills lesson

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?)

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 historical thinking skills – Sourcing, Contextualization, Corroboration. See Historical Thinking Chart  (pdf in English and Spanish at SHEG).

We will get inspired by some SHEG lessons from their collections Reading Like a Historian and Beyond the Bubble.

Here’s what a Google From looks like: Photograph – Zulu Chief
Here are some student designed SHEG-inspired lessons that are delivered using Google Forms
  1. Reconstruction Cartoon – Thomas Nast
  2. Photograph – “War is Hell”
  3. Film clip – Charlie Chaplin film clip
  4. Political Cartoon – Votes for Women
In class Practice
Click image to go to curated collection of historical sources to practice using Google Forms | Source
Assignment 3 | Completed Posts 19A-3

Design a mini lesson based on one of the historical thinking skills in a Google Form and embed into your next post.

Google form lesson should include:

  1. Title
  2. Document to be considered – image or video (or short text passage)
  3. Archival source of document (be sure it’s in public domain)
  4. One or more questions for user to answer.
  5. Instructional goal

Then get embed the Google form in post (more instructions below). Be sure your blog post has:

  1. Title for your mini-lesson. Why not make it catchy?
  2. Featured image (could be created with your archival photo)
  3. Embedded Google form
  4. Brief reflection on the mini lesson, historical skill or use of Google form in classroom
Tech resources for lesson

More tips on using Google forms here

How to get an embed code for your Google form

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

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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

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Class 6: Teaching Historical Thinking

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:

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

Image credit: Adobe Spark

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Thoughts on Creating Document-Based Lessons

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Vietnam War Protestors at the March on the Pentagon in 1967

For the past three weeks, we have been working on designing our own Document Based Lessons (DBLs) to be published on iBooks Author. This experience was interesting . This was my first time working on a project like this. I found that the process was a bit long and required having good knowledge about the topic. This is why I chose to cover anti-Vietnam War images in my DBL. I know a lot about the anti-war movement and it was a topic I felt would be interesting for high school students to examine.

When working on designing this DBL, I had first thought that I wanted to cover ’60s pop culture in relation to the counterculture movement. I then had a difficult time finding sources that were not copyrighted or would have such problems arise. This moved me to find images related to the anti-war movement. I found many images, including the one featured above,  that related to looking at anti-war protests and what those who were against the war were arguing.

Once I had these images, I arranged them around an essential question: How can images/language usage help us understand the goals of a movement or group? I chose to base my DBL around this question because it helps students to build skills around historical thinking skill such as Sourcing and Close Reading. Each of the images in my DBL  features the essential question as a reminder of what to be thinking about, and each image includes 4 questions specific to the image. This helps the student to make deeper connections to the images and what they are conveying.

When creating this DBL in iBooks Author, I found the experience to be interesting, and a little scary. It was interesting because I was able to get creative when designing the layout for my image set. I used various colored shapes to help my essential question and each additional question stand out. I also used a couple of widgets that allow students to magnify the image, and another that allows you to click the image and receive additional info about it, almost like a caption box. I feel like these additions helped to make my DBL feel less dull.

If I were to get the chance to, I would definitely like to do another project like this. It makes you think about what questions are worth asking, and what you want students to look at as historians.

Image Source: https://commons.wikimedia.org/wiki/File:Vietnam_War_protestors_at_the_March_on_the_Pentagon.jpg