Family History in American History
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Family History in American History



Using a collaborative timeline, multimedia, Google maps, and a wiki, American History students create a thread through time using the oral history of their family.

Using a collaborative timeline, multimedia, Google maps, and a wiki, American History students create a thread through time using the oral history of their family.



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Family History in American History Presentation Transcript

  • 1. Family History as a thread for American History Family History as a thread for American History
  • 2. Presenters Sarah Sutter: Wiscasset High School art teacher and technology integrator, adjunct professor of digital imaging at the University of Maine in Augusta, Google Certified Teacher. twitter: edueyeview Mary Ellen Bell : Wiscasset High School social studies teacher, currently teaches American History and World Cultures.   mbell@svsru@org
  • 3. And you are . . .
    • If you would please share in the chat:
    • Where you are from
    • What you teach (grade / content)
    • Or if you aren’t a teacher, what you do
  • 4. The Project
  • 5.
      • Interactive, Collaborative Timeline
      • Collaborative Maps
      • Wikis to share and link multimedia for final oral history project
  • 6. WHY?
    • Make it personal to encourage investment in the project
    • Put history in perspective as relates to individual life experiences of people they know - or meet in the process
    • Ownership of the events & chronology - not just memorizing dates
    • Engage in oral history process & using primary documents
    • Provide opportunity for students to engage in storytelling with history content
  • 7.
    • To provide students with a place and mode to practice multiple times throughout the semester the history skills of:
    History Skills
  • 8.
    •   Identifying and using appropriate sources, whether they be internet websites, primary or secondary text sources, visual, audio, multimedia, graphs, maps or political cartoons. 
    • 2.  Distinguishing fact from opinion and comprehending and interpreting text material
    • 3. Citing sources, both text and media, in proper MLA format
  • 9.
    • 1. Clarifying and summarizing in final draft form for a peer audience
  • 10.
    • 1. Using and following chronological order
    • 2. Analyzing cause and effect
    • 3. Comparing and contrasting
    • 4. Developing historical perspective and
    • understanding historical context
  • 11. Tools We Used
  • 12. X-Timeline Collaborative,  chronological thinking  
  • 13. Process
    • Introduced the tool, started with Jamestown
    • Students divide up events & enter events, media
    • Classroom discussion about what to include
    • Revision
    • Students add in all the Presidents & other notable bios
    • Continued discussion around what to include
    • Reflection on what’s missing
    • Addition of short essays on the causes or importance of particular events / movements / eras
    • Assigning individual or small group threads : Women, African American, Native American, Asian American, Latino American, Sports & Leisure, Inventions, etc. to engage the idea of bias & perspective in history
  • 14. Google Maps: Visualizing family immigration places & dates
  • 15. Moodle Wikis Clickable, shareable, controlled access space for multimedia Family History project
  • 16. Product Options
    • Everyone creates a wiki as linked (to X-Timeline) presentation space for images, audio, video, text
        • Media in movie format
        • Media in podcast or enhanced podcast format
        • Audio in separate audio files
        • CD of oral history with handmade book for visuals and text
  • 17.
    • Are there any other timelines people have used that they would recommend?
    • **Collaborative and multimedia
    • components a must
  • 18. Intro to X-Timeline Let’s view the timeline together. Click here if you prefer to see it in your browser, otherwise we’ll screen share here.
  • 19. Student Feedback : What works well?
    • See overtime how things have come together or fallen apart for America
    • Gives you the chance to connect national history and personal history.  
    • It makes the contexts more understandable if you want to learn more about a certain thing, all you have to do is go to the date and click
    • Involves the class and shows history visually which helps us to learn
    • Helps us look at others people's work and learn what they learned without doing it
    • The way it goes by the dates of the events/ in order (2)
    • Organized by date of the event
    • Easy to navigate and it is a good study source
    • Easy to understand (student) explanations /(entries)
    • Explanations done by each other work really well
    • (Info) is in one place ( 4)
    • Easy to use
  • 20. Student Feedback: What could be improved?
    • If we all titled our entries better, we would know what it is about before opening it
    • Titles could be more clear as to what the entries are about
    • Some key events are missing
    • Grammar and spelling checked first ( 2)
    • (Learning) how to cite information and find more images
    • I don't like using it all the time.  It really seems to be more of a burden
    • VERY SLOW / It is slower than grim death.  It needs to be sped up. ( 4 ) speed ( 3)
  • 21. Options
    • Community involvement : Senior center interviews
    • Recording oral history through cell phone
    • (tools for recording phone: Rondee (free), iTalk ($5 iPhone or iTouch app)
    • Or put phone on speaker phone next to laptop mic & record in Noteshare or Garageband or Audacity
    • If family history is an issue, adopt a neighbor
    • Digital audio recorders we used were Olympus WS-110 and WS-210 models (roughly $60ea)
  • 22. Questions & Comments? Use the chat to ask questions or *6 your phone to join in with audio.