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The Student As Historian - DBQ Strategies and Resources for Teaching History

by Consultant, trainer at Edteck on Jan 07, 2011

  • 20,883 views

Who's the historian in your classroom? Do the students get to watch (and listen) to the teacher be historian? I have spent my career developing teaching strategies and assembling resources that foster ...

Who's the historian in your classroom? Do the students get to watch (and listen) to the teacher be historian? I have spent my career developing teaching strategies and assembling resources that foster the student as historian.

This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
That's certainly what you would have seen early in my teaching career. I was the one doing most of the reading, reflecting and synthesizing of historic material. I thought my job was to distill it all and simplify for consumption by my students. It took me a few years to realize my job was to get the students to be the historians (and economists, anthropologists, etc). Since then I have spent my career developing teaching strategies and assembling resources that foster the student as historian.

This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.

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16 of 6 previous next Post a comment

  • peterpappas Peter Pappas, Consultant, trainer at Edteck Hi @clarkanne12
    Glad you like the slideshare. You might enjoy my interactive DBQ in iBook format 'Progress and Poverty in Industrial America,' now available at iTunes - FREE http://bit.ly/XRpTBI
    1 month ago
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  • clarkanne12 Anne Clark, Student at Brigham Young University I really enjoyed how you gave suggestions for learning DBQ format. I especially like the technique of taking parts away from the picture then adding them back to see the whole picture. This was especially effective with the Nazi party in New Jersey. Again, it's a great way to help the students be the historian by putting the puzzle pieces together. 1 month ago
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  • peterpappas Peter Pappas, Consultant, trainer at Edteck Here's some teacher responses to my most recent 'Student as Historian' workshop:
    'I liked actually having participants 'do' activities - it makes it much easier to use in classroom the moment I get back to my class.'
    'Reminder of what is truly important for life-long learning.'
    'Many new strategies to implement. The variety of 2. 0 strategies were great. I never heard of most of them.'
    'Focusing on skills vs. content - content builds long-term success.'
    'Have students consider their audience. Even young students can do higher-order thinking.'
    'I like the comparison of 'traditional' teaching with what teaching needs to look like in the information age.'
    'I need to encourage critical thinking in my students and do much less spoon feeding.'
    3 years ago
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  • Leonardojs2010 Dept of education at Dept of education GOOD. 3 years ago
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  • oripsolob Spiro Bolos, Social Studies Teacher at New Trier High School Thanks for showing us what *real* history class is truly about. I've done this in my own teaching, but this inspires me to implement DBQs even more, especially given the wealth of documents/images online. 3 years ago
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  • peterpappas Peter Pappas, Consultant, trainer at Edteck The Student As Historian - DBQ Strategies and Resources

    Over the last few weeks I've been guiding teams of teachers on reflective classroom walkthroughs. During the course of one of our 'hallway discussions' I asked a social studies teacher, 'who's the historian in your classroom?' After a bit of give and take, we concluded that in the traditional classroom, the students get to watch (and listen) to the teacher be historian.

    That's certainly what you would have seen early in my teaching career. I was the one doing most of the reading, reflecting and synthesizing of historic material. I thought my job was to distill it all and simplify for consumption by my students. It took me a few years to realize my job was to get the students to be the historians (and economists, anthropologists, etc). Since then I have spent my career developing teaching strategies and assembling resources that foster the student as historian.

    This downloadable SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as a presentation. It's a online guide to resources and includes strategy illustrations from my workshop.
    3 years ago
    Are you sure you want to
    Your message goes here
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