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

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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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  • Full Name Full Name Comment goes here.
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  • 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
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  • 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.
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  • 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.'
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  • GOOD.
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  • 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.
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The Student As Historian - DBQ Strategies and Resources for Teaching History The Student As Historian - DBQ Strategies and Resources for Teaching History Presentation Transcript

  • The Student as Historian DBQ strategies and resources Presented by Peter Pappas http://peterpappas.com Election Day by CW Guslin, (1909)
  • This SlideShare accompanies my workshop in “Teaching with Documents.” Don't think of it as presentation. It's a online guide to resources and includes a few strategy illustrations from my workshop. My workshops are very interactive- I model what I preach. (They don’t fit on a slide share.) My PD approach: “Essential Questions for the Successful Staff Developer” http://bit.ly/r9KvgK
  • Learning is relevant when the student: understands how this information or skill has some application in their life. has an opportunity to follow their own process rather than just learn “the facts.” is not just learning content and skills, but is reflecting on their work and their progress as learners. For reflective prompts see: The Reflective Student: http://bit.ly/uQT0xl
  • Check out one of my free DBQ iBooks at iTunes The student as historian in action! http://bit.ly/1bmjWnX
  • Here’s a DBQ iBook designed by my students The student as historian in action! Free at iTunes http://bit.ly/1dURzeE
  • Read more about creating DBQs with iBooks Author Free at iTunes http://bit.ly/TZziZP
  • I’ve also documented Portland Oregon’s historic Japantown My free iOS walking tour app http://bit.ly/1fDs8R2My free iBook http://bit.ly/SLJe86
  • Example: The traditional lesson “Should the Constitution be ratified?” The students is asked to learn (memorize) the arguments of the historic debate. Reframe the lesson with an essential question - “How strong should the central government be?” Now students can master the historic content in the context of an enduring debate.
  • Teaching history? It shouldn’t be teaching as telling Our natural, unexamined model for teaching is Telling. ... to carefully and clearly tell students something they did not previously know. Knowledge is transmitted, we imagine, through this act of telling.~ Donald Finkel
  • the students should be the historians!
  • Some basics: How to look at a visual document Home washing machine & wringer (1869) LOC LC-USZC4-775
  • 1. List people, objects, and activities in the image 2. Who do you think they are? What’s going on?Fred Hultstrand History in Pictures Collection (NDSU, Fargo, N.D.) 190-? LOC 2028.046
  • http://tinyurl.com/3ac2wum
  • More study guides for all types of documents: http://tinyurl.com/322j6kr
  • More resources at my DBQ site: http://www.edteck.com/dbq/
  • Subject: History of Transportation What makes for a good document?
  • Golden Spike Promontory, Utah 1869 You need background knowledge to “read” this one
  • Erie Canal and Bridge Rochester NY 1894 rpf00328.jpg Rochester Public Library local History Division Little background knowledge needed to “read” this.
  • Street scene Rochester NY 1910 No background knowledge needed to “read” this. From: Albert R. Stone Negative Collection Rochester NY Museum and Science Center
  • With the “right” document, the student can be the historian
  • Simply put - are you willing to ask students what THEY are thinking?
  • DBQs and Summarizing Evaluating what’s important. Sharing what you’ve learned.
  • Using DBQs to summarize Allow students to make their own judgments about what’s important (instead of just repeating the details the teacher highlights) Students need to be able to share what they’ve learned with an audience other than the teacher.
  • Let students use drawings to summarize what they think is important "Westward the Course of Empire Takes Its Way." Frances F. Palmer (1868)
  • 2nd graders get creative with summarizing skills
  • After creating their own visual summaries, 2nd graders said: People were moving west. They moved by wagon at first, then but train, which is faster. The Indian could see the people coming. They knew their lives were changing. The railroad split the old way from the new way. How to Teach Summarizing: A Critical Learning Skill for Students http://bit.ly/n8Fze4
  • Text Structure Description Cue Words Description Describes a topic by listing characteristics, features, and examples for example, characteristics are Comparison Explains how two or more things are alike and/or how they are different. different; in contrast; alike; same as; on the other hand Cause / effect Lists one or more causes and the resulting effect or effects. reasons why; if...then; as a result; therefore; because Problem / Solution States a problem and lists one or more solutions for the problem. problem is; dilemma is; puzzle is solved; question... answer Sequence Lists items or events in numerical or chronological order. first, second, third; next; then; finally Students need to be able to share what they’ve learned with an audience other than the teacher.
  • Description: listing characteristics, features, and examples Cause / Effect: one or more causes and the resulting effect or effects Organizers for text structures
  • DBQs Comparing Classifying Evaluating similarities and differences. Sharing what you learned.
  • Comparing meets evaluating You work for Life Mag in the ‘30s. Which photo would you use to illustrate an article on the plight of the migrant workers?
  • #1 #2 #3 #4 from Dorothea Lange's "Migrant Mother" LC-USF34-9093-C
  • There is no correct answer. Let students share their opinions. Close up showing details? Long shot showing bleak setting? ... Student are using docs to explore a full range of higher order skills: analyzing photo elements, evaluating what’s important (to them) and creating a rationale to be shared (and defended) with peers.
  • Historic thinking is higher order thinking Creating -generating new ideas Evaluating - justifying a decision or choice Analyzing - breaking into component parts Applying - using information in a new setting Understanding - explaining idea or concept Remembering - recalling information
  • Combine documents to consider point of view - Ask HS students, “Did the artist think this was a good or bad development?”
  • The tribes were warlike and bloodthirsty, jealous of each other ...they claimed land for their hunting grounds, but their claims all conflicted with one another... they are always willing to sell land to which they have the vaguest title. [Can we] consider the dozen squalid savages who hunted at long intervals over a territory of 1000 square miles as owning it out-right? ~ Teddy Roosevelt 1889 Annals of America Vol 12 Then let them read this ... Theodore Roosevelt in 1885 by G.G. Bain LC-USZ62-23232
  • After reading TR... Did the artist think this was a good or bad development?
  • Using DBQ’s to compare and classify We must ask students to develop the comparison, not just learn and repeat the model that we present to them. Student must share what they learned from the comparison.
  • Traditional Writing is Assigned Students are asked to write only on the teacher's topics. Student writes for the teacher. Teacher grades their writing. Writing Assigned with Choice Students can develop topics that matter to them. Audience and purpose for writing is identified. Students are asked to reflect on their growth.
  • For more strategies see http://bit.ly/nQTXbQ
  • My sample DBQ sets supporting: Literacy Support Critical Thinking Essential Questions Student Engagement
  • Essential questions meet literacy support in: “Homefront America” http://bit.ly/tjAHz5 by Weimer Pursell, 1943 Printed by the Government Printing Office NARA Still Picture Branch NWDNS-188-PP-42)
  • Critical Thinking "12 Great Debates in American History" http://bit.ly/w1RKpJ Bertha the sewing machine girl; or, Death at the wheel! By Francis S. Smith. [Louisville, Ky.?] [c. 1871]. LOC rbpe 0230010c
  • Explore historic point of view with: “What did Europeans ‘see’ when they looked at the New World and the Native Americans?” http://bit.ly/sOavHf
  • Explore the History of the Bicycle: Zoom into a Prezi DBQ - http://bit.ly/qHxfXh
  • Start forging young historians with: DBQs and CRQs for Elementary Students http://bit.ly/vcUslg
  • Explore Work, Culture and Society in Industrial America: Teaching History With DBQ's http://bit.ly/v7P05J
  • for DBQs and History W e b 2 . 0 R e s o u r c e s
  • Analyze Text Docs and Build Literacy Skills with Wordle http://bit.ly/tQFCMN
  • Analyze word frequency in published works with Google's Books Ngram Viewer http://bit.ly/qeZpOS
  • Create timelines with Dipity Lesson plan http://bit.ly/v2gc45
  • Explore Countries and Visualize Data at Gapminder World A “how-to” video at: http://bit.ly/s3240u
  • A “how-to” video at: http://bit.ly/rQh1od Historypin: Make DBQs that layer image, story, time, location
  • Europeana Online resources: Paintings, music, films and books from Europe's galleries, libraries, archives and museums http://bit.ly/vgXQNL
  • View and tag historic photos at the Flickr Commons http://www.flickr.com/common s
  • Download free project guide PDF 87 Free Web 2.0 Projects For the K-12 Classroom - http://bit.ly/tkmwjs
  • Peter Pappas K-12 faculty / admin trainer Literacy Across the Curriculum Teaching for Rigor and Relevance Technology and Literacy Instructional Leadership Classroom Walkthroughs Current Workshops http://peterpappas.com Follow me at twitter/edteck