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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

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

  • 1. The Student as Historian DBQ strategies and resources Presented by Peter Pappas http://peterpappas.com Election Day by CW Guslin, (1909)
  • 2. 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
  • 3. 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
  • 4. Check out one of my free DBQ iBooks at iTunes The student as historian in action! http://bit.ly/1bmjWnX
  • 5. Here’s a DBQ iBook designed by my students The student as historian in action! Free at iTunes http://bit.ly/1dURzeE
  • 6. Read more about creating DBQs with iBooks Author Free at iTunes http://bit.ly/TZziZP
  • 7. 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
  • 8. 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.
  • 9. 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
  • 10. the students should be the historians!
  • 11. Some basics: How to look at a visual document Home washing machine & wringer (1869) LOC LC-USZC4-775
  • 12. 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
  • 14. More study guides for all types of documents: http://tinyurl.com/322j6kr
  • 15. More resources at my DBQ site: http://www.edteck.com/dbq/
  • 16. Subject: History of Transportation What makes for a good document?
  • 17. Golden Spike Promontory, Utah 1869 You need background knowledge to “read” this one
  • 18. Erie Canal and Bridge Rochester NY 1894 rpf00328.jpg Rochester Public Library local History Division Little background knowledge needed to “read” this.
  • 19. Street scene Rochester NY 1910 No background knowledge needed to “read” this. From: Albert R. Stone Negative Collection Rochester NY Museum and Science Center
  • 20. With the “right” document, the student can be the historian
  • 21. Simply put - are you willing to ask students what THEY are thinking?
  • 23. 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.
  • 24. Let students use drawings to summarize what they think is important "Westward the Course of Empire Takes Its Way." Frances F. Palmer (1868)
  • 25. 2nd graders get creative with summarizing skills
  • 26.
  • 27. 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
  • 28. 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.
  • 29. Description: listing characteristics, features, and examples Cause / Effect: one or more causes and the resulting effect or effects Organizers for text structures
  • 31. 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?
  • 32. #1 #2 #3 #4 from Dorothea Lange's "Migrant Mother" LC-USF34-9093-C
  • 33. 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.
  • 34. 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
  • 35. Combine documents to consider point of view - Ask HS students, “Did the artist think this was a good or bad development?”
  • 36. 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
  • 37. After reading TR... Did the artist think this was a good or bad development?
  • 38. 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.
  • 39. 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.
  • 40. For more strategies see http://bit.ly/nQTXbQ
  • 41. My sample DBQ sets supporting: Literacy Support Critical Thinking Essential Questions Student Engagement
  • 42. 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)
  • 43. 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
  • 44. 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
  • 45. Explore the History of the Bicycle: Zoom into a Prezi DBQ - http://bit.ly/qHxfXh
  • 46. Start forging young historians with: DBQs and CRQs for Elementary Students http://bit.ly/vcUslg
  • 47. Explore Work, Culture and Society in Industrial America: Teaching History With DBQ's http://bit.ly/v7P05J
  • 48. for DBQs and History W e b 2 . 0 R e s o u r c e s
  • 49. Analyze Text Docs and Build Literacy Skills with Wordle http://bit.ly/tQFCMN
  • 50. Analyze word frequency in published works with Google's Books Ngram Viewer http://bit.ly/qeZpOS
  • 51. Create timelines with Dipity Lesson plan http://bit.ly/v2gc45
  • 52. Explore Countries and Visualize Data at Gapminder World A “how-to” video at: http://bit.ly/s3240u
  • 53. A “how-to” video at: http://bit.ly/rQh1od Historypin: Make DBQs that layer image, story, time, location
  • 54. Europeana Online resources: Paintings, music, films and books from Europe's galleries, libraries, archives and museums http://bit.ly/vgXQNL
  • 55. View and tag historic photos at the Flickr Commons http://www.flickr.com/common s
  • 56. Download free project guide PDF 87 Free Web 2.0 Projects For the K-12 Classroom - http://bit.ly/tkmwjs
  • 57. 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