As I’ve said before, group projects were my least favorite type of assignment as a student, and therefore, I am reluctant to use them in my own classes. However, I think if you set parameters, provide time and a work space for the groups, and ultimately judge the students on their performance the projects can be a positive learning experience for all.
Turn your classroom, online discussion, blog, or second life space into a museum exhibit on a particular topic related to the course. For this assignment, the class will work as a whole, but be broken into teams to handle different topics of the exhibit. Each member of the teams would be responsible for a part of their section. Have the class brainstorm what should be included in the exhibit and let students sign up for the team that most interests them. For example, an exhibit on Gettysburg might include a sections on clothing, weapons, strategy, generals, soldier life, medicine, the Gettysburg Address ect. The smaller groups or teams would brainstorm and divide up even more detailed topics and develop how they will present that content to a museum audience for an interactive experience.
A face to face class might include small replicas, people dressed in the appropriate attire, posters, ect. An online classroom might have some similar products but might also include technology like blogs, wikis, U-Tube, Web 2.0 tools, ect. Encourage students to be creative and remember they are engaging all ages and knowledge levels. As a class, they organize the material, put it together, and open their exhibit to others in the school or public. One way to help prevent chaos is to assign or vote on a leader for each team that would then form a committee to be the main organizing body of the exhibit.
Before getting started select the main topic for the exhibit, find resources to get the teams started, and consider how each individual and team will be evaluated and provide that rubric to each class member. Ultimately, you maintain the role of master curator and the success or failure of the exhibit lies with you, the instructor.
What experiences have you had with group work in your history courses? Please share with us your successes and failures.
Monday, December 21, 2009
Sunday, December 6, 2009
Interacting with Artifacts
Being an historian is more than researching other people’s ideas and regurgitating them in a paper. Students of history and everyone in general can be inspired and excited by history when they handle artifacts of the past. Getting access for our students to artifacts can be challenging. Here are a few ideas to consider while you plan for spring assignments.
1. Students can donate volunteer hours at a museum or archeology site to participate in the preservation of history and how to effectively convey our past to the public. An instructor might pre-arrange this for students with a local museum or historical site.
2. Turn your class into a Landmark Society and have each student research viable historic sites and compose a Landmark sign for that site. The project would include understanding what to include on signs and is a great practice on how to be concise. Content on signs are often limited by cost and space. Additionally, Landmark societies often review and edit each others’ work in groups and as an organization approve the content of signs. This process would not only make students “experts” on a particular topic, but also would inspire collaboration and teamwork among class members. Instructors might even assign committee roles to students or allow the class to vote for a Chairman, Co-Chairman, Secretary, ect. Here is one helpful resource to help students get started http://www.landmarksociety.org/section.html?id=1 One technical expansion of this class project would be to make a geo-mashup of these locations and their signs.
3. Finally, send students looking for antiques, or provide pictures or objects for a class to research. Students can go to an antique store or locate an object that has been passed down in their family. They should look for an object they don’t recognize and take a picture or pictures of it. Research the origin and use of the object, maybe they start with the owner of the object to find out what they know about it and it’s significance. Present to the class information about this object in a presentation or report . The first challenge for the class would be to define the term antique…here is a place to start http://collectibles.about.com/od/collectiblesglossarya/g/antique.htm
1. Students can donate volunteer hours at a museum or archeology site to participate in the preservation of history and how to effectively convey our past to the public. An instructor might pre-arrange this for students with a local museum or historical site.
2. Turn your class into a Landmark Society and have each student research viable historic sites and compose a Landmark sign for that site. The project would include understanding what to include on signs and is a great practice on how to be concise. Content on signs are often limited by cost and space. Additionally, Landmark societies often review and edit each others’ work in groups and as an organization approve the content of signs. This process would not only make students “experts” on a particular topic, but also would inspire collaboration and teamwork among class members. Instructors might even assign committee roles to students or allow the class to vote for a Chairman, Co-Chairman, Secretary, ect. Here is one helpful resource to help students get started http://www.landmarksociety.org/section.html?id=1 One technical expansion of this class project would be to make a geo-mashup of these locations and their signs.
3. Finally, send students looking for antiques, or provide pictures or objects for a class to research. Students can go to an antique store or locate an object that has been passed down in their family. They should look for an object they don’t recognize and take a picture or pictures of it. Research the origin and use of the object, maybe they start with the owner of the object to find out what they know about it and it’s significance. Present to the class information about this object in a presentation or report . The first challenge for the class would be to define the term antique…here is a place to start http://collectibles.about.com/od/collectiblesglossarya/g/antique.htm
Sunday, November 22, 2009
Yum! That smells wonderful!
Walking into Grandma’s house on Thanksgiving day, do you smell turkey in the oven, the warm pumpkin pie, hot bread, and apple cider on the stove? Does your family have other traditions that speak about your own customs and history?
What if we invited our students to make historical meals that would travel them back in time to the customs, traditions, and scents of meals from the past? In a unique way, we would engage a learning style that could be coupled with research on not only finding the recipes but why the people we study used those ingredients. Some possibilities include asking students to research on the web the appropriate recipes for the period the class is studying, how and why those ingredients were chosen, and report about their experience cooking, smelling, and tasting the food. Students might also research their own family’s unique recipes, where they came from, and how they are still important to their family’s customs and experiences.
Below are a few web sites with historical recipes.
http://www.historyforkids.org/crafts/index.htm
http://www.shootingstarhistory.com/kidshistory/crafts.htm
http://www.foodtimeline.org/
http://www.foodbooks.com/recipes.htm
http://www.cs.cmu.edu/~mjw/recipes/ethnic/historical/
http://www.reciperewards.com/Historical.html
As you celebrate Thanksgiving, take a moment to experience some of your family's unique traditions and customs and consider some shared meal traditions you may have with other families. Students in the future might research these very meals and traditions to learn about you!
Happy Thanksgiving!
What if we invited our students to make historical meals that would travel them back in time to the customs, traditions, and scents of meals from the past? In a unique way, we would engage a learning style that could be coupled with research on not only finding the recipes but why the people we study used those ingredients. Some possibilities include asking students to research on the web the appropriate recipes for the period the class is studying, how and why those ingredients were chosen, and report about their experience cooking, smelling, and tasting the food. Students might also research their own family’s unique recipes, where they came from, and how they are still important to their family’s customs and experiences.
Below are a few web sites with historical recipes.
http://www.historyforkids.org/crafts/index.htm
http://www.shootingstarhistory.com/kidshistory/crafts.htm
http://www.foodtimeline.org/
http://www.foodbooks.com/recipes.htm
http://www.cs.cmu.edu/~mjw/recipes/ethnic/historical/
http://www.reciperewards.com/Historical.html
As you celebrate Thanksgiving, take a moment to experience some of your family's unique traditions and customs and consider some shared meal traditions you may have with other families. Students in the future might research these very meals and traditions to learn about you!
Happy Thanksgiving!
Sunday, November 8, 2009
Get Engaged
How do we engage students and provide opportunities to actively experience history?
The University of California One outlines a cohesive plan at The History Project Website . Instructors “apprentice students in age-appropriate ways” to “learn to work with sources, consider different perspectives, analyze and interpret information, and marshal evidence in support of their conclusions.” This project includes a lesson plan template, a linear research method, and a sample lesson. Additionally, you’ll find here numerous image and primary source document resources including Our Documents website that houses 100 key US primary sources with images of the originals, transcripts and lessons plans. Hippocampus.org has primary source documents included in its lessons in appropriate places such as the Virginia Charter in the Jamestown Lesson.
But we’ve talked about utilizing primary sources before. I really want students to engage history. Mission Inn Museum in California is getting closer to what I am thinking of with their Hands-On History Lesson Plans and their Family Voices Project. In the Family Voices Project students are “given the task of choosing a family-related object or tradition and conducting research on their chosen subject with their families. Project artists- including a writer, a storyteller/singer, and a photographer- work with the students through numerous workshops to teach the students how to preserve their family heritages through written, oral, and visual techniques.” What a way to make history relevant to the student and a life-long mission!
The Family Voices project could be adapted to any classroom or online learning environment, but the students would become their own artists. As a group project each student could be responsible for creating a piece of the project to illustrate a tradition or historical significance of an object. A history must be able to research a topic but also be able to tell the story in a creative and interesting way so others will listen. This project certainly gets the students involved in research but also how to share their knowledge with others in dynamic ways.
Next time get ready to engage your sense of smell!
The University of California One outlines a cohesive plan at The History Project Website . Instructors “apprentice students in age-appropriate ways” to “learn to work with sources, consider different perspectives, analyze and interpret information, and marshal evidence in support of their conclusions.” This project includes a lesson plan template, a linear research method, and a sample lesson. Additionally, you’ll find here numerous image and primary source document resources including Our Documents website that houses 100 key US primary sources with images of the originals, transcripts and lessons plans. Hippocampus.org has primary source documents included in its lessons in appropriate places such as the Virginia Charter in the Jamestown Lesson.
But we’ve talked about utilizing primary sources before. I really want students to engage history. Mission Inn Museum in California is getting closer to what I am thinking of with their Hands-On History Lesson Plans and their Family Voices Project. In the Family Voices Project students are “given the task of choosing a family-related object or tradition and conducting research on their chosen subject with their families. Project artists- including a writer, a storyteller/singer, and a photographer- work with the students through numerous workshops to teach the students how to preserve their family heritages through written, oral, and visual techniques.” What a way to make history relevant to the student and a life-long mission!
The Family Voices project could be adapted to any classroom or online learning environment, but the students would become their own artists. As a group project each student could be responsible for creating a piece of the project to illustrate a tradition or historical significance of an object. A history must be able to research a topic but also be able to tell the story in a creative and interesting way so others will listen. This project certainly gets the students involved in research but also how to share their knowledge with others in dynamic ways.
Next time get ready to engage your sense of smell!
Saturday, October 24, 2009
Games!
I freely admit that I have always disliked playing video games; however, in today's world with modern students, instructors can expect that video games will engage and teach their students at all levels of education in ways traditional education does not.
I prefer free games that are easy to access for me and my students. Some games are very simple crossword puzzles and matching games such as those found at one site for Elementary Children and this free resource. Others can be more involved like the ones on this BBC site where role playing and experimenting with different scenarios teaches about the past. One site with a wide variety of game types and topics is History.com.
A resource that I enjoyed included many games from several periods of US history including one two player game where you act as British or Colonials battling it out for control of the Colonies. Another role playing game at pbs.org tests if you can Strike It Rich in the California Gold Rush.
A simple five question game about myself that both my husband and I had fun taking was "Which Founding Father are You?" at http://www.constitutionfacts.com/. Surprisingly, this quick game got a conversation going in my house (He was Hamilton and I was Madison)... this game might be a fun way to engage or "hook" students in a more in-depth discussion about founding fathers.
You may be asking yourself "How can I assess learning from a game?" I know I have debated the use of games. However, I am beginning to realize that the rehearsal of information presented in new, dynamic, and interesting ways and the problem solving in these games has as much value as some other more traditional practice activities. There are, of coarse, games that are much cooler and detailed that are not free. But those are for another day...do you have any free games you like to use with your classes?
I prefer free games that are easy to access for me and my students. Some games are very simple crossword puzzles and matching games such as those found at one site for Elementary Children and this free resource. Others can be more involved like the ones on this BBC site where role playing and experimenting with different scenarios teaches about the past. One site with a wide variety of game types and topics is History.com.
A resource that I enjoyed included many games from several periods of US history including one two player game where you act as British or Colonials battling it out for control of the Colonies. Another role playing game at pbs.org tests if you can Strike It Rich in the California Gold Rush.
A simple five question game about myself that both my husband and I had fun taking was "Which Founding Father are You?" at http://www.constitutionfacts.com/. Surprisingly, this quick game got a conversation going in my house (He was Hamilton and I was Madison)... this game might be a fun way to engage or "hook" students in a more in-depth discussion about founding fathers.
You may be asking yourself "How can I assess learning from a game?" I know I have debated the use of games. However, I am beginning to realize that the rehearsal of information presented in new, dynamic, and interesting ways and the problem solving in these games has as much value as some other more traditional practice activities. There are, of coarse, games that are much cooler and detailed that are not free. But those are for another day...do you have any free games you like to use with your classes?
Sunday, October 11, 2009
Returned from Disney and ready to Go
I've missed communicating with you in this history blog that was dormant for the summer.
While away, my family took a vacation to Disney World where my two daughters had many dreams realized. This was our first visit, and I have to say that Disney World is more than cartoon characters and good marketing. It was an amazing place where technology, creativity, and learning came together. My oldest daughter left inspired to be an imagineer when she grows up, and really aren't we all hoping that our children will have the opportunity to use their creativity to solve, build, and inspire others.
While visiting Epcot, we traveled in the giant sphere on the old ride that illustrates historical moments in the development of communication and writing. It concludes with a brief look at computers and the internet. My young daughters can't imagine a world without instant communication, yet left the ride understanding that our level of information sharing today was a gradual progression of learning and inventing. What a hands-on, multi-learning style way of teaching history!
I teach US History Online using the Hippocampus.org content and often hear from college level students that this is a more active, engaging learning experience than simply reading a textbook and sitting in class. I believe it is the first step to creating a course that inspires students to learn more.
What's next? Join me in the upcoming months for some ideas on how to engage student's imaginations, communication skills, and all learning styles.
While away, my family took a vacation to Disney World where my two daughters had many dreams realized. This was our first visit, and I have to say that Disney World is more than cartoon characters and good marketing. It was an amazing place where technology, creativity, and learning came together. My oldest daughter left inspired to be an imagineer when she grows up, and really aren't we all hoping that our children will have the opportunity to use their creativity to solve, build, and inspire others.
While visiting Epcot, we traveled in the giant sphere on the old ride that illustrates historical moments in the development of communication and writing. It concludes with a brief look at computers and the internet. My young daughters can't imagine a world without instant communication, yet left the ride understanding that our level of information sharing today was a gradual progression of learning and inventing. What a hands-on, multi-learning style way of teaching history!
I teach US History Online using the Hippocampus.org content and often hear from college level students that this is a more active, engaging learning experience than simply reading a textbook and sitting in class. I believe it is the first step to creating a course that inspires students to learn more.
What's next? Join me in the upcoming months for some ideas on how to engage student's imaginations, communication skills, and all learning styles.
Sunday, June 14, 2009
School Projects
I had a different blog post in mind, but after an arduous weekend that included tears and frustration of helping my first grader do a school project on Giant Pandas, I decided to change my plans. Last weekend I learned that in one week we had to write a paper, do an art project illustrating their animal, and be prepared to present information to the class. I say we, because a 7 year old is not capable of doing the research on their own even if they have strong writing and reading skills, and the supplies for an art project must be acquired and assembled with adult supervision.
What does this have to do with this history blog? Assignment relevancy and instructor leadership! Letting our students pick a topic that interests them most and creating assignment guidelines that students can meet are essential basics to an assignment. In this assignment, the parents became the teacher guiding our seven year old through the process of research, writing, editing, and creating a final project. While we are actively involved in our daughter’s education, I wondered about parents who simply did not have time this week to take that role. Should the teacher really have lead students through this process during the school day? Would this have given the teacher the opportunity to monitor student’s ability and witness their personal growth? Should teachers in high school and early college education assume that students have certain skills rather than leading them to the final quality product? Rather than assuming that it is the student’s responsibility to find help if they need it, should we offer that support in our courses. Doesn’t ignoring this basic need open the door to plagiarism and other academic dishonesty? Shouldn’t instructors provide examples and other support to help students be successful? Some would argue that this is handholding, but I would argue we are leading students to a product they can be proud of and meets our expectations.
As a kid, I remember these assignments and that feeling of dread of loosing play time and other family weekend time when they were assigned. As a teacher, I can guess which objectives might be the goals with an assignment like this, and yet as a parent, I argue that those are not the objectives met. My daughter did not learn research skills though we tried, nor did she learn composition writing or reading skills though we tried. However as a family, we pulled together to support her which emphasized learning and education. She learned about the value of spreading the work out over a week and finishing what she started even when it wasn’t fun anymore. This evening after completing all her hard work, she feels pride in herself and her work and enjoyed spending time with us. By not taking the initiative to provide support to our students in higher education and leaving it up to the student to find support a support system, don’t we leave this feeling of success and learning up to chance?
What does this have to do with this history blog? Assignment relevancy and instructor leadership! Letting our students pick a topic that interests them most and creating assignment guidelines that students can meet are essential basics to an assignment. In this assignment, the parents became the teacher guiding our seven year old through the process of research, writing, editing, and creating a final project. While we are actively involved in our daughter’s education, I wondered about parents who simply did not have time this week to take that role. Should the teacher really have lead students through this process during the school day? Would this have given the teacher the opportunity to monitor student’s ability and witness their personal growth? Should teachers in high school and early college education assume that students have certain skills rather than leading them to the final quality product? Rather than assuming that it is the student’s responsibility to find help if they need it, should we offer that support in our courses. Doesn’t ignoring this basic need open the door to plagiarism and other academic dishonesty? Shouldn’t instructors provide examples and other support to help students be successful? Some would argue that this is handholding, but I would argue we are leading students to a product they can be proud of and meets our expectations.
As a kid, I remember these assignments and that feeling of dread of loosing play time and other family weekend time when they were assigned. As a teacher, I can guess which objectives might be the goals with an assignment like this, and yet as a parent, I argue that those are not the objectives met. My daughter did not learn research skills though we tried, nor did she learn composition writing or reading skills though we tried. However as a family, we pulled together to support her which emphasized learning and education. She learned about the value of spreading the work out over a week and finishing what she started even when it wasn’t fun anymore. This evening after completing all her hard work, she feels pride in herself and her work and enjoyed spending time with us. By not taking the initiative to provide support to our students in higher education and leaving it up to the student to find support a support system, don’t we leave this feeling of success and learning up to chance?
Sunday, May 31, 2009
Memorial Day
Memorial Day is not just a long weekend for great sales at the stores. More important it is a day to honor soldiers who have fallen serving our nation. Congress declared the last Monday in May a national holiday in 1971. However, the celebration of Memorial Day dates back to Decoration Day, first widely observed on May 30, 1868 by General Orders No. 11 written by John A. Logan. Flowers and decorations were placed on the graves of fallen Civil War soldiers. Today numerous volunteers place small flags at each grave at Arlington National Cemetery and customarily the President delivers a speech at the Tomb of the Unknown Soldier and places a wreath there.
The political causes of war are often controversial, but remembering and honoring the men and women who fought and paid the ultimate price for our nation should not be. Below are a few sites about modern wars you might visit and incorporate in class discussions about US history.
List of National Memorials
Arlington Cemetery
Vietnam Memorial
Vietnam War Museum
Korean War Veterans Memorial
Korean War Museum
Women in Military Service
World War I Museum
World War II Memorial
World War II Museum
Tomb of the Unknown Soldier
The political causes of war are often controversial, but remembering and honoring the men and women who fought and paid the ultimate price for our nation should not be. Below are a few sites about modern wars you might visit and incorporate in class discussions about US history.
List of National Memorials
Arlington Cemetery
Vietnam Memorial
Vietnam War Museum
Korean War Veterans Memorial
Korean War Museum
Women in Military Service
World War I Museum
World War II Memorial
World War II Museum
Tomb of the Unknown Soldier
Sunday, May 17, 2009
Geo-mashups
One of my favorite presentations at the eLCC conference was a about educational use of Mashups. What’s a mashup? Wikipedia defines mash-ups as “a web application that combines data from one or more sources into a single integrated tool. The term Mashup implies easy, fast integration, frequently done by access to open APIs and data sources to produce results that were not the original reason for producing the raw source data.”
One of my favorite ideas during the presentation was the combination of Google Maps, a free web mapping tool, for a Business course that asked students research the location of a business and how this effected the possible success of a business. Real estate agents have already been using this tool to add a little information about properties to maps for home buyers.
Like you, I started brainstorming about how to apply this concept to a history course. An assignment might require students to identify key locations on a map such as various battles of the Civil War and then add brief notes about the significance of each. An assignment such as this would not only help students organize key events but also understand more about the significance of geography to history outcomes.
Regardless of whether you incorporate Web 2.0 technology, geography is too often neglected as we race to cover so many events in a short time. The National Commission on Social Studies in the Schools was formed in 1987 to study the state of social studies in the schools and to make recommendations for curricular change. At this site you will find recommendations and strategies for emphasizing history and geography in grades K-12. Additionally, there are many other useful resources to help us teach the impact of geography on historical events. Also, check out the National Geographic web site that has lessons plans that use geography to learn about history.
One of my favorite ideas during the presentation was the combination of Google Maps, a free web mapping tool, for a Business course that asked students research the location of a business and how this effected the possible success of a business. Real estate agents have already been using this tool to add a little information about properties to maps for home buyers.
Like you, I started brainstorming about how to apply this concept to a history course. An assignment might require students to identify key locations on a map such as various battles of the Civil War and then add brief notes about the significance of each. An assignment such as this would not only help students organize key events but also understand more about the significance of geography to history outcomes.
Regardless of whether you incorporate Web 2.0 technology, geography is too often neglected as we race to cover so many events in a short time. The National Commission on Social Studies in the Schools was formed in 1987 to study the state of social studies in the schools and to make recommendations for curricular change. At this site you will find recommendations and strategies for emphasizing history and geography in grades K-12. Additionally, there are many other useful resources to help us teach the impact of geography on historical events. Also, check out the National Geographic web site that has lessons plans that use geography to learn about history.
Monday, May 4, 2009
Questions to Ponder
In April, I attended the eLCC conference and presented with Alice Bedard-Voorhees on New Designs for Assessment. Alice is the person I credit most for giving me an opportunity to teach online and for inspiring me to try innovative teaching tools and concepts. At the conference, I am pleased to share that Alice won the eLCC Faculty of the Year award. You might visit Alice’s blog at for inspiration.
I would like to share two questions that Alice asks that always encourage me to think differently. We all have students who are more difficult to manage. Sometimes students have bad attitudes about the course or fellow classmates. Sometimes they are frustrated with us about the type of assignments given or the technology. Sometimes they plagiarize. The question that Alice always asked me as my Chair and later Academic Dean was “How can we get back to the learning?” Alice empowered me to find a way to have a successful outcome for the student and class rather than getting stuck and frustrated by what wasn’t working. Not only did this help me not take the student’s problems personally, but it also helped me brainstorm ways to avoid the same problems in the upcoming semesters. By always thinking about how to best facilitate learning among my current students, I find that each semester I am more effective and patient. The question reminds me that students are there to learn and its my job to help them.
In a CCCOnline training webinar and at our presentation at eLCC, Alice posed this question for students. “What could you do, use, or create to demonstrate your learning for outcome X?” This question opens a dialogue between the instructor and student to select the method of delivery to demonstrate their knowledge. Students might choose to do something in Second Life, use a Web 2.0 tool like audacity, create a slide show, or write a traditional paper. The question allows students to develop their own assignment to achieve an objective or competency. In correspondence and cooperation with the instructor, a rubric for evaluation of the assignment can be developed and gives the student ultimate ownership of their learning. Imagine developing assignments and rubrics through open communication between the students either one to one, instructor to group, or class to instructor. What a way to focus on the individual learning and outcomes in a course!
I would like to share two questions that Alice asks that always encourage me to think differently. We all have students who are more difficult to manage. Sometimes students have bad attitudes about the course or fellow classmates. Sometimes they are frustrated with us about the type of assignments given or the technology. Sometimes they plagiarize. The question that Alice always asked me as my Chair and later Academic Dean was “How can we get back to the learning?” Alice empowered me to find a way to have a successful outcome for the student and class rather than getting stuck and frustrated by what wasn’t working. Not only did this help me not take the student’s problems personally, but it also helped me brainstorm ways to avoid the same problems in the upcoming semesters. By always thinking about how to best facilitate learning among my current students, I find that each semester I am more effective and patient. The question reminds me that students are there to learn and its my job to help them.
In a CCCOnline training webinar and at our presentation at eLCC, Alice posed this question for students. “What could you do, use, or create to demonstrate your learning for outcome X?” This question opens a dialogue between the instructor and student to select the method of delivery to demonstrate their knowledge. Students might choose to do something in Second Life, use a Web 2.0 tool like audacity, create a slide show, or write a traditional paper. The question allows students to develop their own assignment to achieve an objective or competency. In correspondence and cooperation with the instructor, a rubric for evaluation of the assignment can be developed and gives the student ultimate ownership of their learning. Imagine developing assignments and rubrics through open communication between the students either one to one, instructor to group, or class to instructor. What a way to focus on the individual learning and outcomes in a course!
Sunday, April 26, 2009
Progress versus Historical Preservation
This month we reviewed the history behind environment preservation, and today I conclude this brief look at conservation with a call for communities to preserve their history.
It may not surprise you to know that my family picked its hometown due to the historic and small hometown feel of Mainstreet. Ten years later Mainstreet remains, but it has changed in the name of “beautification” and progress. The town moved or tore down historic buildings significant to the community and approved big chain businesses to build on open land and former farms. Like most of America, I appreciate the convenience of a short drive to a store with everything. I also recognize the economic benefits to a community and reflect on a national outlook that does not put historic preservation first.
In our relatively short national history, the pioneers of this great land had little time or concern about building many permanent structures as they constantly moved toward progress. Today this spirit of growth and change for the better remains in many communities, especially recently as they try to survive economic hard times. The cost for the convenience of big stores, big chain restaurants, and more shopping centers is the loss of open space and historic landmarks.
Recognizing the importance of growth as part of our national heritage and as part of community survival, I urge communities to also plan for preservation of their history. Do not tear down our history, incorporate it and make it part of your town’s unique identity. If buildings must be moved, create history preservation parks like the one in Littleton, Colorado or 4 Mile Historic Park near the heart of Denver.
Finally, this summer make it a priority to take the family on some mini-vacations or day trips and visit national treasures near you. The National Parks Service web site and this map collection by the University of Texas are great resources about parks preserving the environment and history. Additionally, most states including my own, Colorado, have great web resources about historic landmarks and places of interest to visit. An important lesson I learned from my Grandfather Chatnick is that by exploring the past with our children we can make stronger connections to the past while looking to the future.
It may not surprise you to know that my family picked its hometown due to the historic and small hometown feel of Mainstreet. Ten years later Mainstreet remains, but it has changed in the name of “beautification” and progress. The town moved or tore down historic buildings significant to the community and approved big chain businesses to build on open land and former farms. Like most of America, I appreciate the convenience of a short drive to a store with everything. I also recognize the economic benefits to a community and reflect on a national outlook that does not put historic preservation first.
In our relatively short national history, the pioneers of this great land had little time or concern about building many permanent structures as they constantly moved toward progress. Today this spirit of growth and change for the better remains in many communities, especially recently as they try to survive economic hard times. The cost for the convenience of big stores, big chain restaurants, and more shopping centers is the loss of open space and historic landmarks.
Recognizing the importance of growth as part of our national heritage and as part of community survival, I urge communities to also plan for preservation of their history. Do not tear down our history, incorporate it and make it part of your town’s unique identity. If buildings must be moved, create history preservation parks like the one in Littleton, Colorado or 4 Mile Historic Park near the heart of Denver.
Finally, this summer make it a priority to take the family on some mini-vacations or day trips and visit national treasures near you. The National Parks Service web site and this map collection by the University of Texas are great resources about parks preserving the environment and history. Additionally, most states including my own, Colorado, have great web resources about historic landmarks and places of interest to visit. An important lesson I learned from my Grandfather Chatnick is that by exploring the past with our children we can make stronger connections to the past while looking to the future.
Sunday, April 19, 2009
Topic of the Month: Earth Day- Wednesday April 22, 2009
After several years of trying to draw attention to the deterioration of the environment, Senator Gaylord Nelson called for grassroots demonstrations and support for the first Earth Day on April 22, 1970. The first Earth Day permanently forced the deterioration of the environment and the dissipation of resources to the political arenas. The same year, Richard Nixon created the EPA to consolidate into one agency a variety of research, monitoring, and standard setting groups to ensure environmental protection.
Earth Day gained popularity over the years to become truly a national and international event by the 1990’s. This year’s theme is the Green Generation whose core principles are a carbon-free future, individual commitment to responsible consumption, and the creation of a green economy.
Student and national interest in environment issues seem to ebb and flow depending on other issues that may take precedence like war and the economy. However, a brief study of environmental history demonstrates that really these issues are related and very relevant to our lives today and to the study of history. Keep the grassroots movement going in your online courses. Add a discussion about the history of environmentalism, Earth Day, and where we are today. For younger audiences visit this teacher and parent resource http://earthday.wilderness.org/ and for adult audiences this site might be useful http://earthday.envirolink.org/history.html
Earth Day gained popularity over the years to become truly a national and international event by the 1990’s. This year’s theme is the Green Generation whose core principles are a carbon-free future, individual commitment to responsible consumption, and the creation of a green economy.
Student and national interest in environment issues seem to ebb and flow depending on other issues that may take precedence like war and the economy. However, a brief study of environmental history demonstrates that really these issues are related and very relevant to our lives today and to the study of history. Keep the grassroots movement going in your online courses. Add a discussion about the history of environmentalism, Earth Day, and where we are today. For younger audiences visit this teacher and parent resource http://earthday.wilderness.org/ and for adult audiences this site might be useful http://earthday.envirolink.org/history.html
Sunday, April 12, 2009
Environment
The environment and different sources of energy were major topics of the election in 2008, and yet recently this important issue has earned less media attention. Maybe this is because the economy has become the focus of President Obama’s first hundred days and maybe this is because he and other politicians are getting less pressure due to lower prices at the gas pump. Either way the environment was not a new political issue, but rather one that has a significant history in the United States.
As the settlers built the US, the environment was usually considered after development and sometimes raping of the land for minerals or deforestation. People settled in an area, and then they considered their impact on the earth as their own health after establishing cities and towns. Early on prominent the environment sometimes called other terms like public health or conservation became political issues. For example, Ben Franklin petitioned the Pennsylvania Assembly to stop waste dumping in the commercial district and later left money in his will for a fresh water pipeline into Philadelphia due to a link between bad drinking water and disease. Today, former Vice President Al Gore’s An Inconvienent Truth on global warming released in 2006 had an important impact on the modern environmental movement and the election of 2008.
Local societies sprang up in the late 1800s like the Audubon Society and Sierra Club. Interest in the environment grew dramatically after World War II possibly due to higher college enrollments and advancements in ecology. In 1970 the first Earth Day was celebrated and the Environment Protection Agency was established.
The US government created organizations that studied US natural resources and other organizations that protected species and focused on conservation. Addionally in the last twenty years, numerous laws have passed.
National Environmental Policy Act : basic national charter for protection of the environment.
The Clean Air Act : regulates air emissions.
The Clean Water Act : limits water pollution.
The Safe Drinking Water Act : protects the quality of drinking water.
The Comprehensive Environmental Response, Compensation, and Liability Act : Inventories hazardous waste sites, assesses liability for these sites, and provides for site cleanups when no responsible party could be identified.
The Endangered Species Act : protects endangered animals and plants and their habitats.
Federal Insecticide, Fungicide and Rodenticide Act : control of pesticides.
The Oil Pollution Act of 1990 : prevents and responds to catastrophic oil spills.
As you enjoy being outside this spring, reflect on the health of the world around you and our environmental footprint.
As the settlers built the US, the environment was usually considered after development and sometimes raping of the land for minerals or deforestation. People settled in an area, and then they considered their impact on the earth as their own health after establishing cities and towns. Early on prominent the environment sometimes called other terms like public health or conservation became political issues. For example, Ben Franklin petitioned the Pennsylvania Assembly to stop waste dumping in the commercial district and later left money in his will for a fresh water pipeline into Philadelphia due to a link between bad drinking water and disease. Today, former Vice President Al Gore’s An Inconvienent Truth on global warming released in 2006 had an important impact on the modern environmental movement and the election of 2008.
Local societies sprang up in the late 1800s like the Audubon Society and Sierra Club. Interest in the environment grew dramatically after World War II possibly due to higher college enrollments and advancements in ecology. In 1970 the first Earth Day was celebrated and the Environment Protection Agency was established.
The US government created organizations that studied US natural resources and other organizations that protected species and focused on conservation. Addionally in the last twenty years, numerous laws have passed.
National Environmental Policy Act : basic national charter for protection of the environment.
The Clean Air Act : regulates air emissions.
The Clean Water Act : limits water pollution.
The Safe Drinking Water Act : protects the quality of drinking water.
The Comprehensive Environmental Response, Compensation, and Liability Act : Inventories hazardous waste sites, assesses liability for these sites, and provides for site cleanups when no responsible party could be identified.
The Endangered Species Act : protects endangered animals and plants and their habitats.
Federal Insecticide, Fungicide and Rodenticide Act : control of pesticides.
The Oil Pollution Act of 1990 : prevents and responds to catastrophic oil spills.
As you enjoy being outside this spring, reflect on the health of the world around you and our environmental footprint.
Saturday, April 4, 2009
Assignment Feedback
This spring I shared several assignments (timelines, webliography, movie review and more) that encourage student originality, creativity, and allow them to select topics that are most interesting and relevant to them. These flexible assignments still meet the Colorado Common Course Outcomes. When designing a course, I start by creating a course map that aligns resource materials, assignments, discussions, and formative and summative assessments with outcomes. Sometimes, there are outcomes that are vague or difficult to meet in the online classroom. However after brainstorming, some very interesting and engaging assignments for students usually result.
What do the students think about these assignments? Each semester, I ask students for candid feedback regarding the assignments, assessments, materials in the course, discussions, and overall course design. I use this feedback to improve the course and stay current with the mood and needs of the students. The feedback this semester regarding the new assignments is overwhelmingly positive. Students appreciated the break from stagnant essay response assignments. They enjoyed and remained more interested in the course by having a variety of assignments. I had less students request permission to turn in work late. While I don't have specific statistics to explain why, I believe it is in part a result of not getting bored and burned out with similar assignments. Students also reported that they learned more and felt more challenged from assignments like the timeline and the movie review than from writing a typical essay response on the same topic. When asked which assignment was their favorite, some students shockingly said they liked them all. However, I did have a group report that the timeline assignment was their favorite. This is interesting because it broke the most from the traditional mold of essay assignments by requiring strong organization and encouraged the use of Web 2.0 technology.
Was I satisfied with the quality of their work? After semesters of grading responses to essays and being disappointed that students did not seem move beyond the knowledge level to the higher analysis and synthesis levels, these assignments seemed to demonstrate higher levels of Bloom’s and allowed me to better evaluate student learning. The design of these assignments required a strong understanding at the knowledge level but better encouraged analysis and synthesis.
What did I learn? Besides being pleased with the overall quality of the completed assignments, I learned that these assignments are more challenging to grade because of the unique way each student may interpret the instructions. Therefore, the assignments require detailed expectations and elaborate rubrics. I also learned that providing an optional discussion forum for students to ask questions about each assignment of myself and classmates provided some formative feedback and reduced stress and confusion for students. Additionally, even those who never posted to the study hall discussions benefited from the examples, instructions, and questions posted there.
What do the students think about these assignments? Each semester, I ask students for candid feedback regarding the assignments, assessments, materials in the course, discussions, and overall course design. I use this feedback to improve the course and stay current with the mood and needs of the students. The feedback this semester regarding the new assignments is overwhelmingly positive. Students appreciated the break from stagnant essay response assignments. They enjoyed and remained more interested in the course by having a variety of assignments. I had less students request permission to turn in work late. While I don't have specific statistics to explain why, I believe it is in part a result of not getting bored and burned out with similar assignments. Students also reported that they learned more and felt more challenged from assignments like the timeline and the movie review than from writing a typical essay response on the same topic. When asked which assignment was their favorite, some students shockingly said they liked them all. However, I did have a group report that the timeline assignment was their favorite. This is interesting because it broke the most from the traditional mold of essay assignments by requiring strong organization and encouraged the use of Web 2.0 technology.
Was I satisfied with the quality of their work? After semesters of grading responses to essays and being disappointed that students did not seem move beyond the knowledge level to the higher analysis and synthesis levels, these assignments seemed to demonstrate higher levels of Bloom’s and allowed me to better evaluate student learning. The design of these assignments required a strong understanding at the knowledge level but better encouraged analysis and synthesis.
What did I learn? Besides being pleased with the overall quality of the completed assignments, I learned that these assignments are more challenging to grade because of the unique way each student may interpret the instructions. Therefore, the assignments require detailed expectations and elaborate rubrics. I also learned that providing an optional discussion forum for students to ask questions about each assignment of myself and classmates provided some formative feedback and reduced stress and confusion for students. Additionally, even those who never posted to the study hall discussions benefited from the examples, instructions, and questions posted there.
Sunday, March 29, 2009
Topic of the Month: Immigration History
Every March many Americans celebrate St. Patrick’s Day whether they have Irish ancestry or not. This blending of many cultural traditions from the immigration of various groups to this continent is one of the wonderful qualities I appreciate about the United States. March’s special topic of the month is Immigration History. Immigration history is a broad topic that can begin with the migration of native cultures across the Bering Strait or other means and continues today. This article will not cover it all but will focus on immigration through Ellis and Angel Islands. Picture is Landing at Ellis Island from the Lirbrary of Congress.
In 1840’s the great potato blight struck Ireland driving nearly 1 million Irish to travel to America in just a decade. In this period Castle Garden, one of the first state-run immigration depots, was opened in New York City in 1855 to process these new immigrants. The Homestead Act of 1862 encouraged greater migration as the new law provided any citizen or intended citizen could lay claim to 160 acres.
In 1892 Ellis Island opened with nearly 700 immigrants passing through its doors or the first day and 450,000 coming in during the next year. Prior to WWI immigration reaches all time highs through Ellis Island, but the war severely curbs immigration and new laws are passed such as one preventing children from coming over without adults. However, post WWI immigration surges through Ellis Island and the first Immigration Quota law passed in 1921 restricting immigration by ethnic percentages. Ellis Island officially closed in 1954, became a monument in 1965, and restored until 1990 when it re-opened to the touring public. Visit this site to see if your ancestors’ records are here.
Angel Island provided a similar service on the Pacific coast. However, the Chinese Exclusion Act in 1905 severely limited immigration from Asia and many were housed on this island waiting for entry for nearly two years. The offices closed in 1940 and moved to San Francisco, while the island served as a POW camp during WWII. The island is currently under restoration for an opening sometime this year. You might use this resource to track your geneology.
In 1840’s the great potato blight struck Ireland driving nearly 1 million Irish to travel to America in just a decade. In this period Castle Garden, one of the first state-run immigration depots, was opened in New York City in 1855 to process these new immigrants. The Homestead Act of 1862 encouraged greater migration as the new law provided any citizen or intended citizen could lay claim to 160 acres.
In 1892 Ellis Island opened with nearly 700 immigrants passing through its doors or the first day and 450,000 coming in during the next year. Prior to WWI immigration reaches all time highs through Ellis Island, but the war severely curbs immigration and new laws are passed such as one preventing children from coming over without adults. However, post WWI immigration surges through Ellis Island and the first Immigration Quota law passed in 1921 restricting immigration by ethnic percentages. Ellis Island officially closed in 1954, became a monument in 1965, and restored until 1990 when it re-opened to the touring public. Visit this site to see if your ancestors’ records are here.
Angel Island provided a similar service on the Pacific coast. However, the Chinese Exclusion Act in 1905 severely limited immigration from Asia and many were housed on this island waiting for entry for nearly two years. The offices closed in 1940 and moved to San Francisco, while the island served as a POW camp during WWII. The island is currently under restoration for an opening sometime this year. You might use this resource to track your geneology.
We are truly a nation of immigrants whose reasons for traveling to this vast land vary but in many ways share similar experiences. The stories of these two islands is not just immigration history but our national history.
Sunday, March 22, 2009
Historical Narrative Assignment
Students often evaluate historical events and the people who lived ages ago by today’s standards and what we know now about the outcome. Sometimes this hindsight makes it difficult for students to empathize with people in the past. In this historical narrative writing assignment, students imagine what it would have been like to live in another time. Then they will write from a fictional character’s perspective a set of letters, journal entries, or story. Students completing this assignment will understand the impact of time and space on perspective, develop a narrative structure, identify events, people, groups and cultures, and practice research skills.
First, develop a list of events or people that your students can choose to write their first person narratives about. I like to make these lists about non-famous everyday people. I also allow students to select any gender or race that would be appropriate for that character. For example in a WWII unit, students choose from a soldier of any country on the frontlines, a Jewish person in a concentration camp, or a French citizen in occupied France. Another example, is to imagine they are a Civil War soldier writing a letter home about their experience, and then write a return letter from the soldier’s wife about civilian life in the Civil War.
Before writing, students research what every day life was like for the character. I require a bibliography of three sources. You may also want to point students to certain Primary Sources like autobiographies or diaries. Students should note historical references like dates, places, and events. These real facts will add credibility and interest to the assignment. For example, a soldier might mention a battle that actually occurred or a leader that actually lived. Encourage students to use descriptions that really bring their audience to the moment. What sounds or smells would the character sense in the moment their writing about?
These papers are unique for the students to write and the instructor to grade. The opportunity to plagiarize is less likely, though still possible. Students may struggle if they have not had many creative writing experiences before. Therefore, give students some specific parameters in a rubric to help organize this assignment and write an appropriate amount. You may also provide students some examples or articles to help them get started. Grade students on being as accurate as possible describing their character’s experience rather than how entertaining it is to read. For example, the character would not have modern technology available like phones or computers. The use and sounds of cars and planes might be very new and foreign to the character. Some students may really thrive in this assignment and try to use dialect appropriate for the character but grammar may suffer. I am ok with this because students are exploring a new type of historical writing and exploring character writing. I also encourage students to post their assignment for classmates to read in an optional discussion.
First, develop a list of events or people that your students can choose to write their first person narratives about. I like to make these lists about non-famous everyday people. I also allow students to select any gender or race that would be appropriate for that character. For example in a WWII unit, students choose from a soldier of any country on the frontlines, a Jewish person in a concentration camp, or a French citizen in occupied France. Another example, is to imagine they are a Civil War soldier writing a letter home about their experience, and then write a return letter from the soldier’s wife about civilian life in the Civil War.
Before writing, students research what every day life was like for the character. I require a bibliography of three sources. You may also want to point students to certain Primary Sources like autobiographies or diaries. Students should note historical references like dates, places, and events. These real facts will add credibility and interest to the assignment. For example, a soldier might mention a battle that actually occurred or a leader that actually lived. Encourage students to use descriptions that really bring their audience to the moment. What sounds or smells would the character sense in the moment their writing about?
These papers are unique for the students to write and the instructor to grade. The opportunity to plagiarize is less likely, though still possible. Students may struggle if they have not had many creative writing experiences before. Therefore, give students some specific parameters in a rubric to help organize this assignment and write an appropriate amount. You may also provide students some examples or articles to help them get started. Grade students on being as accurate as possible describing their character’s experience rather than how entertaining it is to read. For example, the character would not have modern technology available like phones or computers. The use and sounds of cars and planes might be very new and foreign to the character. Some students may really thrive in this assignment and try to use dialect appropriate for the character but grammar may suffer. I am ok with this because students are exploring a new type of historical writing and exploring character writing. I also encourage students to post their assignment for classmates to read in an optional discussion.
Sunday, March 15, 2009
Movie Review Assignment
Historians like to discuss and discredit films for their inaccuracies, but the average person learns a great deal about the past from these cinematic representations. I bet each of us can think of at least one scene from a movie that really affected our understanding of an historical event or time. Movies can excite students about history and teach about the past in a way that draws viewers into the experience. Many great history instructors are also great storytellers, and film is simply another way of telling the world’s story. Directors may take creative license with the facts and characters, but they often are careful to represent dress, life-style, and culture in a way that texts and even great storytellers have trouble doing. After students finish the course they may never actively try to learn history again, but they are likely to watch movies that represent the past. This assignment will encourage students to be critical thinkers as they analyze the film for class and later films they enjoy.
First, students select a movie from a list provided by the instructor to watch. The list should provide a variety of new and old movies and cover a variety of subjects. Since new movies come out all the time and there are many films I am not aware of, I allow students to contact me for approval for a movie not on the list. While watching the movie, students are to consider these questions:
1. Were there inaccuracies in the movie compared to the material in our course which covers that time period or person?
2. What did you learn from the movie that you did not already know?
3. Were there any obvious values or opinions being presented by the director in the way they depicted the main theme of the film or the way they portrayed the heroes and villains of the story?
4. How did the depiction of this event or person compare to reading about the same topic in a textbook?
5. Did you have an emotional reaction to the film, why or why not? How do your own history and experiences affect how you perceive the film?
6. Did the film have an impact at the time of release on society’s perspective of the event and people involved? Did the film change your perspective about the people or event?
After watching the film, students write a concise review of the movie that considers the questions above and summarizes the plot. You may also provide the option for students to share their work in a discussion, so that they can learn from each other and review a variety of films.
First, students select a movie from a list provided by the instructor to watch. The list should provide a variety of new and old movies and cover a variety of subjects. Since new movies come out all the time and there are many films I am not aware of, I allow students to contact me for approval for a movie not on the list. While watching the movie, students are to consider these questions:
1. Were there inaccuracies in the movie compared to the material in our course which covers that time period or person?
2. What did you learn from the movie that you did not already know?
3. Were there any obvious values or opinions being presented by the director in the way they depicted the main theme of the film or the way they portrayed the heroes and villains of the story?
4. How did the depiction of this event or person compare to reading about the same topic in a textbook?
5. Did you have an emotional reaction to the film, why or why not? How do your own history and experiences affect how you perceive the film?
6. Did the film have an impact at the time of release on society’s perspective of the event and people involved? Did the film change your perspective about the people or event?
After watching the film, students write a concise review of the movie that considers the questions above and summarizes the plot. You may also provide the option for students to share their work in a discussion, so that they can learn from each other and review a variety of films.
Sunday, March 8, 2009
Timeline Assignment
Historians use timelines to create a graphical, sequential picture of history. Timelines are linear or comparative. The information in a timeline gives us perspective about the relationships between events and people. Textbooks and Hippocampus.org do this for students regularly to present information in a different and concise format. Below are a couple of timelines on the web you might use in your courses as resources for students.
http://www.historicaltimeline.com/ (This site includes 5 timelines that traces world history, leaders, religion, war, and inventions)
http://www.searchbeat.com/society/History/Timelines/ (This site has a long list of timelines for various topics)
http://www.si.edu/Encyclopedia_SI/nmah/timeline.htm (American History Timeline by the Smithsonian Institute)
http://www.mnh.si.edu/Africanvoices/ax/fs/primary_fs.html?history+intro (This is the Smithsonian timeline for African history)
http://www.lkwdpl.org/study/timeline/ (This is a student guide to creating timelines and it also provides links to many useful timelines)
Organizing content and creating a timeline requires students to break information into parts, understand the impact of time and space on perspective, and identify trends. First, create a list of topics related to the unit or course. I provide several topics that have evolved over time and have many key events. For example, students might trace medical advancements in the United States from the Civil War through WWII. Students pick a topic that most interests them, but I am careful to give students specific start and end parameters for the timeline. Students create a time line of at least 15 events using either a word processing program or this really nice web 2.0 tool at http://www.timerime.com/ (you’ll also find some timelines here that you might find useful in your courses.). Each item on the timeline should include a brief description that explains the significance of that date. Students summarize the topic the outline is about in one concise paragraph. Students are encouraged to post their work to an optional Timeline discussion for classmates to use. This student generated bank of timelines can be a useful resource for them as the course progresses.
http://www.historicaltimeline.com/ (This site includes 5 timelines that traces world history, leaders, religion, war, and inventions)
http://www.searchbeat.com/society/History/Timelines/ (This site has a long list of timelines for various topics)
http://www.si.edu/Encyclopedia_SI/nmah/timeline.htm (American History Timeline by the Smithsonian Institute)
http://www.mnh.si.edu/Africanvoices/ax/fs/primary_fs.html?history+intro (This is the Smithsonian timeline for African history)
http://www.lkwdpl.org/study/timeline/ (This is a student guide to creating timelines and it also provides links to many useful timelines)
Organizing content and creating a timeline requires students to break information into parts, understand the impact of time and space on perspective, and identify trends. First, create a list of topics related to the unit or course. I provide several topics that have evolved over time and have many key events. For example, students might trace medical advancements in the United States from the Civil War through WWII. Students pick a topic that most interests them, but I am careful to give students specific start and end parameters for the timeline. Students create a time line of at least 15 events using either a word processing program or this really nice web 2.0 tool at http://www.timerime.com/ (you’ll also find some timelines here that you might find useful in your courses.). Each item on the timeline should include a brief description that explains the significance of that date. Students summarize the topic the outline is about in one concise paragraph. Students are encouraged to post their work to an optional Timeline discussion for classmates to use. This student generated bank of timelines can be a useful resource for them as the course progresses.
Sunday, March 1, 2009
Primary and Secondary Source Evaluation
Last month I outlined a few different assignments I am using in the Western Civilization class that I am teaching for CCCOnline. In March I will continue to share some assessment and assignment designs, and I encourage you to share your assignments ideas here.
History students should analyze sources that are both Primary and Secondary and compare these documents' roles in history. First, develop a list of primary sources related to a Unit or Course. I started by looking at what was available with the digital text. For US history, Hippocampus.org has a great selection of primary sources associated directly with the content.
Students choose one of these primary sources from the list to study. I request that my students spend a certain amount of time reading the document if it is more than a chapter. Since my courses are lower level college courses, I do try to recognize that some documents in my list are very lengthy and more appropriate for a full read by a master or doctoral level student. To encourage students to still consider these and not be daunted by their length, I suggest putting a page or time limit will encourage them to explore these.
After reading the primary document, students find a secondary source (book, article, essay, etc) which discusses, explains, or comments on the issue or event in the primary source they chose. For example, if the primary source was Darwin’s writing on the origin of the species, students would look for a secondary source which comments on Darwin’s ideas (either positively or negatively). Again the secondary source could be quite lengthy, so for the purposes of this course I request they read a certain number or pages or amount of time.
The students summarize what they learned about the event from both the primary and secondary sources chosen. Then students compare the secondary source’s interpretation of the historical event or topic to the way that event or topic was presented in the primary source. The students must include in their evaluation of the documents the answers to these questions:
Who was the author and who was the audience of each document?
What was the purpose of the document or motive for writing it?
Does the writer have an obvious bias?
When was this document written, and what was the effect of the document on history?
What affect did the document have on the student’s view of this topic or event?
Finally, I encourage students to post their assignment for others to read in an optional study hall discussion. I hope to develop a sense of collaboration there by students sharing their research and having the opportunity to comment and make suggestion on each other's work before submitting it to me.
Sunday, February 22, 2009
Topic of the Month: Black History Month
Black History Month originated in the 1920’s when history books and classes often neglected the significant roles that minorities, particularly African Americans, played in US history. However, the question today is should educators still specifically address Black History Month separately from the rest of the study of US history?
Today’s modern textbook publishers focus a great deal on social history intertwining the contributions of all minorities throughout their texts. The content at Hippocampus.org is a good example of minority contributions incorporated as part of the whole US history story rather than a footnote or separate section. Our modern classrooms are integrated environments where students have quick internet access to information on nearly any topic that interests them.
Yet, an argument can be made that there is simply too much history to study in a survey course and that important contributions by some individuals and groups may never be recognized without specifically addressing them in a format like Black History Month.
I do not expect to resolve the debate in this blog. Below are some resources for teaching Black History Month, but I would argue that these resources might be valuable all year rather than just in February.
History.com
For interactive timeline, games, and more
List of books and teaching resources
Time magazine
More educator resources
Smithsonian Virtual Tour
Today’s modern textbook publishers focus a great deal on social history intertwining the contributions of all minorities throughout their texts. The content at Hippocampus.org is a good example of minority contributions incorporated as part of the whole US history story rather than a footnote or separate section. Our modern classrooms are integrated environments where students have quick internet access to information on nearly any topic that interests them.
Yet, an argument can be made that there is simply too much history to study in a survey course and that important contributions by some individuals and groups may never be recognized without specifically addressing them in a format like Black History Month.
I do not expect to resolve the debate in this blog. Below are some resources for teaching Black History Month, but I would argue that these resources might be valuable all year rather than just in February.
History.com
For interactive timeline, games, and more
List of books and teaching resources
Time magazine
More educator resources
Smithsonian Virtual Tour
Sunday, February 15, 2009
Webliography
Very similar to an annotated bibliography, I ask my students to create a short Webliography, on a specific term. There are many ways to do this and one that I would like to explore, but have not tried yet, is for students to research a bigger topic like Black History Month. I would like them to create the Webliography as a team on a wiki. Each semester the class would explore a different topic with access to previous semesters Webliographies for research reference for other assignments. As Learning Management systems offer diverse ways to create and grade wikis and other tools, I believe this format could become a preferred way of student collaboration, and overtake discussions role for building a sense of community.
Since I want to limit access to my students work and keep their work in the course, for now I use this webliography assignment. Learning how to research topics is not only an important skill for history courses but also for future history and college courses students take. Students practice acquiring information, breaking sources of information into parts, using library sources, demonstrating understanding of primary and secondary sources, and using technology. Also since there is a wealth of sources on the internet, some good and some bad, this assignment asks students to go a step further beyond just finding sources to explaining why they chose certain sources to include in their webliography.
Assignment Tasks:
1. Select a term from a list provided by the instructor.
2. Search the internet for web resources on this term.
3. Select the 5 best web sources.
4. Create a bibliography that lists the web sources.
5. Describe each source in a brief paragraph and why choose it as a reliable, informative source on the topic. Does the source include primary and secondary sources?
6. In addition to turning it in to the instructor, students can also post their assignment in an optional Study Hall discussion in the unit so that classmates can see the list of sources and possibly use them in upcoming assignments.
While writing a grammatically correct bibliography is an important skill for college students, I believe it is even more important for them to analyze those sources and be able to explain why they chose to use them.
Since I want to limit access to my students work and keep their work in the course, for now I use this webliography assignment. Learning how to research topics is not only an important skill for history courses but also for future history and college courses students take. Students practice acquiring information, breaking sources of information into parts, using library sources, demonstrating understanding of primary and secondary sources, and using technology. Also since there is a wealth of sources on the internet, some good and some bad, this assignment asks students to go a step further beyond just finding sources to explaining why they chose certain sources to include in their webliography.
Assignment Tasks:
1. Select a term from a list provided by the instructor.
2. Search the internet for web resources on this term.
3. Select the 5 best web sources.
4. Create a bibliography that lists the web sources.
5. Describe each source in a brief paragraph and why choose it as a reliable, informative source on the topic. Does the source include primary and secondary sources?
6. In addition to turning it in to the instructor, students can also post their assignment in an optional Study Hall discussion in the unit so that classmates can see the list of sources and possibly use them in upcoming assignments.
While writing a grammatically correct bibliography is an important skill for college students, I believe it is even more important for them to analyze those sources and be able to explain why they chose to use them.
Saturday, February 7, 2009
Savenger Hunt Assignment
In October, I described the idea of an internet scavenger hunt specifying that students might search a particular website for information. This week my students researched a particular identification term. I designed the assignment to explore several course competencies including acquiring information, breaking multiple sources down into parts, using library resources, recognizing secondary sources, and locating specific primary sources.
First, create a bank of terms for students to select a term that most interests them. Second, encourage students to search their course resources and the internet for the following that relates to that term (I require 10).
a. Map
b. Video Clip
c. Audio Clip
d. Photograph
e. Government document
f. Letter written by someone related to the term
g. Diary written by someone related to the term
h. Newspaper Article
i. History Journal Article
j. Web Article
k. Glossary or Wikipedia type definition of term
l. Picture of artifact
m. Artwork related to term
n. Novel or short story
o. Textbook Reference
p. Museum Exhibit
q. Memorial
r. Modern movie made about term
Then students submit a one-paragraph description of the term describing who, what, where, when, and historical significance of the term, their list of sources with a brief description of what they found at each source and how it relates to the term, and they identify the web source is a primary source or secondary source.
Another option to this assignment is to do a scavenger hunt for a larger topic like Black History Month. Create a list of what to look for and have students search in groups posting their results in discussions. How do you incorporate the concept of Primary/Secondary sources in your assignments?
First, create a bank of terms for students to select a term that most interests them. Second, encourage students to search their course resources and the internet for the following that relates to that term (I require 10).
a. Map
b. Video Clip
c. Audio Clip
d. Photograph
e. Government document
f. Letter written by someone related to the term
g. Diary written by someone related to the term
h. Newspaper Article
i. History Journal Article
j. Web Article
k. Glossary or Wikipedia type definition of term
l. Picture of artifact
m. Artwork related to term
n. Novel or short story
o. Textbook Reference
p. Museum Exhibit
q. Memorial
r. Modern movie made about term
Then students submit a one-paragraph description of the term describing who, what, where, when, and historical significance of the term, their list of sources with a brief description of what they found at each source and how it relates to the term, and they identify the web source is a primary source or secondary source.
Another option to this assignment is to do a scavenger hunt for a larger topic like Black History Month. Create a list of what to look for and have students search in groups posting their results in discussions. How do you incorporate the concept of Primary/Secondary sources in your assignments?
Sunday, February 1, 2009
Survey Assignment
This semester I am teaching a new Western Civilization Course for CCCOnline that has some new assignments in it. Designed to incorporate course competencies, encourage originality, and be relevant to students by allowing them to focus on topics that most interest them, I believe these assignments are applicable to many courses and topics.
To provide my online students time to become acquainted with the course layout and their digital learning materials, the first assignment in the Introduction Unit asks students to create a survey of ten multiple-choice questions. They write only one question per chapter, because I want them to get an overview of the content in the course. The students then give this survey to ten people who are ten or older and record the results. They report their findings and share what they learned about the general-public’s knowledge of history and the reactions to the survey in a discussion. While giving the survey to people students inadvertently talk about history and the answers to the survey with their friends and family, which accomplishes one of the course competencies which is simply to speak about history. They also consider assessment design and delivery, which is particularly beneficial for my students who often plan to be high school teachers.
Then students post their five best or favorite questions for classmates to see and review. This student-generated content gives me an idea of the topics that most interest the class, and the students learn from each other by reviewing this bank of questions. Later in the semester, I will use my favorite questions for an extra credit quiz. This brings an added sense of relevancy when they are generating questions for their own exam.
To provide my online students time to become acquainted with the course layout and their digital learning materials, the first assignment in the Introduction Unit asks students to create a survey of ten multiple-choice questions. They write only one question per chapter, because I want them to get an overview of the content in the course. The students then give this survey to ten people who are ten or older and record the results. They report their findings and share what they learned about the general-public’s knowledge of history and the reactions to the survey in a discussion. While giving the survey to people students inadvertently talk about history and the answers to the survey with their friends and family, which accomplishes one of the course competencies which is simply to speak about history. They also consider assessment design and delivery, which is particularly beneficial for my students who often plan to be high school teachers.
Then students post their five best or favorite questions for classmates to see and review. This student-generated content gives me an idea of the topics that most interest the class, and the students learn from each other by reviewing this bank of questions. Later in the semester, I will use my favorite questions for an extra credit quiz. This brings an added sense of relevancy when they are generating questions for their own exam.
Sunday, January 25, 2009
First Hundred Days
There is a great deal of discussion about what Obama’s first hundred days as President will include. I have even seen an article on the web about his first hundred hours. Where did this idea of evaluating the first hundred days originate and why it is it important?
This seemingly arbitrary evaluation by the press and nation of a President’s first hundred days began with Franklin D. Roosevelt. The nation was in a real economic crisis during the Great Depression and people wanted action fast. In 1933 Richard Norton Smith reported on the wave of reform that was designed to improve the nation’s mood and psyche.
In reality the President needs a Congress that will support and pass these changes. Since Roosevelt the expectation of action, particularly campaign promises, has increased. How a new President handles the issues passed down from the former President and how that new President sets out to accomplish his own goals in the first hundred days, often is a first real indicator of his leadership skills and what his four years will be like.
What will Obama accomplish in his first hundred days? Check out one of my favorite web sites WhiteHouse.Gov for weekly messages from Obama and his entire agenda. (I really love the changes I found there this week!) Additionally, many groups are challenging him to accomplish their own agenda like on the energy crisis. Much like when Roosevelt became President, the nation today wants immediate action and has high hopes for Obama to accomplish the “change” he promised. Only time and history will tell.
This seemingly arbitrary evaluation by the press and nation of a President’s first hundred days began with Franklin D. Roosevelt. The nation was in a real economic crisis during the Great Depression and people wanted action fast. In 1933 Richard Norton Smith reported on the wave of reform that was designed to improve the nation’s mood and psyche.
In reality the President needs a Congress that will support and pass these changes. Since Roosevelt the expectation of action, particularly campaign promises, has increased. How a new President handles the issues passed down from the former President and how that new President sets out to accomplish his own goals in the first hundred days, often is a first real indicator of his leadership skills and what his four years will be like.
What will Obama accomplish in his first hundred days? Check out one of my favorite web sites WhiteHouse.Gov for weekly messages from Obama and his entire agenda. (I really love the changes I found there this week!) Additionally, many groups are challenging him to accomplish their own agenda like on the energy crisis. Much like when Roosevelt became President, the nation today wants immediate action and has high hopes for Obama to accomplish the “change” he promised. Only time and history will tell.
Sunday, January 18, 2009
Inauguration/January 20th
Inauguation Ticket from LOC.GOV
When all the celebrations are over, Obama will enter the Oval Office and start his new job. What will Obama’s first hundred days bring? Next week we will consider the significance of the first hundred days.
We all will witness a very historic inauguration on January 20th. While pondering our future, it is a good time to reflect on the history of Presidential inaugurations. This event occurs at the start of my spring semester, but it is of such great importance that it will at least be a discussion topic. Not only is there a peaceful change in party, which frankly does not happen everywhere, but we are also seeing the inauguration that broke the race barrier. What a great way to bring relevancy to our learners!
First, to understand the significance of the 44th President, we should first reflect on the lives of the men who preceded Obama. Who were the Presidents of the United States? The median age of our Presidents is fifty-four. Thirty-one served in a military post, this includes state militias and the National Guard. Six of our Presidents came from Ohio, and six others came from New York making those states tied for the most Presidents. Twenty-six, including Obama, list lawyer on their resume as a former occupation before becoming President. Grouped together these men have been identified as Christian, using a broad definition including diesm, and some did not publicly identify with any church. Eight have died in office. Also, take a moment to reflect on who were the Vice-Presidents as they too take office on inauguration day, and even though these men often take a back seat in history, they are potentially one fatal day away from being President.
From protest marches to inauguration balls, what happens on inauguration day? Most importantly what messages have new President’s delivered in their inauguration speeches?
Want to do more research? Check out some of these sites.
Presidential facts
President Biographical facts
President quiz
Smithsonian Inauguration information
Interesting Inauguration summary
Library of Congress Collection
Teacher Resources
George Washington’s Address
Top 100 Speeches
Audio of FDR’s speech
Inauguration Trivia
First, to understand the significance of the 44th President, we should first reflect on the lives of the men who preceded Obama. Who were the Presidents of the United States? The median age of our Presidents is fifty-four. Thirty-one served in a military post, this includes state militias and the National Guard. Six of our Presidents came from Ohio, and six others came from New York making those states tied for the most Presidents. Twenty-six, including Obama, list lawyer on their resume as a former occupation before becoming President. Grouped together these men have been identified as Christian, using a broad definition including diesm, and some did not publicly identify with any church. Eight have died in office. Also, take a moment to reflect on who were the Vice-Presidents as they too take office on inauguration day, and even though these men often take a back seat in history, they are potentially one fatal day away from being President.
From protest marches to inauguration balls, what happens on inauguration day? Most importantly what messages have new President’s delivered in their inauguration speeches?
Want to do more research? Check out some of these sites.
Presidential facts
President Biographical facts
President quiz
Smithsonian Inauguration information
Interesting Inauguration summary
Library of Congress Collection
Teacher Resources
George Washington’s Address
Top 100 Speeches
Audio of FDR’s speech
Inauguration Trivia
When all the celebrations are over, Obama will enter the Oval Office and start his new job. What will Obama’s first hundred days bring? Next week we will consider the significance of the first hundred days.
Monday, January 12, 2009
First Family
While the nation elects a President, he or she brings with them family to live in the White House. The significance of the First Lady should not be underestimated. Publicly, her role evolved from hostess and manager of the White House kitchen and décor, to ambassador of the President’s policies and leader for charitable causes. Quietly, the first lady might have influence over Presidential decisions and work to preserve a positive image for the President. If a President did not have a living wife, he might bring his mother, daughter, and even sister in-law to help with the “womanly” duties in managing the White House parties and other social occasions. Many of these women were well-educated leaders in their own right. Some truly stand out for their contributions to society and the world. President Bill Clinton even appointed his wife, Hillary, as head of a task force to improve healthcare. Time will tell what Michelle Obama’s interests and leadership roles will be.
The President’s children did not draw much attention in the public in the early days, but today Obama’s children and topics like where they are going to go to private school are apparently news. For more extensive research on the first families visit Doug Wead’s site or purchase his book All the President’s Children where he documents 17 years of research. Obama's daughters are pretty young to make notorious news but as you will find that was not uncommon for other Presidential children.
We look forward to the inauguration of a new President, but the nation gets more than just the man.
The President’s children did not draw much attention in the public in the early days, but today Obama’s children and topics like where they are going to go to private school are apparently news. For more extensive research on the first families visit Doug Wead’s site or purchase his book All the President’s Children where he documents 17 years of research. Obama's daughters are pretty young to make notorious news but as you will find that was not uncommon for other Presidential children.
We look forward to the inauguration of a new President, but the nation gets more than just the man.
Saturday, January 3, 2009
Presidents and their Pets
Happy New Year!
In honor of the upcoming inauguration of our 44th President, this month I will focus on “all things Presidential.” In December, the new first family was in the news and internet quite a bit about what kind of pet would call the White House home. So on the lighter side this week, what kinds of pets did former Presidents have?
Interestingly, most of our Presidents have had pets ranging from Madison’s parrot to two bear cubs that Lewis and Clark brought Jefferson. Early Presidents had live-stock including their main mode of transportation and some favorite companions, horses. On the more unusual side, John Quincy Adams had an alligator and silk worms and Martin Van Buren had two tigers. A few Presidents didn’t have pets: Millard Fillmore, Franklin Pierce, and Chester A. Arthur.
For a list of pets owned by Presidents
Presidential Pet Museum has some pictures of the pets
Funny site but also includes a list of Pets for the Presidents.
Slide show of some Presidents with the pets
What does this all mean about Presidents or our nation? I’m not sure. However, these pets have become part of the public relations plan for modern leaders. Down in the polls, how about a few pictures with a cute four-legged friend? Want to seem more down to earth and relate to the common man, play catch with a dog on the White House lawn…Think I’ve gone too far, maybe, but check out White House Kids.gov. You will find Barney Cam videos.
In honor of the upcoming inauguration of our 44th President, this month I will focus on “all things Presidential.” In December, the new first family was in the news and internet quite a bit about what kind of pet would call the White House home. So on the lighter side this week, what kinds of pets did former Presidents have?
Interestingly, most of our Presidents have had pets ranging from Madison’s parrot to two bear cubs that Lewis and Clark brought Jefferson. Early Presidents had live-stock including their main mode of transportation and some favorite companions, horses. On the more unusual side, John Quincy Adams had an alligator and silk worms and Martin Van Buren had two tigers. A few Presidents didn’t have pets: Millard Fillmore, Franklin Pierce, and Chester A. Arthur.
For a list of pets owned by Presidents
Presidential Pet Museum has some pictures of the pets
Funny site but also includes a list of Pets for the Presidents.
Slide show of some Presidents with the pets
What does this all mean about Presidents or our nation? I’m not sure. However, these pets have become part of the public relations plan for modern leaders. Down in the polls, how about a few pictures with a cute four-legged friend? Want to seem more down to earth and relate to the common man, play catch with a dog on the White House lawn…Think I’ve gone too far, maybe, but check out White House Kids.gov. You will find Barney Cam videos.
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