Learning Objectives:
1. Define the qualities of a heroic action and/or person.
2. Discuss modern terrorism and the impact on our lives.
3. Define the terms terrorist/terrorist action.
4. Research the events at Harper’s Ferry and John Brown.
5. Explore newspaper articles from the period and other primary sources about Brown’s attack on Harper’s Ferry.
6. Debate as a class whether Brown’s actions were heroic or terrorism.
7. Compose a persuasive newspaper report that could have been written in Brown’s life time supporting either the statement that Brown was a hero or a terrorist.
Formative assignment
Outcome: Students will critically analyze primary sources and the actions of John Brown at Harper’s Ferry.
Assignment Description: Sometimes the actions of a person are viewed very differently depending on which side of an argument you support. Billy the Kid was a murderer and still considered a hero by many. During the abolitionist struggle to free slaves before the Civil War, John Brown conducted a violent raid on Harper’s Ferry with the idea that slaves he freed would join him in rebellion and inspire slave rebellion across the South. Was he a hero for taking up the slaves’ cause or a terrorist attempting to strike fear in the minds of citizens?
Steps and Instructor Notes:
1. As a class, students will define the qualities of a heroic action and/or person. Students should come prepared with examples and at least two criteria they want to have the class consider. (The instructor’s role is to facilitate the selection of the final criteria.)
2. During the following class period, the students will discuss modern terrorism and the impact on their lives and define the terms terrorist and terrorist action. Again students should come prepared with examples and two criteria and the instructor should facilitate the defining of terrorism.
3. Each student will then research John Brown’s raid on Harper’s Ferry.
4. The instructor should provide sources or encourage students to share with the class primary web sources such as newspaper articles from the period and other primary sources about Brown’s attack on Harper’s Ferry. For example, what did Frederick Douglas say about the event?
5. Debate as a class whether Brown’s actions were heroic or terrorism. Students could be divided by the instructor to argue one side or the other, or the instructor might require students to come prepared with a one minute or brief argument.
6. After participating in the class debate, each student will compose a persuasive newspaper report that could have been written in Brown’s life time supporting either the statement that Brown was a hero for the abolitionist cause or a terrorist striking fear in the hearts of innocent citizens. The instructor should review expectations for citation, grammar, format, and length.
Rubric is based on 100 points total but it is likely this assignment would take several days and could be broken down into more graded parts.
10 points-Student came prepared for both criteria based discussions with sources and examples.
10 points-Student actively participated in discussion to develop criteria.
30 points-Student participated in debate and offered brief argument to support view of Brown’s actions.
50 points- Student composed a grammatically sound newspaper article as if it was written at the time of John Brown’s life either describing Brown as a hero or a terrorist. The article should include very specific details of the event as well as arguments supporting his actions or condemning them.
Showing posts with label HippoCampus. Show all posts
Showing posts with label HippoCampus. Show all posts
Thursday, November 17, 2011
Thursday, May 19, 2011
Student Generated Learning -- Let Students Lead the Way
Most instructors require some sort of text book or reading materials that are quite thorough and provide a good overall understanding for students on the people, places and events of history. Then instructors plan a series of lectures and assignments that compliment and expand on the readings to meet the competencies of the course. We also want our students to be life-long learners who find content relevant. However, our format of read the text and then listen to my lecture sometimes falls short with students. The lecture we have perfected over the last 5 years may be quite interesting and demonstrate the best of story-telling, but not relate content to our students’ lives and ultimately is a passive experience. What if we let students direct the content of the lectures and discussions rather than having a preset agenda when the term starts?
Title: Student Generated Topical Discussions
Objective/s: At the beginning of the course, learners will review the topics to be covered in the course and select their top 10 that they would like to discuss in depth during the term and share those in an open discussion.
Assignment type: Formative
Assignment Details:
1. Student will review reading material and course outlines. (Bonus: This provides a great overview of the course content and get’s students familiar with their resources.)
2. Student will compile their top ten list of topics they would like to discuss and explore in more depth during the term.
3. Student will submit this list to an opening discussion with classmates and the instructor.
4. Students will also comment on classmates top ten lists and they may discover other topics they would really like to discuss.
The instructor will participate in the opening discussion and compile the top ten lists from the students and pick a diverse set of topics to be covered in more depth by lectures, discussions, and assignments. Instructors can give the text reading purpose by highlighting content that explores the concepts students find most relevant. This will take more planning time and energy by the instructor each semester. However, instead of blank faces staring back during a lecture or online discussions falling flat, students will be more actively engaged by knowing the classroom interactions with the topics originated with them.
Title: Student Generated Topical Discussions
Objective/s: At the beginning of the course, learners will review the topics to be covered in the course and select their top 10 that they would like to discuss in depth during the term and share those in an open discussion.
Assignment type: Formative
Assignment Details:
1. Student will review reading material and course outlines. (Bonus: This provides a great overview of the course content and get’s students familiar with their resources.)
2. Student will compile their top ten list of topics they would like to discuss and explore in more depth during the term.
3. Student will submit this list to an opening discussion with classmates and the instructor.
4. Students will also comment on classmates top ten lists and they may discover other topics they would really like to discuss.
The instructor will participate in the opening discussion and compile the top ten lists from the students and pick a diverse set of topics to be covered in more depth by lectures, discussions, and assignments. Instructors can give the text reading purpose by highlighting content that explores the concepts students find most relevant. This will take more planning time and energy by the instructor each semester. However, instead of blank faces staring back during a lecture or online discussions falling flat, students will be more actively engaged by knowing the classroom interactions with the topics originated with them.
Thursday, February 24, 2011
Historical Documentary and Video Reflection Assignment
It is said that a picture can be worth a thousand words, and videos can get students thinking about content in a familiar yet powerful way. Reading Martin Luther King’s “I Have a Dream” speech fails to move students like listening to his voice and watching him deliver the message. In this assignment, students will reflect on videos that the instructor provides and compose a journal exercise about their experience.
Title: Video Reflection
Objective/s: Learner will observe a video/documentary of an historical moment and reflect on their observations, surprises, emotional reaction, and what they learned by watching the video.
Assignment type: Formative
Assignment Details:
1. Students are informed of the topic and background information related to the video they will watch. This background information may come from a text, Hippocampus materials, instructor lecture, or other outside reading.
2. Ideally, you will have access to video resources, but if you don’t YouTube is one place to start and American Rhetoric has a database of famous speeches including 5 minutes of Martin Luther King’s speech. An internet search can pull a great deal more resources like news footage from events like the Cuban Missile Crisis and the JFK assassination.
3. Before watching the video, students will jot down what they know about the topic.
4. Students will watch video and answer the following additional questions:
- What did you observe about the event or person/people in the video?
- What did you notice in the video that really surprised, stunned, or interested you?
- What emotional reaction did you have to this video and why?
- What did you learn about the topic from this video that you did not know before? (You may want to require a minimum here of 3 facts or ideas)
- Is there anything missing from the video that you think would help you better understand the event?
5. Particularly if the video is not direct footage from an event but rather more a documentary or history channel type movie, ask your students “What message or information did the author intend with this video? Do you think the author had a particular bias?” If the video is a primary source footage, ask your student to analyze properties of the video. “Is there an angle you wish you could see or information that you are missing from this first-hand account of the event?” “Did you see the video without major editing or was this a clip that may be out of context?”
6. Student will compose a one page journal type entry reflecting on the questions you provided in a concise well organized way. The entry should be grammatically correct and include citation as necessary.
Rubric
Compose a one page journal response and reflection to video. 0-25 points
Use proper grammar and citation. 0-25 points
Respond to questions provided by the instructor on the assignment in a thoughtful and substantive way. 0-50 points
Title: Video Reflection
Objective/s: Learner will observe a video/documentary of an historical moment and reflect on their observations, surprises, emotional reaction, and what they learned by watching the video.
Assignment type: Formative
Assignment Details:
1. Students are informed of the topic and background information related to the video they will watch. This background information may come from a text, Hippocampus materials, instructor lecture, or other outside reading.
2. Ideally, you will have access to video resources, but if you don’t YouTube is one place to start and American Rhetoric has a database of famous speeches including 5 minutes of Martin Luther King’s speech. An internet search can pull a great deal more resources like news footage from events like the Cuban Missile Crisis and the JFK assassination.
3. Before watching the video, students will jot down what they know about the topic.
4. Students will watch video and answer the following additional questions:
- What did you observe about the event or person/people in the video?
- What did you notice in the video that really surprised, stunned, or interested you?
- What emotional reaction did you have to this video and why?
- What did you learn about the topic from this video that you did not know before? (You may want to require a minimum here of 3 facts or ideas)
- Is there anything missing from the video that you think would help you better understand the event?
5. Particularly if the video is not direct footage from an event but rather more a documentary or history channel type movie, ask your students “What message or information did the author intend with this video? Do you think the author had a particular bias?” If the video is a primary source footage, ask your student to analyze properties of the video. “Is there an angle you wish you could see or information that you are missing from this first-hand account of the event?” “Did you see the video without major editing or was this a clip that may be out of context?”
6. Student will compose a one page journal type entry reflecting on the questions you provided in a concise well organized way. The entry should be grammatically correct and include citation as necessary.
Rubric
Compose a one page journal response and reflection to video. 0-25 points
Use proper grammar and citation. 0-25 points
Respond to questions provided by the instructor on the assignment in a thoughtful and substantive way. 0-50 points
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!
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, 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
Saturday, November 22, 2008
Thanksgiving
With Thanksgiving just around the corner, I like to ask students in a bonus discussion to consider the history behind the holiday that we all enjoy and to share their family traditions. Another option for higher ed is for students to pick an historical figure and explain why they are thankful for that person's actions.
For perspective, I asked my 6 and 4 year olds to blurt out things that they think of with Thanksgiving. Here is the down and dirty list as given by my daughters: Turkey, Pumpkin Pie, Holiday, Mashed Potatoes, Family, Butter Rolls, Green Bean Casserole, Stuffing, Gravy, Cranberry Sauce, Laughter, Celebration, Hugs, Warmth, Pecan Pie, Thankful, Mayflower, Pilgrims, (These two I contribute to the Peanuts Mayflower episode), Table, Indians, Eat, Kisses, Love, Colorful Leaves, Decorations, Cloth Napkins, Table Cloth. This list certainly gives you an idea of what our holiday entails at the Kaemmerling house at least from two apparently hungry children. By taking time to consider this holiday, the students connect with each other and with instructors, as we have certain commonalities that unite us and connect us to the past.
Here are a few web sources you might also share with your students:
Mayflower myths
History of Thanksgiving
Plymouth Plantation
Fun thanksgiving things
Mayflower Society History
Pilgrim Lore
Mayflower history
Presidential Proclamations
Hippocampus Information
Happy Thanksgiving Everyone!
For perspective, I asked my 6 and 4 year olds to blurt out things that they think of with Thanksgiving. Here is the down and dirty list as given by my daughters: Turkey, Pumpkin Pie, Holiday, Mashed Potatoes, Family, Butter Rolls, Green Bean Casserole, Stuffing, Gravy, Cranberry Sauce, Laughter, Celebration, Hugs, Warmth, Pecan Pie, Thankful, Mayflower, Pilgrims, (These two I contribute to the Peanuts Mayflower episode), Table, Indians, Eat, Kisses, Love, Colorful Leaves, Decorations, Cloth Napkins, Table Cloth. This list certainly gives you an idea of what our holiday entails at the Kaemmerling house at least from two apparently hungry children. By taking time to consider this holiday, the students connect with each other and with instructors, as we have certain commonalities that unite us and connect us to the past.
Here are a few web sources you might also share with your students:
Mayflower myths
History of Thanksgiving
Plymouth Plantation
Fun thanksgiving things
Mayflower Society History
Pilgrim Lore
Mayflower history
Presidential Proclamations
Hippocampus Information
Happy Thanksgiving Everyone!
Saturday, November 15, 2008
New History Hippocampus Page
The holidays are fast approaching and I wanted to highlight a new Hippocampus History link on the right of this blog page that will make you feel like a kid in a toy store, at least if you love history resources the way I do. At this site you will find some of my articles from this blog, but you will also find highlighted Hippocampus lessons such as today’s Condition of Slaves.
As you know, I’m a big fan of the history lessons that are available at Hippocampus, and whether you are using these in your courses as a text replacement or content supplement, this new web link is sure to help you become more familiar with the history lessons at Hippocampus. In addition, they have included links to other open resources like OER (Open Educational Resources) and the Hewlett Foundation.
On the top right of the page is also a link to customize and create your own hippocampus interface, so as you find lessons that you want students to use, you can create your own page that highlights those lessons and hides those that are not appropriate for your course at this time.
Enjoy playing with the lessons and features at this new Hippocampus page!
As you know, I’m a big fan of the history lessons that are available at Hippocampus, and whether you are using these in your courses as a text replacement or content supplement, this new web link is sure to help you become more familiar with the history lessons at Hippocampus. In addition, they have included links to other open resources like OER (Open Educational Resources) and the Hewlett Foundation.
On the top right of the page is also a link to customize and create your own hippocampus interface, so as you find lessons that you want students to use, you can create your own page that highlights those lessons and hides those that are not appropriate for your course at this time.
Enjoy playing with the lessons and features at this new Hippocampus page!
Sunday, November 2, 2008
Election History
I definitely prefer studying social history over political or economic history, but truly the three are so related you cannot focus on one without considering the others. This semester I am offering a bonus discussion about the role of elections and their sometimes unpredictable or historical outcomes and their effect on our lives.
At Hippocampus.org, there are many wonderful pages regarding historical elections. At the hippocampus, use the search box and type the word election and you will get ten pages of results. Here are some examples you might point out to students.
1. Election of 1892 when the Omaha Platform called for secret ballots.
2. Election of 1824 when Jackson beat Adams in the popular vote but did not win the electoral vote.
3. Election of 1948 when Truman had a surprise win over Dewey.
4. Election of 1932 when Roosevelt defeated Hoover to try to bring the nation out of the Great Depression and was the encumbent for several upcoming elections.
5. Election of 1864 when the nation was divided by Civil War.
6. Election of 1968 when Nixon was elected during theVietnam war.
7. Election of 2000 when George W. Bush was elected.
In addition to using the search feature at the Hippocampus site, you might also consider referring to the American Government course offered at the site. One particularly interesting article is on voting demographics.
Another great resource for you and your students is the History Channel web site that includes campaign speeches, video, ads, and their own list of the top five elections. Check out this .gov site as well for some great election information that includes voting statistics, election history, and current events with the 2008 election. All this should help students see the significance of their vote and the impact of citizens' decisions on history today and in our future.
Happy Voting Day!
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