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Posts tagged ‘dbq’

History Nerdfest 2016 Day Two: VBQs – Using Google Forms and multimedia to create engaging problem solving

And now it begins.

This morning is the the first day of the full on #ncss16 conference. Five sessions to attend today ending with a 5:00 presentation with @MsKoriGreen that will focus on using VR and Google Cardboard. Diet Pepsi, almond croissant, and fully charged devices.

First session?

Video Based Questions. Using Google Forms to create a more interactive version of a DBQ. I’ve been using something that I called a MDQ for a while that sounds very similar. My Media-Based Question also uses video, audio, and photos to engage kids in some sort of a writing prompt.

Kelly Grotrian from East Brunswick, NJ has also been using the idea of mashing up Google Forms with Document-Based Questions. She’s done Read more

History Nerdfest 2016 Day One: DBQs and elementary kids

Yeah. I get it. #NCSS16 and #NSSSA16 have the words “social studies” in their titles. But Social Studies Nerdfest just doesn’t sound as cool as History Nerdfest. It just isn’t.

So . . . try to ignore it if it bugs you. Either way, I’ve got two and half days left in the annual National Social Studies Supervisors / National Council for the Social Studies conference – thousands of social studies teachers getting together to chat / learn / argue about all sorts of cool, fun, and new social studies stuffs. This year, we’re all together in Washington DC. How cool is that?

Just a bunch of history nerds getting together to get smarter. And every year I try as best that I can to document the nerdy goodness I run across. The first session of this year’s Nerdfest was actually a session I did at the NSSSA –  quick review of Virtual Reality in the Social Studies. It went well . . . right up until the Internet stopped connecting all of our devices in the Google Expeditions app.

Yeah. We faked it for a few minutes and eventually got a few people into the VR world. But still some great conversation about possibilities of VR in the SS.

The first session that I attended was titled Teaching and Assessing DBQs in the K-2 Grades. And you’re probably thinking what I was thinking. Seriously? I talk about having elementary kids use primary sources but the title was very intriguing. I was not disappointed.

Regina Wallace and Tashika Clanton of Clayton County Public Schools near Atlanta shared how their district is scaffolding the DBQ skills of five, six and seven year old kids. Yup. Pretty awesome. I tried to keep up and have pasted some of what they shared below.

Biggest takeaway? Read more

How to: DBQs and primary sources

More and more of us are integrating primary sources and inquiry learning into our instruction. In Kansas, this emphasis on historical thinking is tied to our recent standards. We’re moving to a writing slash social studies state assessment with a shared rubric that supports analyzing evidence and responding to a writing prompt.

There are several things that teachers are using to integrate the use of evidence and historical thinking into their classrooms:

  • Document Based Questions
  • Stanford History Education Group

Both of these tools provide opportunities to train kids to use evidence and develop products that demonstrate understanding. But we sometimes don’t have time to go out and track down all of the online goodies. So browse on down to find some useful DBQ, SHEG, and primary source sites.

Read more

Beyond the Bubble – Stanford History Group’s awesome new assessment tool

If the Stanford History Education Group could cook, I’d marry it. Seriously.

The SHEG has awesome lesson plans that focus on the doing of history, rather than the simple memorization of base knowledge. Led by history stud Sam Wineburg, the SHEG is at the forefront of high-quality history instruction.

And now the SHEG is even more awesomer than it was before. (And, yes, in this case, awesomer is a word. It indicates a level of awesome beyond normal awesomeness.)

But, Glenn, how can the SHEG be more awesomer than before?

One word. Assessments.

One of the problems that social studies teachers encounter is the problem of how to assess historical thinking. If we ask kids to do history rather than memorize it, what does that test look like?

Multiple choice doesn’t work. And, at least in the beginning, kids don’t have the skills to complete a large 6-10 document Document-Based Question. So what do high quality history assessments look like?

SHEG’s answer:
The Beyond the Bubble website with its HATs – Historical Assessments of Thinking.

Short, easy to administer, handy interactive rubrics to go along with, student examples to aid in scoring, supporting materials, extension videos, and aligned with Common Core literacy standards. What’s not to like?

It looks like close to 60 different HATs have been posted so far in a variety of content areas. Each HAT focuses on one or more of the following aspects of historical knowing:

Evaluation of evidence involves the critical assessment of historical sources.  It includes the following:

  • Sourcing asks students to consider who wrote a document as well as the circumstances of its creation. Who authored a given document? When? For what purpose?
  • Contextualization asks students to locate a document in time and place, and to understand how these factors shape its content.
  • Corroboration asks students to consider details across multiple sources to determine points of agreement and disagreement.

Historical knowledge encompasses various ways of knowing about the past, including:

  • Historical information is the recognition and recall of important factual data.
  • Significance requires students to evaluate the importance of people and events.
  • Periodization asks students to group ideas and events by era.
  • Narrative is deep knowledge of how the past unfolded over time.

Historical argumentation requires the articulation of historical claims and the use of evidence to support them.

And because they are all designed to take less than an hour and to be more formative than summative, HATs are perfect for integrating into your classroom instruction. They seem like a great tool to support the teaching and learning of historical thinking skills, a middle ground between multiple choice and full blown DBQs.

They also seem very adaptable – add documents to create larger unit tests, use as part of whole-group instruction, allow kids to work together in groups to solve the questions poised by a HAT, or incorporate the documents and questions as part of an interactive lecture.

I know. Awesome, right?

Tip of the Week – Smithsonian Source

I ran across a primary sources site the other day and walked away pretty impressed. The Smithsonian has partnered with several Teaching American History grants and gathered together a wide variety of primary sources and lesson plans. smith sourceCalled Smithsonian Source, the site was created by teachers and is moderated by Smithsonian staff. The partnership has resulted in sources and lesson plans that are top-notch.

The site is maintained by the Smithsonian Center for Education and Museum Studies and is divided into three main chunks:

  • Teaching with Primary Sources – A series of helpful teaching strategies with examples, lessons and video clips.
  • Historical Topics – Lesson plans, DBQs and primary sources grouped in six historical periods (Civil Rights, Colonial America, Invention, Native Americans, Westward Expansion, Transportation)
  • Primary Sources – A searchable database of all of the lessons by keyword, document type and historical period.

You can create an account allowing you to compile a collection of your favorite lessons and primary sources. The site’s look and feel is a bit clunky (I could do without the cheesy default music) but it’s a nice idea that encourages the use of primary sources in ways that are good for kids.

A few other sites that are similar in style and intent:

MYLoc – A lesson plan and document site maintained by the Library of Congress. Also allows you to save and collect your favorite lessons and sources.

BetterLesson – A new site still in beta that is very Facebookish in style and use that encourages teachers to post and share effective lessons and materials

Have fun!