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

The Student as HistorianDBQ resources and strategiesPresented by Peter Pappashttp://peterpappas.blogs.comElection Day by CW Guslin, (1909)This SlideShare accompanies my workshop in “Teaching with Documents.”Don't think of it as presentation. It's a online guide to resources and includes a few strategy illustrations from my workshop. My workshops are very interactive- I model what I preach. (They don’t fit on a slide share.)More on my PD approach: http://bit.ly/oRajILearning is relevant when the student: understands how this information or skill has some application in their life.has an opportunity to follow their own process rather than just learn “the facts.” is not just learning content and skills, but is reflecting on their work and their progress as learners.For reflective prompts see: The Reflective Student: http://bit.ly/7cOR28Example: The traditional lesson “Should the Constitution be ratified?” The students is asked to learn (memorize) the arguments of the historic debate.Reframe the lesson with an essential question - “How strong should the central government be?” Now students can master the historic content in the context of an enduring debate.Our natural, unexamined model for teaching is Telling. Teaching history? ... to carefully and clearly tell students something It shouldn’t they did not previously know. be Knowledge is transmitted, teaching as we imagine, through this telling act of telling. ~ Donald Finkel the students should be the historians! Some basics: How to look at a visual document Home washing machine & wringer (1869)LOC LC-USZC4-7751. List people, objects, and activities in the image2. Who do you think they are? Fred Hultstrand History in Pictures What’s going on?Collection (NDSU, Fargo, N.D.) 190-?LOC 2028.046http://tinyurl.com/3ac2wumMore study guides for all types of documents: http://tinyurl.com/322j6kr