vais presentation
TRANSCRIPT
Tandem Friends [email protected]
Context Matters Using Google Drive and the Web to Contextualize Historical Events
Michael Loret de Mola
Introduction
The session explores the possibility of improving critical thinking skills by placing historical events in their cultural context. This approach aims to view historical events as outgrowths of different cultures rather than as arbitrary facts. We will utilize the Google Drive suite as well as a variety of museum websites to facilitate this contextualization along Bloom’s Taxonomy of cognitive skills.
1. Particularly during the 1st and the 3rd centuries, Romans persecuted a. Muslims b. Christians c. Africans d. Women
Shortcomings of Traditional Content-Based Approach
Consider ye olde multiple choice question:
1. Particularly during the 1st and the 3rd centuries, Romans persecuted a. Muslims
b. Christians c. Africans d. Women
Shortcomings of Traditional Content-Based Approach
Consider ye olde multiple choice question:
Shortcomings of Traditional Content-Based Approach
• Romans are violent • Romans are stupid • Romans are pagans • Romans are immoral • Romans are inferior
We have just negated the possibility of learning something from the Romans!
Consider the narrow view of Romans this approach suggests…
• The emphasis on content knowledge can leave students with a very shallow understanding of human events
• If the purpose of history is to understand the past to better understand ourselves, something else is required…
Shortcomings of Traditional Content-Based Approach
Prior Knowledge
Prior Knowledge
✤ Students should be familiar with basic concepts in human geography and culture including:
Culture
Values, Customs, Traditions
Society and social structures
Economy and economic systems
Forms of government
Prior Knowledge—Technology
✤ Students should have internet access via a tablet or computer and be familiar with Google Drive, specifically Google Docs
Practice
Guided Practice
1. Create a Google Doc and insert a table. Share this Google Doc with students.
✤ https://docs.google.com/a/tandemfs.org/document/d/1JAD2RtV_Qifhh484AvBPutrR14aPA2479r32nqm6AfI/edit
Guided Practice
2. Carefully select a set of artifacts for student to analyze.
• The meaning and significance of these artifacts should be readily apparent to students.
• The artifacts should be drawn from museum websites that help explain the meaning and significance of the artifacts to students The Louvre
http://www.louvre.fr/
The British Museumhttp://www.britishmuseum.org/
Metropolitan Museum of Arthttp://www.metmuseum.org/
Museum of Londonhttp://collections.museumoflondon.org.uk/Online/
Metropolitan Museum of Arthttp://www.metmuseum.org/
Guided Practice
3. Scaffold student analysis by asking guiding questions. These questions should follow Bloom’s taxonomy and ask students to analyze artifacts in terms of their social, political, and economic significance.
A. Description (Knowledge, Comprehension)
-“What is this? What purpose did it serve?”
B. Application and Analysis
-“What values, if any, does this artifact suggest?”
C. Analysis
-“What does this suggest about government in the society that created it?”
-“What does this suggest about the economy of the society that created it?”
-“Who made this? What does this suggest about the society that created it?”
✤ https://docs.google.com/a/tandemfs.org/document/d/1JAD2RtV_Qifhh484AvBPutrR14aPA2479r32nqm6AfI/edit
Guided Practice
3. Scaffold student analysis by asking guiding questions. These questions should follow Bloom’s taxonomy and ask students to analyze artifacts in terms of their social, political, and economic significance.
A. Description (Knowledge, Comprehension)
-“What is this? What purpose did it serve?”
B. Application and Analysis
-“What values, if any, does this artifact suggest?”
C. Analysis
-“What does this suggest about government in the society that created it?”
-“What does this suggest about the economy of the society that created it?”
-“Who made this? What does this suggest about the society that created it?”
✤ https://docs.google.com/a/tandemfs.org/document/d/1JAD2RtV_Qifhh484AvBPutrR14aPA2479r32nqm6AfI/edit
Guided Practice
3. Scaffold student analysis by asking guiding questions. These questions should follow Bloom’s taxonomy and ask students to analyze artifacts in terms of their social, political, and economic significance.
A. Description (Knowledge, Comprehension)
-“What is this? What purpose did it serve?”
B. Application and Analysis
-“What values, if any, does this artifact suggest?”
C. Analysis
-“What does this suggest about government in the society that created it?”
-“What does this suggest about the economy of the society that created it?”
-“Who made this? What does this suggest about the society that created it?”
✤ https://docs.google.com/a/tandemfs.org/document/d/1JAD2RtV_Qifhh484AvBPutrR14aPA2479r32nqm6AfI/edit
Guided Practice
4. Project the live Google Doc in the classroom so that students are able to see their progress.
5. Offer feedback to students in realtime (via Google Doc) to foster deeper analysis
a. This will allow for a realtime dialogue between students and teacher to interrogate the artifacts and mine student responses for analysis
b. Similar approach could be utilized whereby students respond to each other (leaving comments)
6.https://docs.google.com/a/tandemfs.org/document/d/1JAD2RtV_Qifhh484AvBPutrR14aPA2479r32nqm6AfI/edit
Guided Practice
4. Project the live Google Doc in the classroom so that students are able to see their progress.
5. Offer feedback to students in realtime (via Google Doc) to foster deeper analysis
a. This will allow for a realtime dialogue between students and teacher to interrogate the artifacts and mine student responses for analysis
b. Similar approach could be utilized whereby students respond to each other (leaving comments)
6.https://docs.google.com/a/tandemfs.org/document/d/1JAD2RtV_Qifhh484AvBPutrR14aPA2479r32nqm6AfI/edit
Independent Practice
1. A similar approach may be utilized to delve deeply into a people, culture, or time period.
2. Select artifacts which will facilitate social, political, or economic analysis of the target.
3. Develop scaffolding questions to aid in analysis.
The MayaMetropolitan Museum of Art
The British Museum
Canadian Museum of History
The Maya
The Roman EmpireMusei Capitolini
Metropolitan Museum of Art
9/11
September 11th-Bearing Witness to Historyhttp://amhistory.si.edu/september11/collection/record.asp?ID=49
9/11 Memorialhttp://www.911memorial.org/