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History
392: Instructional Technology for Historians
Summer
2002
Instructor
of Record:
Dr. Frederick D. Drake
Graduate Assistant: Charles
Ian Chun
Office: Schroeder 363 B, Ph. 438-5424
Classroom: Schroeder 248
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Purpose
and Overview
This
course is designed to augment National History Project participants
as you identify core documents for your teaching of the
American History Survey course. This course should help
the technophile and technophobe use technologies, especially
in teaching history. The state of Illinois through its educational
policy making bodies deems it most important that all teachers
possess knowledge that meet technology standards. Research
from the Office of Technology Assessment (1995) suggests
that there has been much focus on the impact of technology
on students; little regard has been given for the implications
technology has for teachers. Will it change the way teachers
teach? How does technology affect transformative and mimetic
theories of teaching? Does technology undermine the Cartesian
view of the world? Is hypertext post-modern?
While
these questions may be considered, the primary purpose will
be for you and your Research Team colleagues to identify
documents that are categorized as First-Order,
Second-Order,
and Third-Order
Documents. We will use the Internet for this course and
software that you and others bring to class or that is available
in the computer laboratory library and in Milner
Library.
Hopefully,
you will feel that this course provides a framework for
your future construction of knowledge and teaching as you
become familiar with the Internet, H-Net, E-mail, CD-ROMs,
the scanning of documents, and the use of PowerPoint
for presentations. Ultimately, you will construct a project
that will be useful in your own American history class or
in the classrooms of other American history teachers.
Overall
Objectives
1. To
galvanize yourself for the study of the human community and
its past experiences.
2. To
familiarize yourself with the variety of ways computers and
technology can enhance history research, writing, and teaching.
3. To
use technology in your own history research, writing, and
teaching.
Specific
Objectives
1. To
find and evaluate Internet sites germane to history and the
social sciences with particular emphasis upon a topic within
the American History Survey course.
2. To
integrate Internet sources into your research, writing, and
teaching of American history.
5. To
assess CD-ROMs and integrate appropriate features into a presentation.
6. To
use PowerPoint
in an instructional presentation.
7. To
assess a variety of software and integrate appropriate features
into a presentation.
8. To
use a broad range of instructional technologies in the preparation
and use of instructional materials.
9. To
integrate technology into teaching objectives.
10. To
prepare and demonstrate a multimedia instructional unit.
11. To
identify and use a core document (First-Order)
and Second-Order
and Third-Order
Documents on a topic in an American History Survey course.
Readings
Book
Trinkle,
Dennis A. and Scott A. Merriman, Eds. The History Highway
3.0: A Guide to Internet Resources. Third Edition. Armonk,
New York: M.E. Sharpe, 2002.
Articles:
[You may find these readings helpful. They are not obligatory
for this course]
Abel,
Trudi Johanna. "Students as Historians: Lessons from
an 'Interactive' Census Database Project." Perspectives,
American Historical Association Newsletter 35, no.
3 (March 1997): 1; 10-14.
Brown,
Thomas J. "The Purposes of Course Web Sites: A Case Study."
The History Teacher 31 (November 1997): 61-68.
Evans,
Charles T. and Robert Brown, "Teaching the History Survey
Course Using Multimedia Techniques," Perspectives
(February 1998): 17-20.
Friedheim,
Bill. "Who Built America in the Classroom." The
History Teacher 31 (November 1997): 69-75.
Jones,
James A. "Constructing History with Computers,"
Writing, Teaching, and Research History in the Electronic
Age: Historians and the Computer (London: M.E. Sharpe,
1998): 83-88.
Marriman,
Scott A. "On-Line Reviewing: Pitfalls, Pinnacles, Potentialities,
and the Present," Writing, Teaching, and Research
History in the Electronic Age: Historians and the Computer
(London: M.E. Sharpe, 1998): 54-61.
Martorella,
Peter H. "Technology and the Social Studies -- or: Which
Way to the Sleeping Giant?" Theory and Research in
Social Education 25 (Fall 1997): 511-514.
McMichael,
Andrew. "The Historian, the Internet, and the Web: A
Reassessment," Perspectives (February 1998): 29-32.
Newell,
Margaret E. "Subterreanean Electronic Blues; or, How
a Former Technophobe Learned to Stop Worrying and Love Multimedia."
The Journal of American History 83 (March 1997): 1346-1352.
Newmark,
Mark S. "Navigating the Internet for Sources in American
History." The History Teacher 30 (May 1997): 283-292.
Rosenzweig,
Roy. "Wizards, Bureaucrats, Warriors, and Hackers: Writing
the History of the Internet," American Historical
Review 103 (December 1998): 1530-1552.
Rosenzweig,
Roy. "'So, What's Next for Clio?' CD-ROM and Historians."
The Journal of American History 82 (March 1995): 1621-1640.
Seed,
Patricia. "Teaching with the Web: Two Approaches"
Perspectives (February 1998): 9-12.
Smith,
Carl. "Can You Do Serious History on the Web?" Perspectives
(February 1998): 5-8.
Swan,
Karen. "History, Hypermedia, and Criss-Crossed Conceptual
Landscapes." Journal of Educational Multimedia and
Hypermedia 3, no. 2 (1994): 120-139.
Vess,
Deborah. "Applications for the World Wide Web in the
history Classroom." The History Teacher 30 (May
1997): 265-282.
Walbert,
Kathryn L. "Teaching, Collaboration, and the Internet:
Joining a Global Conversation." The Journal of American
History 83 (March 1997): 1357-1360.
Assignments
1. Review websites for you and members of your Research Team
in the National History Project Summer Institute.
2. Determine a First-Order
Document (which will be defined in class) with other members
of your team.
3. Edit the First-Order Document for use in your class and
in the classes of other American History Survey teachers.
4. Find and incorporate Second-Order
Documents (which will be defined in class) with other members
of your Research Team.
5. Edit Second-Order Documents for use in your class and
in the classes of other American History Survey teachers.
6. Find and identify potential Third-Order
Documents (which will be defined in class).
7. Prepare a PowerPoint
Presentation or other use of Instructional Technology to present
to the National History Project Summer Institute and to be
submitted for publication on the History
Education Website at Illinois
State University.
(A Potential Project Not Obligatory; Intended
as an Example)
Frederick
D. Drake
Adaptations
from a NARA Lesson
of Linda Clark, a teacher at Padua High School in Parma, Ohio
and NCHE Member
Upon
identification of First-/Second-Order Documents you will find
Third-Order Documents related to your topic. For the Museum
Project, students may use First-/Second-/and Third-Order Documents
to create a museum exhibit. Provide students with more images
and textual documents than they will need. Then, limit the
number of documents they can use for a Museum Exhibit. Students
must relate their documents to a theme for the museum exhibit
and must relate the exhibit to history's habits of mind.
Key points in helping students create a Museum Project:
1. Help
students analyze photographs, a skill that is in line with
State of Illinois Standards, and is life-long in importance.
2. Introduce
students to the six VTN and
13 HOM. Provide for students with copies of the six VTN and
13 HOM and post them in your classroom.
3. Help
students in the structure of their museum exhibit in the following
ways:
A.
Tell students you want them to organize their museum exhibit
around one of the VTN.
B.
Tell students you want them to use from 1 to 3 HOM as they
select photographs (or any other primary source) for their
museum exhibit.
C.
Students should write a place card for each photograph (document)
they determine should belong in their museum exhibit.
D.
Each place card should include the VTN, HOM(s) and explication
of at least the three basic questions that should always
be asked about photographs (in the packet): time period,
motive of photographer, and effect on personal lives of
individuals in the photograph.
E.
Have each student write a museum script or story of the
pictures and or other documents that they include in their
exhibit.
F.
Each student should display his or her work. (Tri-Folder,
Poster Board)
SHARE THE RUBRIC WITH STUDENTS AHEAD OF TIME so it is not
a surprise.
Note that the VTN organizes the content in the Knowledge
Dimension of the rubric. The HOM is a fundamental aspect
of historical thinking, a part of the Reasoning Dimension.
The display and the place card help determine the performance
convention of the Communication Dimension. As students
write a summary for each photograph they will address all
three dimensions. And as they write a museum script or story
they will be demonstrating their reasoning abilities. In particular,
their writing about the VTN, HOM, and the three fundamental
questions we can ask about photographs emphasize the Reasoning
Dimension. In sum, the museum exhibit allows students to communicate
what they know and understand.
Grading
Assessment is based on three dimensions: your
Knowledge, your Reasoning, and your Communication,
that is your ability to express what you know and understand.
Make sure all your written work is the best representation
of your abilities. Consider your audience for all written
assignments to be professional historians. Use appropriate
edit techniques of all documents in textual form. Make sure
you cite properly print and image documents.
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