This first lesson will introduce students to field of public history. Then, students will build their understanding through an interactive visual presentation followed by a short quiz.
Students will continue their investigation of the concept of public history by exploring local history. For homework, students will begin to investigate a site of public history, The President’s House, located in Philadelphia, Pennsylvania. Combined with the previous lesson, this assignment will provide the necessary background for the following lesson.
Students will explore the construction of a public history site and how it can cause controversy. For homework, students will read about historical research.
This lesson highlights the differences between primary and secondary sources. Moreover, students will learn how to analyze primary sources using the Stripling Model of Inquiry. For homework, students investigate the intertextuality of primary sources in their own lives.
Students will present their findings for the primary document research on their personal lives. Afterwards, students will practice using the Stripling Model of Inquiry and then begin the process of narrowing down their topics for the final project.
This lesson presents the steps needed to conduct historical research and resources that will help keep students organized. With their new research and analytical skills, students will focus on gathering and recording information on their topics.
Students will synthesize their research by creating historical markers, which will be presented to the class in the next lesson. There is a two-fold purpose for this lesson. One, creating a historical marker will help students summarize the most important information they have gathered about their topic; and two, students are illustrating their understanding of the fundamental components of public history.
Students will present their historical markers to the class and receive feedback. To facilitate feedback and assesses students’ work, the class is taught a critique technique and the instructor refers to a presentation rubric. To prepare for the next lesson, students will learn to read and analyze a student-created audio script.
Students will learn about the essential components of an audio script, analyze one together, and then begin writing their project scripts.
This lesson focuses on the knowledge and skills necessary to construct a visual storyboard and translate it to a full video/audio presentation. Students will begin storyboarding their topics as they continue to construct their audio scripts.
Often in the scripting and storyboarding stages, students need to address gaps in their research such as gathering information and collecting primary sources. To help keep students on track and assess their work, they will hand in an annotated bibliography before the start of the next lesson.
This lesson helps to facilitate a flexible workshop experience for students. At this point in the course, students have been tasked with creating an audio script, visual storyboard, and PowerPoint presentation. After each student presents their Power Point presentation and receives feedback, the class moves to workshop mode and begin working on their final projects.
This final lesson has students presenting and evaluating their final projects.