Blogging through the Great Depression

Engaging Students in Close Textual Analysis

“A Group Without Experts”

“We are a group without experts, in which, participants individually and collectively build knowledge.

We hope to become a knowledge producing group which, through networking and shared experiences, builds the capacity of its members to identify and solve their own problems”.

Source: Boundary BreakingC. Webber and J. Robertson

Desired Learning OutcomesRequire responsibility for learning (construct their own

understanding of events leading up to, during, and following The Great Depression, i.e. the Dust Bowl)

Perform close textual analysis

Understand how Primary and Secondary Source documents contribute to historical perspective of The Great Depression

Encourage habit of interdisciplinary thinking by making connections to art, music and photography of the time

Provide opportunity for Creativity and Collaboration

Millennial LearningPedagogical “adaptations”: (Strauss and Howe; Wilson and Gerber; Pinder-Grover and Groscurth):

Opportunity for student initiativeTeamwork21st century literacy skills (informational technology, social

networking)Active, engaged learning (guide on the side v. sage on the stage)

Pedagogical Rationale for Blogging

Allows for collaborative building of blogInterdisciplinary – encouraging use of art, mapping, historical context and

cultural referencesDevelops higher order thinking skills of synthesis, evaluation, internal and

external debateJuxtaposes historical event with most modern pedagogical approach which

may be transferable to a future interestCreates a community of learners connected to one another through the blog

they create, contribute to and comment upon. (Student-centered environment)Helps connect world of The Great Depression to the student’s world through

the interconnectivity allowed with linking to external research.(21st c. literacy skills)

MethodologyInstructor presents general background on The Great DepressionInstructor conducts close textual analysis of primary and secondary

source materialStudents are assigned blogging groups and conduct research into a

specific “focus” or lens for The Great Depression: causes, effects, art, music, geography.

(Multi-pronged construction of knowledge, students are encouraged to include art, maps, interactive technology and must include textual references)

Students change “focus” as they “blog” through the Unit and post their blogs for other students to comment upon.

Each group presents one “focus” of the Unit to the class.

Individual Blog postsSupplement Group blogging with individual blog responses to

instructor directed prompts (each session):(meta-cognition)

“ How does one individual journey during The Great Depression provide insight into the overall experience of the country as a whole? Cite an example from a primary document.”

“What, if any, were some of the positive aspects of this time period?” “ Compare the experiences of rural Americans with those of urban

Americans.” “Examine either a poem, photograph, song or painting and describe

its significance ?; what message does it convey?”

Possible PitfallsStudents do not take writing as seriously as with

a formal written assignment

Ethical considerations of public blogging

Assessment• Did students perform close textual analysis, choosing appropriate

primary and secondary source documents?• (discernment)• Did Blog engage the reader/viewer?• (Creative, applying knowledge to new application)• Did Blog make historical, cultural and literary connections between

The Great Depression and the modern reader?• Did Blog demonstrate critical thinking skills of analysis, synthesis

and evidence of deep learning by engaging the essential questions of the Unit?

• Did the student uncover something original or unique that captivated the audience?

Demonstrations/Comments

GradingStudent samples/reflections on blogging

“I feel that blogging helped me out the most when trying to understand the text. It helped me reflect on other people’s thoughts about what we learned in class and, in some cases, opened my eyes to a different perspective”. (Michael Z.)

Instructor reflections on blogging: Did it allow for transformative learning?

The New DealThe End