Decoding Primary Sources and Historical Arguments: Defining what Students Have to Do The History Learning Project Arlene Díaz, Joan Middendorf, David Pace, and Leah Shopkow History in Higher Education Conference, April 1, 2009 This project has been funded by the Teagle and Spencer Foundations, and by the Vice-Provost for Undergraduate Education, the College of Arts and Sciences, and the History Department of Indiana University
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Decoding Primary Sources and Historical Arguments: Defining what Students Have to Do The History Learning Project Arlene Díaz, Joan Middendorf, David Pace,
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Decoding Primary Sources and Historical Arguments:
Defining what Students Have to Do
The History Learning ProjectArlene Díaz, Joan Middendorf, David
Pace, and Leah ShopkowHistory in Higher Education Conference, April 1, 2009
This project has been funded by the Teagle and Spencer Foundations, and by the Vice-Provost for Undergraduate
Education, the College of Arts and Sciences, and the History Department of Indiana University
Step 6: Evaluation -- Have students learned to make arguments?
Student 1, Assignment 1, a class on the Student 1, Assignment 1, a class on the HolocaustHolocaust
“ “History is a History is a relative subject which can be which can be viewed in viewed in different lights. For example, the . For example, the underlying causes of the extermination of Jews underlying causes of the extermination of Jews can be viewed in can be viewed in many theoretical approaches. . The bookThe book The Origins of Nazi Violence The Origins of Nazi Violence by Enzo by Enzo Traverso approached the Holocaust in a Traverso approached the Holocaust in a material and ideological way…On the other material and ideological way…On the other hand, the bookhand, the book The Roots of Evil The Roots of Evil by Ervin Staub by Ervin Staub approached the Holocaust from a psychological approached the Holocaust from a psychological point of view.”point of view.”
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Step 6: Evaluation -- Have students learned to make arguments?
Student 1, Assignment 3, a class on the HolocaustStudent 1, Assignment 3, a class on the Holocaust
““This paper seeks to discuss why much of the German This paper seeks to discuss why much of the German population willingly conformed to extermination during population willingly conformed to extermination during World War II. Three specific aspects of this question will be World War II. Three specific aspects of this question will be analyzed: analyzed: 1) The effects of post-World War I and anti-Semitic The effects of post-World War I and anti-Semitic feelings before extermination began feelings before extermination began 2) the experience of the experience of duress felt by the German population brought on by the Nazi duress felt by the German population brought on by the Nazi regime regime 3) the effect the role of power has on an ordinary the effect the role of power has on an ordinary person. These aspects created an environment in which person. These aspects created an environment in which ordinary people could commit atrocities. Specifically, ordinary people could commit atrocities. Specifically, examples of ordinary people committing atrocities will be taken from Police Battalion 101. This was a large group of . This was a large group of ordinary Germans who were assigned to the task of killing ordinary Germans who were assigned to the task of killing and deporting Jews and Poles in Poland.”and deporting Jews and Poles in Poland.”
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Why Bother with all of This?
Develops basis for targeted evaluation of student learning
Provides a map for interventions to foster student learning
Provides a frame and a common language for curricular development
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To work with this paradigm (14:30) Session 1: Using
decoding to better evaluate students’ learning
Session 2: Using Decoding to Develop Curricula and Departmental Response Teaching Challenges
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Choose a topic for discussion:Strategies for using these
methods for departmental change: go to the RIGHT side of room
Using these methods for individual courses: move to the LEFT side of room