#DH Blog 5

Digital humanities have opened my eyes to another realm of possibilities to engage my students in social studies.  This class has showed me numerous tools, techniques, and ideas to attempt to teach my students in a unique way.  After taking this class I have no excuse to rely on the textbook and boringly lecture to my students.  My hope is that I will use these new skills and tools that I have learned to make my class more engaging, exciting, and fun.  My number one goal is to use these tools to make my students learn and like social studies.

Digital pedagogue is the process of teaching others via multiple media outlets, such as certain web 2.0 tools, film, video, music, etc.  It is going outside the box to try to show your students a different angle or perspective on social studies.  It is hard to define what digital pedagogue “looks like”, but I would guess it would be classroom instruction geared to active learning.  In my classroom I plan on using it in the following scenarios:

  1.  After taking notes on a topic I will make a web quest for my students to dive in deeper into certain areas
  2. I will use spicynodes to break down a complex topic or subject so my students will understand the smaller pieces of it
  3. After talking about certain cities, I will use google earth or historypin to open my student’s eyes about what these places actually looks like

The common theme above is to engage my students in active learning.  Instead of simply doing worksheets about a topic, I can find other stimulating ways for my students to learn.  The overall goal of digital pedagogue is similar to non-digital pedagogue, for the students to get a deeper understanding of social studies as not just as “facts”.  That is the key of this area, to make students understand why facts connect and why it happened.  Digital pedagogue may be able to bridge that gap of misunderstanding.

As I stated in my paper above, I believe that digital based teaching is important for students to learn and to become better citizens.  The next generation of students is going to be more “tech savy” then us (teachers) so we have to cater to that.  I believe whole heartily that teachers have to change their teaching style and methods to get these students to learn and understand their subject matter.  This is why this class was so important for my teaching career.  Digital humanities showed me ways I can teach to this future generation and helped me understand how these tools work.

When I start teaching I can easily see myself actively seeking out tools to support learning.  I believe that these tools are important for learning and engaging my students.  I personally am not a “technology guy”, but I understand that I have to find ways to improve myself in that area.  I need to be on the same playing field as my students in technology so it is important to me.  Once again, you have to be stupid to think teaching to the next generation will be the exact same as the present generation.  The next generation will be geared and glued to technology once they get out of the womb, so shouldn’t education be too?

#Openings and Closings

(Pictures have been sent via email)



This lesson will show the progress of voters throughout America.  It will focus how it the beginning of America only a small minority had the right to vote to the present day when a majority has a right to vote.  The students will be assigned a gender/race/age/social class and in the Just Do It they will figure out if they could have voted or not depending on that feature.  The closing will focus on the students writing their own thoughts about the Just Do It and the voting progression in America.

SOL: GOVT.6     The student will demonstrate knowledge of local, state, and national elections by

f)identifying how amendments extend the right to vote


Just Do It: As the students walk into class they will be given a “scenario” on an index card.  On the card it will list their race, gender, age, and social status.  For example a scenario could be Black Male aged 26 and poor.  Each student will receive a different card with a scenario, but more kids will be a minority and or female to understand the point of this lesson.

I will put up the following dates: 1800, 1832, 1868, 1924, 1984

I will explain who could vote in each election-1800-only rich white males, 1832-white males, 1868-white/black males, 1924-All genders and races (over 21), 1984-everyone

When I explain each year’s scenario of voters, I will ask the students who could not vote to stand up.  This will make the students realize the minority of voters that voted in the early elections.

Wrap Up- My students will then write an essay addressing the following ideas:

  1. What did you think of the Just Do It?
  2. What do you think the Just Do It was trying to stress?
  3. What is a Democracy?
  4. Do you think America was a Democracy in 1800? Why or why not?
  5. When do you think America became a democracy and why?

This will lead them to think about how voting rights and a democracy government relates to each other.  The goal is them to realize how voting rights changed over time and how a minority of people voted in the early elections.  My lesson plan will focus on when certain people and races received their voting rights, why, and were they any other factors.




This lesson will focus on the Japanese internment camps during World War 2.  My opening will show a picture of Japanese-Americans waiting to enter a camp.  The lesson will focus on the beginnings of the programs, how it affected these Americans, and the after affects.  The wrap up will make them write a narrative about being a Japanese-America during this time period while using facts they learned in the lesson.

SOL- VUS.12      The student will demonstrate knowledge of the effects of World War II on the home front by

c)    explaining the internment of Japanese Americans during the war;


Just Do It- The students will walk into class with the below picture on the overhead:

Once the bell rings, the students will be asked to write down what they see.  A guiding question will be: Who do you think person is and what is he doing?

The next picture I will put up will be:


Once again the students will write a response.  A guiding question is: What is going on in the picture?  Where do you think this is and why?

Next, I will put the whole picture on the overhead:


Again, the students will response.  A guiding question will be: What is going on in this picture? Where is this? When is this? What is the emotion or feeling of the picture?

After this picture I will ask my students for their answers and lead them into a lesson about this topic.

Wrap Up-After learner about the facts, motives, and stories about Japanese Internment camps during WW2, I will ask my students to write a one page narrative about it.  I will ask them to pretend they are a Japanese American during this time and they are being taking to a camp.  I will ask them to use 5 facts they learned from today’s lesson and incorporate it into the story.

Students will have the remaining class to finish it, and if they do not its HOMEWORK!


This lesson will focus on how a region and be linked or divided by religion.  This lesson will show both examples, but will primary focus on the divide.  The Just do it and Wrap up will focus on the Israel-Palestine (Jewish/Muslim) conflict in that region.  The Just Do it will focus on and understanding of why there is a conflict and the Wrap up will be a short exercise.

SOL-     WG.3      The student will apply the concept of a region by

analyzing how cultural characteristics, including the world’s major languages, ethnicities, and religions, link or divide regions.


Just Do it!- When the student walk in they will see directions on the white board-

Arm-wrestling contest!

You and your neighbor (my class is designed to have two seats side by side in rows) will have a arm wrestling content.  The winner will get 10 skittles.  You will have one minute to see who gets the most!

The teacher will say go and keep time.  Once time eclipses, who get the results and give the prize to the winner.  The teacher will ask each group who won and see the strategy they use.

Most students will struggle and fight to see who will get ALL the skittles, maybe a couple groups will split the prize and COMPROMISE so everyone wins.

Explain that is the scenario in the Israel-Palestine Conflict, you have people trying to WIN ALL instead of compromising.

This activity will show, first, how sometimes it is hard to compromise.  Second, if people work together to solve their differences everyone can win.  This can relate to this topic.

Wrap Up- After the lesson, which focuses on the history, reasons, and possible outcomes of the conflict, the students will answer the following questions.

  1.  How does the Just Do it! Relate to the Israel-Palestine conflict?
  2. What are the reasons behind the struggle of the two people?
  3.  Why do you think it would be hard to compromise of solve this problem?
  4. What would your solution be to solve the Israel-Palestine conflict?
  5. How does religion divide a region?

Students will have the remaining class to complete this.


The lesson will focus on how the printing press improved knowledge and literacy rates in Europe.  The Just Do It will focus on how the majority of people before the printing press were illiterate and relied on “educated” people for the correct view on issues and information.  The lesson will explain how the printing press started, the role it had in education, knowledge, and the spread of information.  The Wrap Up will be a 3-2-1 activity.

SOL- WHII.3      The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by

c)            Describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.

Just Do It-

When the students come into class they will be asked to take out a sheet a paper and pencil.  The teacher will then select one student to sit in front of the class and will be given a sheet of paper with information on it.  The sheet will be a paragraph on how a caterpillar becomes a butterfly.  That student will use that information to answer the statement the teacher poses.  The other students will not have that sheet and will not realize that student has “information” about the topic.

The teacher will tell 5 statements about the metamorphosis of a butterfly and each students will put down if he/she think it is true or false (that one student has information to use to determine if it is actual T/F).

After the teacher says the statements the teacher goes through the answers and ask how the “uninformed’ class did.  Then the teacher will ask how the “informed” student did.  He/she should have done the best.

The teacher needs to explain that in the Middle Ages, the majority of people couldn’t read and were not informed on education matter.  This activity represents how only a small minority had knowledge and that the printing press changed this and other things.

Wrap Up-Will be a 3-2-1 activity:

Students will write down:

3 ways the printing press changed the way of life of people in the middle ages

2 roles the printing press had on education (books, school, information etc.)

1 question who have about the printing press

This will make the students focus on answering the SOL question about the printing press.


This lesson will explain and describe the African kingdoms in between the years of 1000 AD-1500 AD.  The lesson will be geared explaining to the students that these kingdoms were extremely powerful, wealthy, and intellectual.  The main goal of this lesson is the debunk the myth that Africa has always been poor and a lower tier continent.  The Just Do it will be focus on making the kids realize that the African kingdoms could rival the European and Asian ones of their time.  The lesson will describe the individual kingdoms and explain their culture, geography, religion, and society.  The wrap it up will bridge the gap between the European and African kingdoms and focus on their similarities and differences.

SOL- WHI.10     The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by

d)   describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion.


Just Do It!-The student will walk in to the classroom and see the picture below on the overhead:


The students will be ask to answer the following questions:

  1. Describe what is going on in this picture?
  2. Where do you think this picture is taking place?
  3. What clues in the picture give you the answer to the above question?

The next picture will be shown:


The students will be ask to answer the following questions:

  1. Describe what is going on in this picture?
  2. Where do you think this picture is taking place?
  3. What clues in the picture give you the answer to the above question?

Wrap it Up:  After learning about the different empires of African and their individual features,  The Students will compare and contrast the European empires with these African ones.

I will pass out a Venn diagram for the students to use.

On the whiteboard I will guide them with the following questions:

How were their political systems same/different?

How ere their religion system same/different?

How were their society same/different?

How were women’s opportunity same/different?

They can use their textbook for help, but since they learned about the European kingdoms before this lesson the students should hopefully had retained that information.


#Metaphor Part 2

Metaphor Part 2

Paul Grinups

My metaphor for part one of this assignment was-Teaching is a long and winding road.  When I wrote this idea down for the first assignment I thought it was a great idea.  I used it because I liked how it showed teaching as an unplanned journey with unexpected turns and unintentional adventures along the way.  My experience as a student intern reinforced this idea.  Every day that I was at my placement, the experience brought feelings of joy, excitement, and nervousness.  But I liked having those feelings because I couldn’t predict how my day would be.  Every day I didn’t know how my lesson was going to be received by my students, what moods they would be in, if anything “crazy” was going to happen during one of my lessons, and would they be “good” or “bad” today?  A big reason why I want to be a teacher is because of the fact that every day is new and exciting.  You can never know how your students are going to react and everyday you will come home with one hilarious story about your day, a happy “why I became a teacher” story, and one story that made question why you became I teacher.  But that is the winding road of teaching-you never know what you are going to get.  My only concern about my metaphor is that I do not like how it says “long”.  I think that sounds negative.  My new metaphor is-Teaching is a box of chocolates.  I like that better because it is focusing more on the spontaneous aspects of teaching (you never know what type of chocolate you are going to get), which is what I like the most about the profession.  I can’t wait for my student teacher placement to see if this metaphor will still work with me.