For my project I feel a bit powerless. Unlike some of my
other colleagues who have their own classrooms, I am in a subordinate position.
Thus, I feel limited in what I can do. That being said, limited at this stage
may not be a bad thing.
I once applied for a position with a company that had professionals make 10 to 15 minute videos of lessons students could quickly digest and learn from. These types of video lessons are steadily increasing. I have a friend that purchases and listens to advanced lectures on Itunes. For the collegiate student busy with so many things I think keeping the project small at their end could be more worthwhile for them.
That being said, I am thinking of doing a ten minute video lecture on the National Community, Volksgemeinschaft. I would have the students watch the video before coming into the breakout. Typically, they have to read documents and write a response essay. So, as this class is not my own I feel I need to come up with options that utilize this format in addition to options that do not.
Format 1: Video and Documents Essay
Students read the documents and watch the video.
Students write a response essay answering one of the four
questions Dr. Soper gives them. (standard procedure)
When answering, the students need to include one fact or
topic from the video.
Format 2: Video and Documents-Essay with Extra Question
Students read documents and watch the video.
Students write a response essay just on their documents.
Students bring in a question for discussion based on the video.
Format 3: Video Essay and Documents Essay
Students read documents and watch the video.
Students write a response essay, but in addition to the four
questions, a fifth question exists that they can choose to answer based on the
video.
I think one of these three options will help match the flipped classroom model, the use of technology, and the standards of Dr. Soper’s class.
I am now thinking I could attach a survey monkey that corresponds to the video in which students respond to the survey outside of the classroom and we discuss their responses in the breakout….I like that a lot. I may work that in as an option…..hmmmm…..
Well, as far as the citizen project goes, I was thinking about doing a mass-email system with my students. I think I will assign them a role: SA member, Standard German Citizen, Communist politician, Social-Democratic sympathizer, Woman, child, veteran, Jewish merchant. Every day I will email the students with an assessment of Nazism at a certain timeframe. As they read the emails they can track their person across the span of the Third Reich (or as far as they make it). In this way they have a more personal interaction and con understand how Nazism rose to prominence, a valuable lesson for any responsible citizens.
These are my two ideas, so I think I am going to email Dr.
Soper by Friday to hear his thoughts on the project and see what he will agree
to. Ultimately it is his course, so his say will be final. Either way, some of
the things I am discussing here will be things I implement in future courses.
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