This week in Teaching with Technology, we were grouped up to create 3 assessments for a class using technology, and a grading rubric. First, I really liked the group I worked with. Out of three of us, two are history majors, and one is English. We chose the Holocaust to work with, and focused on primary and secondary sources. It was great to collaborate because we bounced ideas off of each other and really worked together to create a final project. The three of us all have different teaching styles, but we were able to combine them and create the final assessments together.

This was my first time creating a rubric. We used rubric generators, where you just type in each category and the specific criteria students are based on. We worked on this together, debating what we should grade the students on, and what differentiates a 4 from a 3, a 3 from a 2, and a 2 from a 1.

A new tool I was introduced to was creating online web diagrams. The website I used allows you to create a web diagram, customize the shapes, sizes, and add pictures or text. What I really liked about it was how organized it looks. My final work is below. webbbbb.png


Summary Questions

  1. True/False A history book is a primary source.
  2. List two benefits of studying primary sources.
  3. How do primary and secondary sources change what we’re learning about a topic?
  4. Read the primary and secondary texts. How are they similar? How are they different?

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