Collections of texts tightly focused on a specific topic are known as “text sets.” They may include varied genres (fiction, nonfiction, poetry, and so forth) and media (such as blogs, maps, photographs, art, primary-source documents, and audio recordings).1
Text sets are a great way to help students build their knowledge about historical topics. In this post, we illustrate how to guide students through their inquiry, using Trace-Based Cases. First, we begin with a trace of the past, illustrated in an artifact, photo, or other visual text. Then, using other sources, we continue to guide students through: 1) descriptive questions, 2) analysis questions, and 3) evaluative questions. These questions help trace the history of the steamship over time.
Step 1: Descriptive Questions
We begin with some descriptive questions. These evidence-based questions provide background information to help students contextualize. However, rather than assigning these questions, work on them together with some group activities that involve a variety of sources, including: artifacts, photos, paintings, maps, charts, graphs, and written primary and secondary sources.
- First, you should provide a trace of some past thing. For example, in the case of steamboats, project an image from this postcard gallery on the Exploring Florida website. https://fcit.usf.edu/florida/photos/transprt/boats/boat2/boat2.htm
- Next, provide other sources that students can use to investigate:
- Who used the steamboat? Using the 3-D images, ask students to discuss who used steamboats. https://fcit.usf.edu/florida/3d_alt/boats/boats.htm
(Inexpensive classroom sets of 3-D glasses can readily be found on the Web.) - Where was it used? This could be from a map. https://fcit.usf.edu/florida/maps/pages/3600/f3605/f3605.htm
(Be sure to use the “Zoomify” feature to view the fine details of the map and key.) - When was it used? Students can use captions on the photos, the map, or other sources, like an excerpt from “The Stately St. Johns and the Beautiful Ocklawaha” in Highways and Byways of Florida by Cliffton Johnson. Published 1918 by the Macmillan Company, New York. https://fcit.usf.edu/florida/docs/s/stjohn.htm
- Who used the steamboat? Using the 3-D images, ask students to discuss who used steamboats. https://fcit.usf.edu/florida/3d_alt/boats/boats.htm
These are all evidence-based close-ended questions that can be answered by searching for facts within a variety of sources, such as: artifacts, photos, illustrations, and paintings. Next, you want to help your students develop deeper analysis questions.
Step 2: Analysis Questions
At this point, you can add more texts:
- More 3-D photos https://fcit.usf.edu/florida/3d_alt/boats2/boats201.htm
- Two excerpts from Palmetto Leaves by Harriet Beacher Stowe:
- A Tour Up River. https://fcit.usf.edu/florida/lessons/palmetto2/palmetto21.pdf
- From Mandarin to St. Augustine. https://fcit.usf.edu/florida/lessons/palmetto5/palmetto51.pdf
- River songs https://itunes.apple.com/us/podcast/floridas-rivers-in-song/id983873757?mt=2
Analysis part 1 begins with why and how questions, which explore the relationship of the parts to the whole. For example: Why was the steamboat invented? How did they use the steamboat? How did the steamboat impact the economy?
Analysis part 2 considers the question: What if? For example, what if the steamboat was never invented?
Step 3: Evaluation Questions
Evaluation questions considers implications, solutions, conclusions, or recommendations: So what? What now? and What next? For example, with so what questions, we can ask why the invention of the steamboat was significant. What were the implications? Was it successful? Furthermore, asking what now students can compare and contrast the past to the present, using photos https://fcit.usf.edu/florida/photos/transprt/boats/boat1.htm that illustrate air boats and cruise ships of today in contrast to the steamships of yesterday. Then, asking what trace reasons why people stopped using steamboats and invented new forms of water transportation. Next, we can link the past to the present, and trace the evolution over time.
1https://edexcellence.net/articles/what-are-text-sets-and-why-use-them-in-the-classroom
Florida History: DBQs and Text Sets
Dr. Deborah Kozdras has worked with students from K-20 and now provides professional development and creates curriculum for K-12 educators at the University of South Florida Stavros Center.
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