Using the Engineering Design Process in History Education


We all have our strengths. I have learned long ago that science and math aren't strengths of mine but I've continued to challenge myself in areas of weakness in order to grow. My Business Calculus college course comes to mind--I've never been prouder of a sub-par grade before! (I also didn't need the class to graduate when I switched majors!)

Another realization I've made over the years is that the need to provide opportunities and connections for my Historians that aren't necessarily in my realm of expertise is important. This might give students their "aha!" moment and help them see the impact social studies has on their lives. It's up to me to step out of my comfort zone and provide this.

I implemented Genius Hour in an elective course two years ago and promised myself it would be put into practice in History this year (using the National History Day competition structure). While researching Genius Hour makerspaces and the engineering design process kept popping up. Making the connection and linking National History Day to the design process came later, though, now that the projects are complete. Here is an example:

Engineering Design Process
1. define the challenge
2. research and brainstorm
3. develop a solution/thesis
4. test the solution
5. evaluate and reflect on feasibility
6. (repeat steps 2-5 if necessary)
7. share findings with others

 National History Day Process (using the 2017 NHD Theme: Taking a Stand in History):
1. define the challenge: who has taken a stand in History?
2. research and brainstorm: Jesse Owens may be a great example. Can I find compelling primary source documents?
3. develop a solution/thesis: Based on these documents, Jesse Owens took a stand against racism at the 1936 Olympics.
4. test the solution: develop persuasive analysis to defend claim
5. evaluate and reflect: develop reasoning to defend evidence
6. (repeat steps 2-5 if necessary if thesis isn't defended strongly)
7. share findings at History Day exhibition and online, depending on project type

It's been very exciting to see how the seemingly unrelated disciplines of History and engineering are in fact very similar. I will be making this connection with students clearer next year. 

Comments

Post a Comment

Popular posts from this blog

Name That Executive Role!

Image
Students today learned about the many roles of the head of the Executive Branch, the President of the United States. I found several images of former Presidents in these roles--can you guess which is which? Post your answers below or email them to me. Choices: Commander-In-Chief Chief Executive Political Party Head Chief Diplomat 1.  President Eisenhower 2. President George HW Bush (on the right side of the picture) 3. President Franklin Delano Roosevelt  4. President Reagan meeting with British Prime Minister Margaret Thatcher (this one's a bit of a giveaway!)
Read more

Historical Perspective and Peel the Fruit Thinking Routine

Image
Practicing historical perspective is an essential social studies skill. Historical perspective is being able to step into a historic situation and examine the motivations, biases, and beliefs of a person or group of people. Students have to revert to the beliefs of a group of people even if those beliefs completely contradict the views we have today. They must weigh decisions based on the situation of the time, not necessarily how situations are viewed today. The C3 Framework for Social Studies states that "Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today." http://www.so
Read more

Industrial Revolution Haiku

Students have been learning about the Industrial Revolution in the mid1800s and how it changed life in New England. Today students processed their learning by creating haiku poems on the subject. They were challenged to think about and evaluate this topic within the structure of a haiku, a 3 line poem with 17 total syllables--5 in the 1st and 3rd lines and 7 in the second line. The poems have been impressive and some will be posted here soon.
Read more