For the past few weeks, my students have been using Historypin to reinvent their Black History projects. In year’s past, I have explored several options for making these projects more appealing including having the students create poster boards, websites, and even give speeches. I find that with Historypin, students are exposed to so many different elements. They are researching, writing, and incorporating technology into learning.
Tristal Watson is the first Mississippi Teacher Fellow to engage her class in the new Uncovering Mississippi’s Hidden History page on Historypin. As you can see from the examples, below, this Hattiesburg middle school social studies teacher has had great results. Not only are her students learning history, but they are also writing for an audience and sharing what they’ve learned with the world.
The students were responsible for pinning one place, person or event (as outlined in their rubric) each week. Here are three “pins” from her 7th grade U.S. history students. Click on each one to see them on the Historypin map. They are set in Mississippi, Kentucky, and Alabama. (The student “pins” for Mississippi went on both the overall Historypin map and the Uncovering Mississippi’s Hidden History page.)
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It is important to have very clear expectations. Since this is a public site, I strongly encourage the use of a template so that the teacher can filter all information before students put it on History Pin. I had to go back and do this after they started, so my students are still in the process of getting all of their work approved. This is a great resource to encourage individual research. I highly recommend using it.
Teaching for Change would like to feature more stories about how teachers engage their students in the use of Historypin. Teachers can create a class profile or have individual students create a profile at Historypin. There are instructions at the Civil Rights Teaching website. Let project director Julian Hipkins III know if your class participates and/or if you have questions.