profcharlie: Digging Chicago History

profcharlie: Digging Chicago History: Problem Based Learning: Chicago History at Roosevelt University Charlie Madigan             I was asked to teach an h...

Digging Chicago History

Problem Based Learning:

Chicago History at Roosevelt University

Charlie Madigan

            I was asked to teach an honors class at Roosevelt University this fall on Chicago history, a subject close to my heart. But there was an extra layer of challenge. It had to be taught as a problem-based learning class. I thought it might be fun to create this blog to show anyone who wanted to find out just how the students are handling this challenge.
            I asked for and got student permission to do this, so it's not like any of them will be shocked.  But I wanted to start with a little description of what we are covering,  the size of the class, some relevant details. There are 24 students in this ACP250 class. They are broken into four groups of six each, Hearts, Diamonds, Clubs and Spades. From the first class to the last class, they will work in teams on projects aimed at explaining how Chicago was born and the kinds of issues that defined its history.

            There will be at least two visits to Graceland Cemetery, a block north of the Sheridan Road CTA stop, because so many important figures in Chicago history are buried there. I have used the cemetery before as a backdrop for classes. It adds a three dimensional reality to just about everything a teacher might want a student to learn. You can talk until they faint, for example, about the two Mayors Harrison. But it's a lot stronger if you are standing on one of their graves when you do it!

            Problem based learning is relatively new to me, so I am experimenting with how to use it. As my guideline, I am using a book called "The Practice of Problem-Based Learning, A Guide to Implementing PBL in the College Classroom," by Jose A. Amador, Libby Miles and C.B. Peters. I have embraced some of it and ignored some of it and crafted a structure that seems to work for Roosevelt Honors Classes. These are highly motivated and successful students who understand concepts, goal setting and creating pathways to achieve what they need to achieve.
            That's a blessing.  My initial experiences with it in the ACP 250 class indicate it is a great candidate for class work in the future, given a solid collection of students with good skills. The biggest challenge for me as a teacher is to stand back and let the process take its course. What you learn from that experience is that students may be their own best teachers, particularly when they engage with the subject.
           The challenge to the students was to write a letter to President Madison explaining the context of the Ft. Dearborn Massacre. This is a complicated subject that offers a chance to examine many different perspectives. Was it a massacre, as the whites claimed, or was it a military battle, as the Pottawatomi claimed? What were the details? Who was to "blame?" What role did the event play in the virtual banishment of native Americans from what once was known as "Indian Territory"
   
        The Hearts team constructed a complete website, but built it in the context of the event. If President Madison had had the internet, and the Native Americans, too, this is what this team thought they might come up with.

The Hearts Team, Melvin Hassan, Ana Garduno, Michelle Groller,
Nicole Kasper, Madelyn Olsen and Amelia Enberg

            It didn't stop there, of course. The Diamonds team on the first day of presentations set up a mock trial, The United States Vs. The Pottowatomi, and went through the steps of a civil trial to present the research on both sides. The legal battle was over the use of the word "massacre."

Tyler Olmsted, Lawyer for Native Americans

The government's team: Nathanial Stoll, Tyler Strejc and Mary Strickler

Native American defense team,
Tyler Olmsted and Kurt Witteman

The third team researched and constructed an entire theater piece on the Massacre and the events leading up to it. Mike Vivirito played a military officer reporting to President Madison, artfully represented by Sam Crane. The supporting staff prepared and displayed a running, compelling video behind the action that filled in the blanks.  In constume as Major Whistler, Vivirito read the report to Sam's President Madison.

With Samantha Crane as President Madison and Michael Vivirito as Maj. Whistler,
the Spades team assembled a multi media presentation that covered everything
 from the run up to the battle to its consequences.
Shelby Steele, Shelbi Hardin and Alie Vahlkamp, Meridian Jackson worked
behind the scenes and researched the presentation.

The Clubs team decided to use a detailed timeline that marched across the front of the room to set the stage for a news conference with President Madison. The questions and answers told the Ft. Dearborn story chapter and verse. Very compelling.

Stephi Liebl and Jocelyn Castro asking questions of President Madison...

Stephi Liebl and Jocelyn Castro played reporters, while Austin Scott played Maj. Whistler,
Monica Hawkins played the American Ambassador and Kevin Hujar was Ambassador from the Native Americans. Brandon Rohlwing played President Madison.

            For our first shot at this method of teaching a class, I think it worked out very well. I could have done a better job at explaining the "problem based learning" experience for the students. Some of them were a little shaky about that much freedom to pursue a theme. But I believe that was just the point. To their credit, they rose to the challenge the very first time. Maybe two or three more to go this semester, so stay tuned!

Charlie Madigan