Build Your Own Frame
TEACHING MATERIALSTEACHER MATERIALST-1ACTIVITY – BUILD YOUR OWN FRAMEWORLD HISTORY PROJECT / LESSON 7.6 ACTIVITYPurposeHistory is all about narratives, and those narratives are created from a particular perspective. In this course, frames are used to tell three stories of the history of the world—the story of communities, the story of production and distribution, and the story of networks. In this activity, students will tell the his-tory of the world from a frame of their choosing. This will reinforce the concept that all historical narratives are presented through a particular lens, and it will also give students an opportunity to think about the history of the world from the perspective or topic that is most interesting to them. Doing so should be both memorable and motivating. ProcessIn this activity, students will create a frame of their own, and will be tasked with presenting the history of the world using that particular frame. Begin by asking students to define frames and to talk about why we use them. If they need a hint, remind them that frames are used throughout the course to help them organize the vast amount of information they learn, which gives them a framework to help make sense of all the ways in which someone might tell the history of the world. This approach highlights the idea that historical accounts are based on the perspective of whoever’s account it is. More important, these frames provide us with big-picture, historical “stories,” thus providing a cohesive backdrop against which they can determine how historical events support, extend, or challenge the frame narrative. At this point in the course, students should feel pretty comfortable with the three course frames: communities, networks, and production and distribution. Now, it’s time to create a new frame of their choosing, and then tell the history of the world via that frame. For example, a student may want to talk about the history of the world from the perspective of sports. Or they might choose food...or music...or art—the list goes on and on. Encourage students to be creative and have some fun with their frames.Each student should provide you with the following:1. Description/definition of the frame.Here are the course definitions of the frames. You can share these with your students, who can use them as a model for their own frame definitions: • OER Project defines networks as the patterns of connections between and among people and their communities. Networks link populations of people, enabling people living in different communities to move and share ideas, material goods, crops, animals, pathogens, and even people. We communicate across and through our networks.• Production is defined as how we make things and distribution is defined as how we share, sell, or trade them within our communities and across networks.• Communities are defined as the ways in which we’ve structured the societies around us, including the state and religion. There are numerous types of communities—including those on the smallest scale, such as families—and a multitude of different configurations that include neighborhoods, states, religions, and even online forums.Sample answer: The gender frame is based on socially constructed ideas of masculinity and femininity and how men and women were assigned different gender-specific roles in society. Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Build Your Own Frame”, OER Project, https://www.oerproject.com/
TEACHING MATERIALSTEACHER MATERIALST-2ACTIVITY – BUILD YOUR OWN FRAMEWORLD HISTORY PROJECT / LESSON 7.6 ACTIVITY2. Why they chose the frame.Sample answer: Student answers will vary.3. Frame narrative that describes the history of the world and highlights at least three important time periods in history for their chosen frame, and what changed across those time periods. Students can create their own periods based on their topic, but should span the following periods: • Before the Columbian Exchange (pre-1492). Sample answer: Gender roles varied greatly depending on location and class. Generally speaking, upper-class women of this era had few legal rights and were viewed as being daughters, wives, and mothers while women of the lower classes often worked outside the home or on the farm. There were some exceptions to these roles, as some women attained positions of power such as female pharaohs or queens.• Columbian Exchange to the long nineteenth century (1492–1914). Sample answer: Similar gender roles existed for the first half of this era, but as political revolutions and industrialization spread throughout the world, many women demanded more educational and political rights. Some women, such as Mary Wollstonecraft and Olympe de Gouges, published works that outlined why women should be granted more rights, and many women established organizational networks to demand political, educational, and labor reforms.• Global conflict to present (1914–present). Sample answer: During the era of global conflict, gender roles became more fluid as women in some parts of the world were granted suffrage and fought alongside men in world wars. Women under colonial rule often fought alongside men to demand independence, suffrage, and equal rights. Today, gender roles are less defined, but many members of the LGBTQI+ community continue to fight for equal rights.4. Historical evidence that’s used to support the frame narrative. Sample answer: Students could use historical evidence from articles and videos such as “Women and Families in Classical Society,” “Comparative Roles of Women in Rome and Han China,” “Babatha – Graphic Biography,” “Khanzada Begum – Graphic Biography,” “Oceanica, c. 1200–1450 CE,” “Medieval Women in Western Europe, c. 1000–1350 CE,” “Women in Song Dynasty China, 960–1279 CE,” “Sorqoqtani Beki – Graphic Biography,” Silk and the Song Dynasty, “Macuilxochitl – Graphic Biography,” “The Renaissance,” “Transatlantic Migration Patterns,” “Amonute – Graphic Biography,” “Sor Juana Inés de la Cruz – Graphic Biography,” “Sovereignty,” “The Enlightenment,” “Primary Sources – Revolutions and Nationalism,” “Ottilie Baader – Graphic Biography,” “A World Tour of Women’s Suffrage,” “Primary Sources – World War I,” “Decolonizing Women,” among others.5. Prediction of what will happen with this frame in the future—supported using historical evidence and what they know about the frame to date. Sample answer: My prediction for what the future might hold for the gender frame is that gender roles will be even less strictly defined, especially since many young people currently support the extension of human rights to all people, regardless of gender. Globalization and the interconnectedness young people feel through social-media networks will mean that gender roles will no longer be classified as strictly as they were throughout history.6. Be creative! It’s up to you whether students do this individually or in groups. Allow students to have some fun with this assignment! You might have them present a video, a poster, a voiced-over presentation, a game, a social media campaign—and they may have some great ideas of their own based on the frame they create. Be sure to give them the Build Your Own Frame Checklist so they have a clear understanding of the goals they are trying to meet with this activity. You can also use this to provide feedback on their work.
STUDENT MATERIALSSTUDENT MATERIALSS-1ACTIVITY – BUILD YOUR OWN FRAMEWORLD HISTORY PROJECT / LESSON 7.6 ACTIVITYPurposeHistory is all about narratives, and those narratives are created from a particular perspective. In this course, frames are used to tell three stories of the history of the world—the story of communities, the story of production and distribution, and the story of networks. In this activity, you will tell the history of the world from a frame of your choosing. This will reinforce the concept that all historical narratives are presented through a particular lens, and it will also give you an opportunity to think about the history of the world from the perspective or topic that is most interesting to you. We hope that doing so will be both memorable and motivating. ProcessIn this activity, you will create a frame of your own and you will be tasked with presenting the history of the world from that particular frame. What are frames and why do we use them? Think about this and discuss your ideas with your class. At this point in the course, you probably feel pretty comfortable with the three course frames: communities, networks, and production and distribution. Now, it’s time to create a new frame of your choosing, and then tell the history of the world via that frame. For example, you may want to talk about the history of the world from the perspective of sports. Or maybe from the perspective of food...or music...or art—the list goes on and on. Be creative and have some fun with your frame.Although the frame itself is your choice, there are a few requirements for this activity. Your frame narrative must have the following elements:1. Description/definition of the frame.2. Why you chose the frame.3. Frame narrative that describes the history of the world, and highlights at least three important time periods in history for your chosen frame, and what changed across those time periods. You can create your own periods based on your topic, but your frame should span the following periods: • Before the Columbian Exchange (pre-1492).• Columbian Exchange to the long nineteenth century (1492–1914).• Global conflict to present (1914–present).4. Historical evidence that’s used to support the frame narrative. 5. Prediction of what will happen with this frame in the future, supported using historical evidence and what you know about the frame to date. 6. Be creative! Your teacher will give you direction about the format for what you turn in. Be sure to look at the Build Your Own Frame Checklist before you get started so you have a clear understanding of the goals you’re trying to meet with this activity. Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Build Your Own Frame”, OER Project, https://www.oerproject.com/
Name:Date:Name:Date:STUDENT MATERIALSS-2ACTIVITY – BUILD YOUR OWN FRAMEWORLD HISTORY PROJECT / LESSON 7.6 ACTIVITYDirections: Review the following checklist before you begin work on your presentation. Review it again after you have finished. Be sure you have addressed each element in your final presentation. Presentation Title: Build Your Own Frame ChecklistAssignment componentDescriptionFeedback/NotesFrame ̈Frame is clearly defined. ̈An explanation of why the frame was chosen is provided.Frame Narrative ̈Narrative tells a story of the history of the world from the chosen frame, explaining how it changed over different time periods. ̈At least three time periods are included: • Before the Columbian Exchange (pre-1492)• Columbian Exchange to the long nineteenth century (1492–1914)• Global conflict to the present (1914–present)Evidence ̈Historical evidence is used to support the frame narrative. ̈Historical evidence is properly cited.Prediction ̈Provide a prediction of what will happen with the frame in the future. ̈Use historical evidence to support your prediction.Creativity ̈Project is presented in a creative way.