2.3: Textbook Analysis Lesson Ideas
- Page ID
- 81167
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Potential assignment: choose a subsection of your textbook about a historical “villain,” and identify (an) area(s) that seem to be “shortcuts” around a more complex, nuanced discussion; compose a replacement for the shortcut(s) that explores the system factors surround the individual actor who is emphasized.
Potential assignment: try to find a major historical moment in your textbook that is at no point reduced to a pair of mutually co-existent concepts (axis/ally (WWII), capitalism/communism (Cold War), Christian/Muslim (post-9/11), Indigenous/settler (colonization of Canada), men/women (women’s suffrage), black/white (civil rights movement), etc.). Hint: you may not find any.
Potential assignment: find a primary source pertaining to D.C. Scott (perhaps one of his poems, such as “The Onondaga Madonna”), and try to write a textbook bio on him from his own perspective (an auto-bio).
Potential assignment: compare a section of Chester Brown’s “Louis Riel: A Comic-strip Biography” with the section on Louis Riel in your textbook. Write a response to the following question: which do you find more holistically informative, and why do you feel that way?
Potential research assignment: choose a subsection of your textbook, and find a collection of primary source, subjective documents from the era that could potentially replace the textbook materials. Potential creative assignment: create a composite from these perspectives—a collective subjectivity as opposed to the historical objectivity of the textbook.
Potential assignment: find a piece of primary-source propaganda from each of two competing nations during a substantial historical event—e.g., USA and Germany in WWII, USA and Russia in the Cold War, even Israel and Palestine or North and South Korea if you’re feeling risqué—and compare/contrast these depictions to the description of the conflict in your textbook. Is the textbook more like one than the other? Are there any formal similarities?