LaunchPad Solo for Bedford/St. Martin's, The Bedford Digital Collections for Women's History

Document created by Digital Support on Jan 25, 2017Last modified by Digital Support on Oct 18, 2017
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The Bedford Digital Collections contains resources for you and your students. In this tutorial, we'll take a detailed look at both types separately. Let's begin with student resources. Click the following link to go to the landing page of the Bedford Digital Collections for Women’s History.


What resources are available for my students?

From the Bedford Digital Collections home page, click on one of the document projects. You'll see a list of project elements available to your students. We'll now take a closer look at each.


Click on the image to zoom in.
 

Learning Objective

Each project begins with a learning objective to help students focus on the central questions they should be able to answer after reading or viewing the documents in the project.

 

Introduction

The introduction provides a brief overview of the project topic and highlights the significant concepts the documents address.

 

Historical Background

The Historical Background page extends the introduction and offers historical context for the primary sources as well as a timeline so students can see a chronology of major events relating to the project topic.

 

Primary Sources

Each project in the Bedford Digital Collections contains 5-7 primary sources centered on a single topic. The projects include both written and visual sources; facsimiles of the original documents are shown where available. Document-specific short-answer questions follow each source.

 

Quiz

You can hold your students accountable for reading the primary documents by assigning the multiple-choice quiz in each document project unit. The quizzes are auto-graded and report to a gradebook within the Bedford Digital Collections.

 

Project Questions

Short-answer Project Questions follow the multiple-choice quiz and ask students to analyze the key concepts in the documents, address the strengths and weaknesses of different source types, and demonstrate how the documents fit in with the political, social, and cultural events of the time in which they were created. The central question from the top of the project unit is also repeated here.

 

Additional Assignments

Suggestions for additional assignments accompany each document project, including online research projects, short paper assignments, visual presentations, and creative writing exercises.

 

Additional Sources for Research

Each project ends with a short bibliography of suggested sources for additional research.

 

Primary Sources - Additional

In addition to the primary sources for each document project, we selected even more primary sources for you to use in your course if you wish. You can access the additional sources by clicking on Browse Resources for this Unit at the top of the document project or by clicking on the Resources icon on the left side of the homepage and then choosing Content by type.

 

What resources are available for instructors?

Rubric for Grading Essay-Based Assignments

Visible to both students and instructors, the Rubric for Grading Essay-Based Assignments identifies basic criteria for writing an effective historical essay and provides a numbered tier system for evaluating the quality of students’ work. You can access the rubric in the Resources menu.


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