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World History and Geography

From 1450 A.D. to the present

Thomas Andrufski, [email protected] [email protected] ASU office: 828.262.2269 Cell: 704.984.1800

mailto:[email protected]


http://www.abspd.appstate.edu/

Workshop Focus: This course will focus on building ASE SS 4 World History and Geography content knowledge adult students need for adult secondary education, college, and career success.

Workshop Goals: Understand the dimensions of historical thinking to analyze events Understand concepts necessary to successfully complete adult high school

courses and pass high school equivalency exams Identify course content requirements based on Standards Analyze pictorial and graphic information Understand what instructors should know and be able to do to deliver

effective instruction Know how to use technology to enhance learning Know where to locate supplemental resources Use the adult education standards for Literacy in History/Social Studies

Workshop ScheduleMorning Session:

8:30 – 9:45 Welcome & Using Multimedia in the classroom: Persistence: What motivates you becomes who you are

(history) Quick review of the NC ASE World History Standards

(Handout) What going on in the classroom? How the Internet can help in teaching World History Using

maps and timelines9:45 – 10:00 Break

10:00 – 11:45 Thinking how history is reported: Cognitive dissonance and how it affects your view on

history Why good research is important in understanding World

History Timeline: 1450-1749: Reformation & Exploration

11:45 – 12:45 Lunch (Please be back at the designated time! We will start on time)

Afternoon Session:

ASE SS 4 World History and Geography Participant Notes, August 2014 2

12:45 – 2:00 Applying World History in the Classroom: World History Standards implemented in the classroom Putting the social back in social studies Timeline: 1750-1913: The Age of Revolution

2:00 – 2:15 Break

2:15 – 3:40 Applying World History in the Classroom continued:

1914-2013: Technology and Superpowers

3:40 – 4:00 Resource sharingTraining calendarTakeaways and evaluation

Where Can I Find this Packet?

It’s OK to write in this packet! You can find everything from this workshop at: abspd.appstate.edu

Look under teaching resources!

Where Can We Ask Questions About GED 2014?

Email questions to: [email protected]

Let’s Greet…Your name?Your position and organization? What are your goals for this class?What are your goals in life? What motivates you? If you could wave a magic wand, what would your future be?Persistence! (Handout)Definition of History What has happened: the past events of a period in time or in the life or development of a people, an institution, or a place



http://abspd.appstate.edu/

North Carolina Essential Standards http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/world.pdf

Adult Secondary Education Social Studies - World History CourseThe World History course will address six (6) periods in the study of World History, with a key focus of study from the mid-15th century to present.The Essential Standards for this course have been written to the levels of cognitive processing outlined in the Revision of Bloom’s Taxonomy of Educational Objectives (RBT).

The desired outcome of this course is that: Students develop relevant enduring understandings of current world issues

and relate them to their historical, political, economic, geographical and cultural contexts.

As students examine the historical roots of significant events, ideas, movements, and phenomena, they encounter the contributions and patterns of civilizations of the past and societies around the world.

Students taking this course will broaden their historical perspectives as they explore ways societies have dealt with continuity and change. This is exemplified by concepts such as civilization, revolution, government, economics, war, stability, movement, technology, etc.

Let’s quickly review NC Adult Secondary Education World History Standards (Handout)

-What are some of the key words repeated throughout the objectives?

Students Learn Best When They:

Connect new content with what they already know

Link content with their own lives and contemporary issues


http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/world.pdf

http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/world.pdf

Actively engage in posing questions and coming to their own conclusions

Have multiple opportunities to study the same content. This builds the brain’s neural pathways.

Talk with their peers to help to create ideas and points of view

Use multiple modes of learning: visual, movement, verbal, social

Use reading and study strategies they have been taught

Source: (Bransford, Brown, & Cocking, 1999; Guthrie & Davis, 2003)

What going on in the classroom?(I know the following cartoon is about church but it makes a good point)

The Cornell method provides a systematic format for condensing and organizing notes. The student divides the paper into two columns: the note-taking column (usually on the right) is twice the size of the questions/key word column (on the left). The student should leave five to seven lines, or about two inches, at the bottom of the page.

Notes from a lecture or teaching are written in the note-taking column; notes usually consist of the main ideas of the text or lecture, and long ideas are paraphrased. Long sentences are avoided; symbols or abbreviations are used instead. To assist with future reviews, relevant questions (which should be


recorded as soon as possible so that the lecture and questions will be fresh in the student's mind) or key words are written in the key word column. These notes can be taken from any source of information, such as fiction and nonfiction books, DVDs, lectures, text books, etc.

Within 24 hours of taking the notes, the student must revise and write questions and then write a brief summary in the bottom five to seven lines of the page. This helps to increase understanding of the topic. When studying for either a test or quiz, the student has a concise but detailed and relevant record of previous classes.

When reviewing the material, the student can cover the note-taking (right) column while attempting to answer the questions/keywords in the key word or cue (left) column. The student is encouraged to reflect on the material and review the notes regularly

Wong, Linda (2014-01-01). Essential Study Skills (8 ed.). Cengage Learning. p. 288. ISBN 1285430093

The following Cornell Notes template provides space on the left for key ideas, details on the lines to the right and summary of ideas on the bottom. You can make copies.



How the Internet can help in teaching World History

Using Maps & Timelines

Cognitive Dissonance and how it affects your view on history (Why we sometimes get it wrong)

Definition: Cognitive Dissonance refers to a situation involving conflicting attitudes, beliefs or behaviors

The Fox and the Grapes


• This example follows a pattern: • One desires something, • Finds it unattainable, • And reduces one's dissonance by criticizing it

Why is all this important? ___ ___-___ ___ ___ ___ ___ ___

Studying Bad History 1. When was it created?2. Who created it?3. Why?4. Who was/is the intended audience?5. Did the intended audience include powerful people and institutions?6. Who is left out?7. Are there problematic words or symbols that would not have been used

today?8. How was it received?9. What does it leave out about the heroes?10. Is the presentation accurate?

Can you think of places in history Cognitive Dissonance played a role?-Shakespeare?-Birth of Christ & the three wise men?

Looking Through The Lenses Of Social Studies:http://ssnces.ncdpi.wikispaces.net/file/view/A%20Few%20Lenses%20of%20Social%20Studies.pdf/500234780/A%20Few%20Lenses%20of%20Social%20Studies.pdf

Why good research is important in understanding World History

Exercise: Share some stories with your neighbor (Accuracy)

Key Turning Points in World History ASE SS 4 World History and Geography Participant Notes, August 2014 9

http://ssnces.ncdpi.wikispaces.net/file/view/A%20Few%20Lenses%20of%20Social%20Studies.pdf/500234780/A%20Few%20Lenses%20of%20Social%20Studies.pdf

http://ssnces.ncdpi.wikispaces.net/file/view/A%20Few%20Lenses%20of%20Social%20Studies.pdf/500234780/A%20Few%20Lenses%20of%20Social%20Studies.pdf

1450-1749: Reformation & Exploration


Applying World History in the ClassroomASE SS 4 World History and Geography Participant Notes, August 2014 11

Historical Figures exercisehttp://www.bbc.co.uk/history/historic_figures/

Putting the Social Back in Social Studies

Three aspects of instruction---content, learning, and outcomes1. Putting the social back in content means re-establishing human beings as the

central subject of social studies—their lives and stories, their triumphs and abysmal failures, the enduring dilemmas embedded in the study of family and society over time.

2. Putting the social back in learning means creating learning environments and using instructional practices that are compatible with the natural recurring cycle of learning in human beings.

3. Putting the social back in outcomes means incorporating into your curriculum challenging problems, authentic experiences, and real-life tasks that have consequences in the community or world, and teaching your students to accomplish them.

The Learning CycleAWARENESS EXPLORATION INQUIRY ACTION

AWARENESSIdea shows up on mental radar and

EXPLORATIONBroad spectrum

curiosity

INQUIRYDirect intense

focused

ACTIONUse of new knowledge


http://www.bbc.co.uk/history/historic_figures/

captures interest investigationglimpse

sniffglance

stumble uponcatch your eye

eye-openerencounterbump into

confronted bysense possibilities

wonderpuzzled

intriguedfirst impressions

browsepokeprod

snooprummage

surveysampleprobe

siftseek out sources

wanderdead ends

askgather data

analyzechallengequestion

compare and contrastresearch

testpick brains

obsessrefine sources

digcontact expertsbecome experts

teachpresent

write and publishdemonstrate

inventadvocate changecreate visual art

compose and performpresent

dramatizationdebate

organize social action

launch campaign

The four basic problems that mankind has faced over time:

How do we survive?

How do we thrive?

How do we evolve?

What causes us to devolve?

Effect Cause thinking

Always ask students, “What problem were people trying to solve when they came up with this?”

1750-1913: The Age of Revolution





Applying World History in the Classroom Continued:

1914-2013: Technology & Superpowers








Some cool resources:

1. Adding Machine TimelineDo some preliminary work in the classroom. Brainstorm with the students a list of 10 to 20 major events or eras in world history over the past 3,000 years, along with the corresponding dates. Create a list that includes those events you will be studying in class. Explain that their 15-foot timelines will be divided into centuries and assist them with the math as they calculate five feet for each thousand years and then six inches for each century. Take the students out into the hall or into the gymnasium or cafeteria, where they can spread their timelines out on tables or the floor. Assist them as they mark their timelines into centuries and then write the historical items from the list onto the timelines. Provide rubber bands so students can roll up their timelines and keep them for later use.

2. Meet the PastAs a preview to the material they will be covering during class, give students the opportunity to "time travel," gathering some basic information about famous individuals who lived in the time periods you will be studying. Provide each student with a photo or copy of a portrait of one famous person from history. Using basic sources, such as their textbooks, encyclopedias or an web site such as the one listed in the Resource section, ask students to fill out a data sheet on these individuals. The data sheet should include the individual's name, dates of birth and death, country of origin, major accomplishments or actions, the individual's major impact on history, famous quotes and whatever other information you choose.Ask students to post the pictures and data sheets in a designated spot in the classroom. Then when you are studying the time period during which each of these individuals lived, have the students who created the data sheets "introduce" them to the class. For example, Jason, who prepared a data sheet on Julius Caesar, will introduce the famous Roman to the class by describing the information on his data sheet.

World history class is not always the most exciting class for students. Luckily, there are many ways to spice it up to make learning fun for students. Involving students in classroom projects is a valuable tool that not only gives students hands-on experience, but also helps them to do research and gain further interest in the topics being taught in history class.

3. Living History MuseumHave students partake in teaching each other a history lesson by creating a living history museum. Divide students into groups and assign each group a significant event in history to recreate with the use of costumes, props and a story. Each student then does her research on her event, makes or buys her costumes, builds her props and then sets it up in front of the classroom. Each group will have a narrator to narrate the scene by telling the class about the event while the other students remain still in their scenes.

4. Create an AdvertisementDivide students into groups and assign them a technological advance in history. The students must create an advertisement for this advance. The advertisement


has to include a color picture of the advance and must list why people should be interested. It will also list a price, what the technological advance does, and a made-up quote from a customer who would have been alive during the time period. The ad should only be one page and fit a magazine or newspaper. You can either have the students present their advertisements in front of the class or simply hand them in to be graded.

5. History Instant MessagesDivide students into pairs. Assign each pair a character from history and an event that took place involving the given characters. Students must then create an instant messenger log/conversation that took place between the two characters. Each log must include screen names for each person, contain at least ten lines from each character, discuss the event assigned in detail in order to demonstrate adequate knowledge of said event, show each figure's opinion about the event and use Internet lingo (lol, smh, etc.) and similes where appropriate.

6. Travel BrochureAssign students a place that they studied during the year in world history class. Each student must then create a six-section travel brochure for his location. The first section will list the name of the location and a picture. Section two will list the important events that have taken place at the location. The third section must list a specific site for tourists to see, as well as a description of the site. A fake amusement park will be presented in section four. Each student must provide a name of the park as well as a description of rides and games at the amusement park. Section five includes accommodations and dining. Include the hotels available and types of cuisine offered at the restaurants. Section six serves to persuade tourists that the culture at the location makes it fit for a vacation spot and encourage them to book their vacation today.

7. Historical MeetingFor this project, students pick a name out of a hat of a historical figure; someone who was important or instrumental during a specific time or event in world history. Students are then randomly paired up with a partner. The pairs must come up with a skit of a conversation that the two historical figures would have if they were able to meet. For instance, what would Julius Cesar say to Winston Churchill if they could meet? Encourage the students to think about what the two would have in common, based on what they have learned so far. Give the students a few days to do additional research to enhance their skits. Skits can be funny, sad, and thought-provoking or whatever tone the students choose to take.

8. Perspective JournalHave the students write in a journal about their life if they lived in a certain time and place for week. Each day they should write from the perspective of a different class level. For instance, if you are doing a unit on medieval times, one journal entry could be from the perspective of a peasant, the next day the journal entry could be


from the view of a king. Another day could be from the perspective of a knight, another could be through the eyes of a castle worker. Have the student share the journal entries in the beginning of class.

9. World History Team JeopardyThis activity is ideal for when the students need to get ready for a big test. Divide the class up into two teams and draw a Jeopardy-style game on the board with headings based on the units that will be covered in the test. Just like in the television shows, each category should have points for each level of question. Keep it simple with 5, 10, 15, 20, and 25 point question levels. Provide each team with a buzzer from a board game or a bell, and play the game as on the television show. The teams should consult with each other before buzzing in with an answer. You can incorporate double Jeopardy points if you would like as well. Give them a tough final Jeopardy question that the students can wager their point’s on.

10. Guess Who?This game would also work well as a review. Describe a time, place, or person in world history with only three clues. The students have to try to figure out who or what you are referring to, then race to the board to write out the answer. If they get it correct, they win a point or piece of candy. The students can use their history books or clues around the room if they need to. You can give the clues all at once or separately to challenge the students to really think.

Read more: http://www.ehow.com/info_8029979_high-school-world-history-activities.html

Read more: http://www.ehow.com/info_7923546_world-history-classroom-projects.html

Read more: http://www.ehow.com/way_5557507_classroom-projects-teaching-world-history.html


http://www.ehow.com/way_5557507_classroom-projects-teaching-world-history.html

http://www.ehow.com/way_5557507_classroom-projects-teaching-world-history.html

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http://www.ehow.com/info_7923546_world-history-classroom-projects.html

http://www.ehow.com/info_8029979_high-school-world-history-activities.html

http://www.ehow.com/info_8029979_high-school-world-history-activities.html

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abspd.appstate.eduabspd.appstate.edu/sites/abspd.appstate.edu/files/inst_… · Web viewHow the Internet can help in teaching World History Using maps ... key word column. These