Content Expectations: 7 Compare and evaluate competing …msdlane.weebly.com/uploads/7/3/6/1/7361500/unit_1_lesson... · 2020. 2. 5. · Content Expectations: 7 – H1.2.4 - Compare

Content Expectations:

7 – H1.2.4 - Compare and evaluate competing historical perspectives about the past based on proof.

Common Core State Standards:

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Historian

What Does History Mean?

Big Ideas • The word “history” has two meanings. • “History” can mean events that happened in

the past. • “History” can also mean an account of events

in the past. • An account of the past includes the selection

of specific events and the interpretation of those events.

• Historians select from events of the past and interpret their meaning to create historical accounts.

What Does History Mean?

Learning Targets: • I can conclude that the word “history” has two

meanings. • I can explain that “History” can mean events that

happened in the past. • I can explain that“History” can also mean an

account of events in the past. • I can defend that an account of the past includes

the selection of specific events and the interpretation of those events.

• I can describe that historians select from events of the past and interpret their meaning to create historical accounts.

11 historical event something that happened in the past Example: The American Revolution and the Constitutional Convention are both historical events.

(SS070103)

12 historical account

a representation of an event from the past Example: The description of the American Revolution in our history book is an historical account.

(SS070103)

13 History

events or accounts of events from the past Example: When people study history, they study about people and events of the past.

(SS070103)

14 historian

an expert in or student of history Example: The job of an historian is to interpret past events and interpret their causes.

(SS070103)

15 interpretation

an explanation of the meaning of something Example: Historical accounts offer an interpretation of historical events.

What Does History Mean? #1

1. Answer the questions on the next slide in your social studies notebook.

2. Share your thoughts with someone beside you.

3. Be prepared to share with the class and discuss your ideas.


Questions about History:

• What is history?

• How do people use the word “history”?

• What does it mean to study history?

• What do historians do?

• How is history like other courses you study?

• How is it different?

Social Studies Notebook Check • When I call your name, bring your social

studies notebook with you.

• This is what I will be looking for:

– That you are doing the writings

–That I can read your writing

– That your entries are dated

–That your entries are in consecutive order (one day after another)

–That you attempted to write complete quality sentences


1. Find the first full blank page in your SS Notebook. Begin here.

2. Write the date. Create a TITLE. 3. You will write a history of your first day of

school this year. 4. You will have time to work. I will give you

more time if needed. DO YOUR BEST! 5. LISTEN FOR YOUR NAME – bring your SS

Notebook with you to be checked. 6. You may include anything you want in your

history. 7. Do NOT exceed 2 pages. 8. IF YOU HAPPEN TO FINISH – READ SILENTLY

your own book or a Jr. Scholastic


Think about your account of The First Day of School.

Respond in your SS Notebook:

• Do you think our “histories”

about the same day in history

are the same?

• Do you think you included the same events

in your “history” as your classmates?

• Classroom Discussion


In your SS Notebook: create a list of words to represent the events you wrote about in Your 1st Day of School paper.

Taking turns you will:

• List the first day events on the board from your written responses.

• If we have repeats – put a tally mark next to it rather than writing it again.

• We will create a Wordle from our responses.

Class Tally

Class Wordles


Consider your personal events:

• Notice the differences among the listed events

• Reflect on the differences in personal accounts

• Notice the different perspectives


Remember:

• You all had exactly the same assignment.

• You all had to write exactly the same topic.

• You all had to write a history about exactly the same day in history

• Why did our responses differ?

–Respond in your SS Notebook

–Be prepared to share/ DISCUSS

Meow, meOW, MEOW!!!! My four legged alarm clock beats the mechanical one again. YUCK. I love that cat, but sometimes I just want to throw a shoe at her. So, I turned off the mechanical alarm and started getting ready: COFFEE! Eat breakfast, watch the weather, shower, do my hair and face, then throw on whatever clean clothes feel right. I was so nervous about my new students, but excited in a good way too because of the ones that I met at Open House. I wish I could remember all of the names and faces of the students I talked to, but it was so busy… impossible to remember. I arrived at school forty-five minutes early in order to prepare my room and myself. I had my PowerPoint ready for the first few days of school (So that I don’t forget stuff). There are usually several absent students which really gums up the organization because you can’t just move on – you keep going backwards.

My First Day of School

First, get the name cards done so that I can call people by their names, but some write unclearly – so it’s hard to read or they place their names behind the people in front of them – Then I can’t see it! Even though I show and explain, many don’t listen and I can’t read some their names. Frustrating! Next, the calling cards, even though I say write it in pencil – THEY USE MARKER – and it leaks through, so much for surprise. Let it go!!! Then time for the birthday card, it goes well, probably because it’s about them. Smile. Hopefully they listen when I call the months. Last year they didn’t, but this year went well. (However, I’m still trying to get kids from last month to get their cards and use them as bookmarks…) Finally, The Student Survey is passed out. I hear complains about “both sides?” For Pete’s Sake, what’s so hard – It’s all about them! Okay, next class, time to start all over again… and again, and again, and again…

My First Day of School (con’t)


• I will call your name alphabetically while your are working with your partner.

• Bring your SS Notebook to me opened to the pages of your written First Day of School.

• Listen for your name.

• Be ready.

“Comparing Our Histories…” #4

Step 1

*PARTNER WITH THE PERSON BESIDE YOU

Discuss your history of the first day with your partner.


*PARTNER WITH THE PERSON BESIDE YOU

Using the handout:

“Comparing Our Histories…” • Compare your histories with your

partner

• See if you have the same events listed


Step 2

AFTER SHARING YOUR HISTORIES…

1. Use the middle column to record events from the first day.

2. These should include events that you both identified, as well as events that only one of you identified.

3. You may need to create more boxes on the back of the paper.

4. (WRITE IN ALL EVENTS)


Step 3 1. Use the left and right hand columns to

identify who included the event in their history.

2. To do so, place a small check mark in the upper left corner of the cell to indicate whether you and your partner included the event.

3. Be sure to leave room in the cell for writing later on the lesson.

YOU – small check - left corner /left column

PARTNER – small check - left corner/ right column

INSTRUCTIONS #4

• Discuss your history of the first day with your partner

• Use the middle column to record events from the first day.

• These should include events that you both identified, as well as events that only one of you identified. (WRITE IN ALL EVENTS)

• Use the left and right hand columns to identify who included the event in their history.

• To do so, place a small check mark in the upper left corner of the cell to indicate whether you and your partner included the event. Be sure to leave room in the cell for writing later on the lesson.

• YOU – small check - left corner /left column

• PARTNER – small check - left corner/ right column


Historical Event versus Historical Account

An historical event is something that happened in the past.

Once it has occurred, we can no longer see it. Historical events happen once.

On the other hand, historical accounts are representation of past events.

Your history of the first day of school that you wrote was an historical account.


• Why were there different events described in your accounts of the first day of school?

• How can this be?

• You had the same day in history to work with, yet there are so many different historical accounts in the room.

Write a response, share, and discuss.


Go back to your partner.

-Select two events from the chart that you both included in your historical events

and compare your accounts of the same events.

-Record your differences in the columns on the handout “Comparing Our Histories.”

• What do you notice?

• Why do you think they are different?

Class Discussion: We need examples of events

that both partners included,

but the descriptions are different?

–GIVE US DETAILS SO THAT WE UNDERSTAND THE DIFFERENCES

LIST ON BOARD?


Same Event – Different Descriptions #7

1st hour Event Differences


2nd hour Event Differences


4th hour Event Differences






2nd hour Event Differences

• Getting Ready different order

• Classes different classes

• Teachers liked v. disliked

• Transportation bus/ car/ walk

• Friends old/ new

• Feelings positive/ negative/ not mentioned

• After school ASP/nap/ TV/video games/sport


3rd hour Event Differences

• People New friends/ old /teachers

• Classes different teachers/ times

• Breakfast at home/ school

• Transportation car/ bus/bike/walk/boarding

• Morning routine order of events

• Lunch cold/hot/ id card

• Feelings- shock/doubt/happiness/sad/nerves

• after school – videos/ASP/nap/HW



• People old friends/teachers/new friends

• Breakfast – ate different things

• Classes - different/teachers/times

• TV different channels

• Transportation -car/bus/bike/walked/board



• Classes different order/teachers/times

• Transportation – ride/bus/walk/bike/board

• Breakfast - cereal/milk/eggs/waffles/bacon/Toast/ pancakes/donuts/poptarts/OJ

• A.m. routine – dressed/hair/shower/teeth/pet/extras

• After school – video games/ASP/HW/outside

Nap/eat/ pets



• Morning Routine – waking up/teeth/hair/ shower/ dressed/

• Breakfast –cereal/toast/eggs/bacon/ at school/ pancakes/oatmeal/sausage/french toast/bagel/coffee/hot chocolate/donuts

• People – friends/ teachers/funny/acquaintances/new/principal

• Transportation – car/ bus/ride/bike/taxi/board/walk/skooter


THINK AND REFLECT: 1. Why, when we included the same events --

like the first day in history class – did we select different aspects of the event to include?

2. Do you think the selections and omissions were intentional?

3. What might have caused the differences in our accounts of the same event?


4. What role do you think a person’s perspective (point of view) has on how they view an event or series of events? How is this similar to how a person’s perspective influences the way they create a map?

5. How might one’s experiences influence their perspective of an event?


6. What if you loved school? Would your account of the first day of school be different than somebody who hated school? How might these different perspectives influence one’s account of the first day of school?

7. Considering the differences in accounts from this activity, why might it be problematic to only consider one account of an event when learning about history?

History Has Two Meanings # 8



• A video of an event is NOT the event but rather an account of the event.

• We will continue to work on this idea because it is IMPORTANT.

• When we watch a video – it is someone’s account of an event, but not the event itself.


Examples:

• The difference between a birthday party and the pictures of the party.

• The football game and someone describing the game later.

• A play during a hockey game and an instant replay of that play.

• A crime and the newspaper description of the crime.

Investigating an Event #9

This assignment needs to be completed for the next lesson.

• Select and investigate an event of interest to you.

• Brainstorm ideas on the back of your paper.

• If possible, I will get us one day at the computers. DO NOT WASTE TIME.

• Answer the questions on the handout.

• You will need to find two sources that contain different descriptions of the same event.

Investigating an Event #9

• Have a pencil, your SS Notebook, and the handout.

• Write your FULL NAME & HOUR AT TOP RIGHT

• Choose one event and investigate for 2 different perspectives (BASED ON FACTS)

• Fill in the Handout (Investigating an Event)

• YOU DO NOT HAVE TIME TO WASTE

• IF YOU ARE NOT WORKING… it is DUE at the END OF CLASS

• IF YOU ARE WORKING … If you do NOT FINISH it’s HOMEWORK (NF=HW) and DUE TOMORROW

QUESTIONS REMINDER

1. What do you think?

2. Why do you think that?

3. How do you know this?

4. Can you tell me more?

5. What questions do you still have?

WARM-UPS

Instructions:

1. Open your SS Notebook, locate your last entry. (No Notebook = USE PAPER)

2. SKIP A LINE

3. Write today’s date in the margin on the line where you’ll begin writing.

4. QUIETLY - Read the prompt, Think, ANSWER in complete quality sentences.

http://www.teachersdiscovery.com/current-event






WARM-UP ON PAPER

1. Get your paper off of the rolling cart

(in front of eno board)

2. PRINT NAME, HOUR, & DATE (9/29/14)

3. LOOK AT “1 Chart: That’s a Long Time”

4. Read, ANSWER QUESTIONS

5. AFTER DISCUSSION – turn papers in by rows & sections

What Can A Map Tell Us?

EXIT TICKET:

Discuss one way today’s lesson of understanding maps could be used in the real world.

NAME/HOUR


EXIT TICKET:

Discuss one way today’s lesson could be used in the real world

NAME/HOUR


EXIT TICKETS:

1. Write one thing you learned today.

2. Rate your understanding of today’s topic on a scale of 1 - 10. What can you do to improve your understanding?

3. Discuss one way today’s lesson could be used in the real world.

4. Describe one topic we learned today that you would like to learn more about.

5. One thing I didn’t understand.

6. Of the two strategies we learned today, which one did you find most useful? Why?

Documents

Content Expectations: 7 Compare and evaluate competing …msdlane.weebly.com/uploads/7/3/6/1/7361500/unit_1_lesson... · 2020. 2. 5. · Content Expectations: 7 – H1.2.4 - Compare