Flashback—M 8/20
(typo on your flashback sheet—see bolded below)
• Who was the
(3rd—not 1st)
President?
• Who wrote the
Declaration of
Independence?
• What year was it written?
• Why should we know
this?
Learner Outcomes:
• Analyze the speeches of Abraham Lincoln and
Martin Luther King Jr., and link how these speeches
help to explain how history is important.
• Explain significant events that have happened in
their life to be able to write a paper—their history.
Vocabulary 8/20
• Source—a book, statement, person, etc., supplying
information.
• Primary source—a firsthand or eyewitness account of an
event. Can be a written document, an artifact, a
photograph, music, film etc. (AUTOBIOGRAPHY)
• Secondary source—any document that describes an
event, person, place, or thing, usually not created in the
same period of time, but can be. (BIOGRAPHY)
• *note: Definitions slightly different than on your sheet,.. It
is ok.
Why Study History?
• Why Study History:
o http://www.youtube.com/watch?v=
vgmNkYUL_Cw
Core Content
Formation of Governments
SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order,
providing security and accomplishing common goals. DOK 3
SS-HS-1.1.2 Students will explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N.
Declaration of Human Rights, and U.S. Constitution). DOK 2
Constitutional Principles
SS-HS-1.2.1 Students will analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people;
the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution). DOK 3
SS-HS-1.2.2 Students will interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual
rights and promote the "common good.” DOK 3
Rights and Responsibilities
SS-HS-1.3.1 Students will explain and give examples how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another. DOK 2
SS-HS-1.3.2 Students will explain how the rights of an individual (e.g., Freedom of information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues,
environmental regulations, censorship, search and seizure). DOK 2
SS-HS-1.3.3 Students will evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors, paying taxes,
complying with local, state and federal laws, serving in the armed forces). DOK 3
Scarcity
SS-HS-3.1.1 Students will give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and
explain the impact of those choices. DOK 2
Economic Systems and Institutions
SS-HS-3.2.1 Students will compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security and growth in the modern world. DOK
SS-HS-3.2.3 Students will explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to
maximize income, savers and investors try to maximize return). DOK 2
Markets
SS-HS-3.3.1 Students will explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply—technology, cost of inputs, number of sellers: demand—income, utility, price of similar products,
consumers' preferences). DOK 2
Production, Distribution, and Consumption
SS-HS-3.4.1 Students will analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution and
consumption in the United States or the world. DOK 3
SS-HS-3.4.2 Students will describe and give examples of how factors such as technological change, investments in capital goods and human capital/resources have increased productivity in the world. DOK 2
SS-HS-3.4.3 Students will explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic
sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present). DOK 2
The Use of Geographic Tools
SS-HS-4.1.1 Students will use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's
Regions
SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, and rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a
specific place. DOK 2
Patterns
SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate
or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 3
SS-HS-4.3.2 Students will explain how technology (e.g., computers, telecommunications) has facilitated the movement of goods, services and populations, increased economic interdependence at all levels and influenced development of
centers of economic activity. DOK 2
Human-Environment Interaction
SS-HS-4.4.2 Students will explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods)
may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United States (Reconstruction to present). DOK 2
The Factual and Interpretive Nature of History
SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics,
geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).DOK 3
SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present. DOK 3
The History of the United States
SS-HS-5.2.1 Students will compare and contrast the ways in which various Reconstruction plans were approached and evaluate the outcomes of Reconstruction. DOK 2
SS-HS-5.2.2 Students will explain how the rise of big business, factories, mechanized farming and the labor movement impacted the lives of Americans.DOK2
SS-HS-5.2.3 Students will explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War. DOK 2
SS-HS-5.2.4 Students will explain and evaluate the impact of significant social, political and economic changes during the Progressive Movement (e.g., industrial capitalism, urbanization, political corruption, initiation of reforms), World War I
(e.g., imperialism to isolationism, nationalism) and the Twenties (e.g., economic prosperity, consumerism, women’s suffrage). DOK 3
RH9.10.1 – Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
RH9.10.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text
RH9.10.3 – Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them
RH9.10.4 – Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science
RH9.10.10 - By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently
Reading Standards:
RH9.10.4 – Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science
RH9.10.7 – Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text
Transition
Go over names—talk about
writing strategies and analyzing
speeches
Analyze—to examine carefully
and in detail so as to identify
causes, key factors, possible
results, etc.
Abraham Lincoln—Gettysburg Address
• Four score and seven years ago our fathers brought forth on this
continent a new nation, conceived in liberty, and dedicated to the
proposition that all men are created equal. Now we are engaged in
a great civil war, testing whether that nation, or any nation, so
conceived and so dedicated, can long endure. We are met on a
great battle-field of that war. We have come to dedicate a portion of
that field, as a final resting place for those who here gave their lives
that that nation might live. It is altogether fitting and proper that we
should do this.
• But, in a larger sense, we can not dedicate, we can not consecrate,
we can not hallow this ground. The brave men, living and dead, who
struggled here, have consecrated it, far above our poor power to
add or detract. The world will little note, nor long remember what we
say here, but it can never forget what they did here. It is for us the
living, rather, to be dedicated here to the unfinished work which they
who fought here have thus far so nobly advanced. It is rather for us to
be here dedicated to the great task remaining before us—that from
these honored dead we take increased devotion to that cause for
which they gave the last full measure of devotion—that we here
highly resolve that these dead shall not have died in vain—that this
nation, under God, shall have a new birth of freedom—and that
government of the people, by the people, for the people, shall not
perish from the earth.
• 1863
MLK Jr.—”I have a Dream”
• I am happy to join with you today in what will go
down in history as the greatest demonstration for
freedom in the history of our nation.
• Five score years ago, a great American, in whose
symbolic shadow we stand, signed the
Emancipation Proclamation. This momentous
decree came as a great beacon light of hope to
millions of Negro slaves who had been seared in the
flames of withering injustice. It came as a joyous
daybreak to end the long night of captivity…. Now
is the time to rise from the dark and desolate valley
of segregation to the sunlit path of racial injustice.
• 1963
How do they help explain
why history is important?
• I have a Dream
• “By beginning his speech with a reference to the past,
King made his point that history matters. What happened
long ago shapes how we live today. What he said next
made another point: We are not prisoners of the past. If
we can dream of a better tomorrow, it lies in our power to
shape the history to come.” HA textbook
• Gettysburg Address
• “In 1863, at the height of the Civil War, Lincoln had signed
the Emancioation Proclamation, freeing slaves in
Confederate States. Later that year, in his famous
Gettysburg Adress, Lincoln reminded everyone why
slavery must end
Analyzing—Take notes and put them in
your notebook
• Both start out with references to the past.
• Both emphasize learning from the past.
• Both emphasize using the past to shape the future.
How to write Essays—Essay Format
•
Introduction
o
o
o
•
Body
o
o
o
•
Create an interest – use your first sentence to get the reader’s attention.
Thesis Statement – ONE sentence that states the writer’s clearly defined opinion and outlines the topics of each body
paragraph.
Example: If your essay is on cats, your thesis could be: I like cats because they purr, they snuggle, and they eat
mice. You would devote a paragraph each to why you like cats: They purr (one paragraph), they snuggle (one
paragraph), and they eat mice (one paragraph).
Body Paragraph #1
• Topic Sentence
• Supporting statement 1 (proof, examples, quotes, etc.)
• Supporting statement 2 (proof, examples, quotes, etc.)
• Supporting statement 3 (proof, examples, quotes, etc.)
• Bridge sentence – transitions you into your next paragraph
Body Paragraph #2
• Topic Sentence
• Supporting statement 1 (proof, examples, quotes, etc.)
• Supporting statement 2 (proof, examples, quotes, etc.)
• Supporting statement 3 (proof, examples, quotes, etc.)
• Bridge sentence – transitions you into your next paragraph
Body Paragraph #3
• Topic Sentence
• Supporting statement 1 (proof, examples, quotes, etc.)
• Supporting statement 2 (proof, examples, quotes, etc.)
• Supporting statement 3 (proof, examples, quotes, etc.)
• Bridge sentence – transitions you into your next paragraph
Conclusion
o
o
o
Restatement of thesis
Restatement of your topics (you don’t have to make separate sentences for each)
Go beyond a summary. Try to end with something that will have an impact in a final sentence or two.
What is Your History?—Essay
• Ms. Hall’s thesis:
o The three most significant educational moments in my life
were graduating from high school, graduating with my
Bachelors and graduating with my Masters.
• Work on your essay outline handout.
• Brainstorm individually. Individual work
means NO talking!
• Finish Outline for Homework if not done in
class.
Exit Slip—M 8/20
• What are the main ideas in both
speeches that we read today? How
do they help explain how history is
important?
Flashback—T 8/21
• Who was the 16th President?
When did he serve his term? What
war was fought to gain
independence?
Learner Outcomes:
• Explain what historiography is and be
able to analyze different historical
interpretations.
Vocabulary 8/21
ohistorical interpretation—historical
events are described from different
points of view
ohistoriography—the narrative
presentation of history based on a
critical examination, evaluation, and
selection of material from primary and
secondary sources and subject to
scholarly criteria. AKA studying how
history is studied!
Historical
Interpretation—and
Historiography
• Write one paragraph about your own interpretation
about a historical event.
o We will compare our interpretations to understand why it is
important to study history and understand what point of view it is
coming from.
• We will decide on the event as a class.
• This will be a timed activity.
“Your History” Essay
• You should have already completed your outline.
• Start turning your outline into the 1st draft of your
paper.
Exit Slip—T 8/21
• Why do we need to use historiography? What can
analyzing sources tell us?
• To find out different interpretations
• To see if sources are reliable
Flashback—W 8/22
• What is the first amendment? Where
are the first 10 amendments found?
Why is it important to have our laws
written down?
• Guarantees basic rights such as freedom of speech,
religion, press, petition, assembly
• Bill of rights
• Can’t be changed or misinterpreted
Learner Outcomes:
• Differentiate between different historical
perspectives by reading 3 different historical
accounts but referring to the same pictures.
• Analyze which “interpretation” fits the historical
interpretations the best.
Vocabulary 8/22
o point of view--An attitude or standpoint, how one sees
or thinks of something.
o opinion—a belief or judgment not necessarily based in
fact
o bias—mental tendency or inclination; an irrational
preference or prejudice
o chronology--arranging time in periods and
determining the dates and historical order of past
events.
Christopher Columbus
3 Readings and a handout
• Washington Irving: Columbus as Mythic Hero
• Samuel Eliot Morison: Columbus as Master
Mariner
• Kirkpatrick Sale: Columbus as Overrated
Hero
• Work in Groups
“Your History” Essay
• If you have not finished the first draft of your essay
today, it should be completed for homework.
• Peer Review
Exit Slip—W 8/22
• What were the different viewpoints about
Columbus that we analyzed today? Why is it
important to know who is writing what you are
reading about history?
Flashback—R 8/23
• What is historiography and what is historical
interpretation? What are some tools/sources that
historians use to study history?
• Different points of view
• Check the reliability of sources—combine
interpretations
• Sources—primary and secondary
Learner Outcomes:
• Explain the four reasons why people study history.
• Provide real life examples of reasons to study history.
• Finish Essay to describe “my history”
Vocabulary 8/23
o Evidence—that which tends to prove or
disprove something; ground for belief; proof.
o Artifact—a handmade object, as a tool, or the
remains of one, as a shard of pottery,
characteristic of an earlier time or cultural
stage, especially such an object found at an
archaeological excavation.
Notebook QUIZ
• Please write on your own sheet of paper—I will
project the questions on the screen.
• You DO NOT have to re-write the questions (unless
you want to)
Continue working on
your essay
• IT NEEDS TO BE TURNED IN TODAY!!!!!
Exit Slip—R 8/23
• What do you think is the most important reason to
study history? Why?
• What was your favorite thing, activity, or topic in this
unit? What could make the next unit better?
Four Reasons to Study
History
History helps us develop
empathy for others
• empathy: the ability to imagine oneself in another's
place in order to understand the person's feelings,
desire, ideas, and actions.
• It involves more than just feeling sympathy for other
people.
• "walk in other people's shoes“
• History makes us aware of problems, sorrows, joys, and
hardships faced by people in other times and
• places. As that awareness grows, we have a better
chance of understanding our own
• experiences—both good and bad.
History makes us better
thinkers
• The process of investigating what happened long
ago involves analyzing evidence and
• making judgments about what sources are
credible. It also requires evaluating different points
of view about what is important and why.
• These are all essential critical-thinking skills, not just in
the history classroom but also in life. You will need to
exercise these skills whenever you make an
important decision about your own future.
History teaches us to
avoid errors of the past
• "Those who cannot remember the past are
condemned to repeat it."
o Spanish philosopher George Santayana
• The more we learn today about the errors of the
past, the better chance we have of avoiding them
in
• the future.
History is interesting!
• For decades, screenwriters and moviemakers have
mined history for good stories and brought them to
life on screen. Even movies that do not seem
particularly historical are often based in part on
historical events or settings.
• At a deeper level, figuring out the what and why of
historical events is a lot like solving a puzzle or a
mystery.