Monday, October 19, 2015
RESEARCH your Oral History Era/Event and write a
2-paragraph, research-based summary with 2+ sources
(save file, do NOT print yet!)
HW: Complete World War I Socratic Circle preparations (questions 1-3)
Finish Ch. 22-25 summary notes (plus Ch. 11 section for your assigned chapter)
“Lost Battalion” worksheet (MOST of the 21?s OR a thoughtful 2-day summary & reaction)
Tuesday, October 20, 2015
HW: OHP research and interview planning
LATE World War I “stuff?”
*Socratic Cirle Prep (ques. 1-3) “filled?”…15 points (25 total)
Did you complete ALL History Alive! Ch. 22-25?...20 points
“The Lost Battalion” movie reflection...15 points
Socratic Circle Performances begin Monday, 10/26/15!
Wednesday, October 21, 2015
1) WATCH two videos from Robinson SHARES:
Preparing for interview/doing research
AND
Writing Interview Questions (Script for Interview)
2) Continue your preliminary RESEARCH on OHP Era/Event.
Enhance your research-based summary & add to your collection of sources…
(save file*, do NOT print yet!)
3) Prepare a minimum of 6 interview questions (at least 2 of each kind)
*Include questions AFTER research summary & documented sources
HW: Continue OHP research & interview questions
Thursday, October 22, 2015
1) Complete preliminary RESEARCH summary* with 4+ sources…
2) Enhance interview script to 10+ questions
*Include questions AFTER research summary & documented sources
3) WATCH final video from Robinson SHARES:
Conducting the Interview
4) Visit Schoolwires and Create/Join BrainPop!
U.S. History II…mrobinso73
HW: Print TWO copies of OHP research & interview questions
Components of the OHP PRODUCT
I.
Introduction (give detailed background info of the time period: Cold War, WW II,
1950’s culture, Vietnam, etc. …include timelines, maps, images, video clips, etc.)
Monday through Thursday (research & interview prep)
Friday is Collaboration DayPRINT two copies of file containing RESEARCH summary
(3+ sources of minimum 5 req’d.) and 6+ interview questions (of 10-15 ? script)
II. Body: Explain person’s experiences related to your time period (era or event) in
detail (results of most of your interview questions should be included)
Interview “season” opens next week!
III. Comparison Section: Compare the interview information to your own knowledge
of the time period, including as much historical detail as possible (cited sources!)
(Demonstrate understanding of interviewee’s experience in historical context)
Interview should be “done” no later than 11/22!
IV. Conclusion: Summarize the effect that the era or event had on your interviewee’s life
(Write a thank you letter to you interviewee & consider sharing a copy of your product)
OHP product due on or before Tuesday, 12/1!
Create a “research file” today!
Open ROBINSON Shares folder and find OHP research WORD file
Collect images & text as you VISIT these websites*…collect things that might be HELPFUL for OHP
• Textbooks?
History Alive! and/or The Americans
• Reliable & suggested sites…Schoolwires
*Lenape Library research databases
*ABC-CLIO
most .org, .edu, and .gov sites are OK!
*http://www.history.com/
*Flow of History
*CHECK OUT THESE THREE!
• Copy, paste, and SAVE “anything” that looks useful or interesting
HUNT & GATHER…then write a 2-paragraph research summary, including two
specific sources!
OPEN Robinson “Shares” Folder:
OHP Preliminary research and planning file
ADD your name OHP & Period # and SAVE file TODAY!
SAVE this file to your network space AND your flashdrive
TODAY with your name, OHP & Period #
This file will include at least two carefully TYPED paragraphs
about your era or event. (cite sources…NoodleTools?)
LATER this week (WED-THUR), you will ADD interview questions and MORE
research sources (5+ by the end of the project).
The file with 6-10+ interview questions, plus 3 or more research sources
will be PRINTED and READY for Collaboration Day on Friday, 10/23.
-Period 6 will have alternative date(s)
What is Oral History?
• http://youtu.be/6sOmEpj2STM
(For HOME use ONLY)
• ALL the videos are saved in OHP file in Robinson SHARES folder
Getting Started on the Oral History Project
• http://youtu.be/cVPaiJpBDW4
Preparing for the interview and doing individual research
• http://youtu.be/MYx326QU_oo
Writing Interview Questions and a Script for the Interview
• http://youtu.be/9RjxqXAT9Jc
Period 6: Thursday, October 22, 2015
1) Complete preliminary RESEARCH summary* with 4+ sources…
2) Enhance interview script to 10+ questions
*Include questions AFTER research summary & documented sources
3) WATCH final video from Robinson SHARES:
Conducting the Interview
4) Collaboration Day (2 copies of research* & interview*)
10 OHP core assessment points?
(10 minor points EACH)
HW: Prepare for Socratic Circle: READ Ch. 22 (Ch. 11, Sec. 1)
Conducting the Interview
• http://youtu.be/p1zinUXYEKs
Weiderhold’s Question Matrix
http://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htm
The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how.
The questions in the top rows of the matrix are knowledge and information questions.
The lower rows are questions that require analysis, synthesis and evaluation.
C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\Weiderhold Question Matrix.doc
Present
Event
Situation
Choice
Person
Reason
Means
What is?
Where /
When is?
Which did?
Who is?
Why is?
How is?
Past
What did?
Where /
When did?
Which did
Who did?
Why did?
How did?
Possibility
What can?
Where /
When can?
Which can?
Who can?
Why can?
How can?
Probability
What
would?
Where /
When
would?
Which
would?
Who would? Why would? How would?
Prediction
What will?
Where /
When will?
Which will?
Who will?
Which
might?
Who might? Why might? How might?
Where /
Imagination What might? When
might?
Why will?
How will?
Q-Matrix
Event
Person/Group
Reasons
Results
What is ...?
Who is...?
Why is...?
How is...?
What did...?
Who did...?
Why did...?
How did...?
What will...?
Who will...?
Why will...?
How will...?
What might...? Who might...?
Why might...?
How might...?
Research & Interview Script REMINDERS
• All questions should be short, easy-to-understand, open-ended, & neutral
(AVOID one-word answer ?s, leading questions, or overly complex ?s)
• 2-3 “intro” questions…biographical ?s…do NOT start with a historical question!
• You MUST include 2+ questions that are based directly on your research!
(Advanced OHP products have at least 5 direct quotes/comparisons (person’s testimonyresearch)
• 6-8 “body” questions about the historical era or event are expected
• Arrange ALL questions in chronological order
• 2-3 “thought” questions are required (compare to today?)
• ASK, “What would you like my classmates to remember about this event/era?”
• 10-15 TOTAL questions…SEND to interviewee BEFORE interview…ADD topic and person’s name
Sample Interview Script
Who is this person?
• Please state your name, hometown, and date of birth.
Introduce yourself & BRIEFLY describe your biographical
information.
• Why did you choose to join West Point and the army?
• How did your training prepare you for the coming conflict in
the Middle East?
Sample Interview Script
Why is this person an “expert,” or at least
a good “witness” for your era or event?
• Describe your first memory of when heard about
the conflict in the Mideast that led to the 1st Gulf
War?
• EXPLAIN whether you believed at the time that
the US would become involved in the conflict.
• During the 1st Gulf War, what was your rank and
job?
• What kind of combat did you experience during
the war?
Sample Interview Script
Why is this person an “expert,” or at least
a good “witness” for your era or event?
•
•
•
•
SECOND SET of “meaty” questions…
What was the most important military action
in your mind that you took part of?
What events in the war stand out as the most
significant to you?
Did you earn any honors, and if so, why?
How did mass media and the news portray
and react to the 1st Gulf War?
Sample Interview Script
What “lasting impressions or impacts” are
there related to his/her experience?
•
•
•
•
Conclusions & Closure
How has the 1st Gulf War impacted your life
since?
How do you believe the United States has been
impacted since the 1st Gulf War?
If a situation like the 1st Gulf War or the events
leading up to it occurred, how do you believe the
US would react now?
Could you please summarize the overall
experience of the 1st Gulf War?
Student actively works with peers and contributes to
their success.
Complete the “collaboration checklist” based on your partner’s OHP
work that is observed.
You will receive *written feedback on the form at the end of class.
*Staple to your partner’s work & be prepared to share & discuss “later.”
OHP Collaboration
Objectives
Students will explore & discuss the following:
How do my questions and progress compare to my peers?
How can we improve our OHP work?
Requirements
1) research summary with documented sources (3-5+)
2) interview script with 10-15 questions
Evaluation
Productive & respectful participation EARN up to 10 pts
toward FINAL OHP grade IF BOTH requirements are
complete (checkpoint is 10 points EACH for 1st m.p.)
Collaboration Student actively
works with peers
and contributes to
their success.
10-9
Student collaborates
with peers but has
minimal impact on
their success.
8-7
Student has
minimal
collaboration with
peers.
6
(MAKE-UP session required if absent!)
Student does not
collaborate with anyone.
5-0
_____/10 points
Criteria
Advanced
Proficient
Basic
Below Basic
Interviewee’s
experience
Demonstrates sophisticated
understanding of interviewee’s
experience in historical context.
Demonstrates understanding of
interviewee’s experience in
historical context.
Demonstrates little to no understanding
of interviewee’s experience in historical
context.
-Highly informative & engaging
retelling of interviewee’s story
35-32
-Informative & engaging
retelling of interviewee’s story
31-25
Demonstrates sophisticated
understanding of the historical
time period.
Uses 5 or more sources.
Multiple citations in MLA format
Demonstrates understanding of
the historical time period.
Uses 3 – 4 sources
Citations in MLA format
Demonstrates limited
understanding of
interviewee’s experience in
historical context.
-Attempts to retell
interviewee’s story (minimally
engaging and/or informative)
24-20
Demonstrates limited
understanding of the
historical time period.
Uses 2 sources
Material is cited
-Excellent analysis of research
compared to participant’s
testimony (displays many
insightful “connections”)
35-32
-Analysis of research compared
to participant’s testimony is
satisfactory (displays insightful
several “connections”)
31-25
-Inadequate analysis of
research & participant’s
testimony (displays few
insightful “connections”)
24-20
-Little or no analysis of research or
participant’s testimony (displays no
meaningful “connections”)
19-0
Student actively works with
peers and contributes to their
success.
10-9
Student collaborates with peers
but has minimal impact on their
success.
8-7
Student has minimal
collaboration with peers.
Student does not collaborate with
anyone.
Media chosen is highly effective
in engaging and connecting to
audience.
Media chosen is effective in
engaging and connecting to
audience.
Media chosen is somewhat
effective in engaging and
connecting to audience.
6
Media chosen is ineffective in engaging
and connecting to audience.
Questions, bibliography and
product show limited control
of grammar, mechanics, and
spelling.
6
Questions, bibliography, and product
show minimal control of grammar,
mechanics, and spelling.
Student
Research
Collaboration
Product
10-9
Conventions
Questions, bibliography, and
product show evident control of
grammar, mechanics, and
spelling
10-9
_____/35 points
-Inadequate and/or ineffective retelling
of interviewee’s story
19-0
Demonstrates little to no understanding
of the historical time period.
Uses 1 source
There are no citations
6
5-0
_____/35 points
_____/10 points
_____/10 points
5-0
8-7
Questions, bibliography, and
product show sufficient control
of grammar, mechanics, and
spelling.
8-7
/points
5-0
Comments:
Total: ______/100
Very nicely done! A well-deserved advanced rating
Good overall effort…more research and/or interview analysis needed, but still high proficient work
Acceptable product, but research and/or interview analysis needed much more attention/effort (SCL is recommended….submit enhanced work within 10 days)
INCOMPLETE product! Research and interview analysis are inadequate SCL is HIGHLY RECOMMENDED
COLLABORATION Checklist
My Partner:
Era or Event:
1. Examine (& discuss) your RESEARCH.
Adequate & cited sources? Evidence of understanding?
My Name:
2. Examine (& discuss) your TYPED interview script/questions..
Regarding OHP, I feel my partner is…
Who is he/she interviewing? What is the topic/inquiry?
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)? Techniques?
4. Discuss interview plans, equipment, project format ????
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What will your final OHP look like? Describe the product being planned.
Contact Mr. R if you have any questions or concerns! 
COLLABORATION Checklist
1. Examine (& discuss) RESEARCH.
My Partner:
Era or Event:
My Name:
Regarding OHP, I feel my partner is…
2. Examine (& discuss) your TYPED interview script/questions.
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
4. Discuss interview plans, equipment, project format ????
Contact Mr. R if you have any questions or concerns! 
COLLABORATION Checklist
1. EXAMINE (& later discuss) your RESEARCH.
Adequate & cited sources (5+)? Evidence of understanding?
Write QUICKLY! Helpful feedback! Constructive criticism?
Is there a “Noodle Tools” bibliography/works cited yet?
Do he/she seem very knowledgeable about the era/event?
COLLABORATION Checklist
2. EXAMINE (& later) discuss your TYPED interview script/questions.
Who is he/she interviewing? What is the topic/inquiry?
QUIET review, FAST written feedback (Corrections? Suggestions?)
Do the questions make sense?
Are they short and open-ended?
Does the interview script capture enough of WHO the person IS?
Does the interview script capture WHY he or she is being interviewed?
COLLABORATION Checklist
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)?
Techniques? etc
Contact Mr. R if you have any questions! 
How good is your partner as an interviewer?
What can be done to ENHANCE the OHP interview for the
historical subject and the student?
Props? Visuals? Memory clues or “cues?” Pictures? OTHER?
COLLABORATION Checklist
4. Discuss interview plans, equipment, project format ????
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What will your final OHP look like? Describe the product being planned
Contact Mr. R if you have any concerns 
How would you describe his or her PLAN for blending the
historic evidence with the interviewee’s testimony?
How can you use the rubric to enhance your final product?
“The difference was in the questions they asked,
and specifically how they asked them. “
• Kevin: What led you into entrepreneurship? Was it something that you always knew
that you wanted to be, an entrepreneur on your own? Or did you stumble into it?
• Charlie: What are you doing in terms of planetary exploration?
• Kevin: Where do you come up with your best ideas? Are you on vacation, or do you
wake up in the middle of the night and draw things down?
• Charlie: How did you go about the design?
• Kevin: When did you decide to get into computers and technology? Did you start
coding? Or was it a lot of...?
• Charlie: What do you think?
• Can you guess which interview went better?
“The #1 tip for asking better
questions? Cut them off at the
question mark.”
https://www.linkedin.com/pulse/201
31218030745-7374576-this-postwill-make-you-a-more-effectivecommunicator-in-90-seconds
http://foundation.bz/20/
Socratic-like Circle Preparations
1. HIGHLIGHT chapter, then WRITE & EXPLAIN your “decision” (ANSWER) to the focus question.
Ch. 22: Neutrality to War (p. 283-291) “Was it in the US national interest to stay neutral or declare war in 1917?”
Ch. 23: Course & Conduct of the War (p. 293-301) “How was World War I different from previous wars?”
Ch. 24: The Home Front (p. 303-313) “How did Americans on the home front support or oppose WW I?”
Ch. 25: Versailles: Ratify or Reject? (p. 315-323) “Should the US have ratified or rejected Treaty of Versailles?"
1. My initial response & reasoninginterpretations, opinions, & ideas:
What do you THINK is the “RIGHT” answer to the question? WHY?
Do you have examples and explanations for your written answer?
2. What issues, concepts, conflicts, or debatable topics do you wish to DISCUSS? List ??s
What do you want to TALK about? What questions will you ask your inner circle peers?
3a. CausesEffects (Past, Present, and/or Future)
3b. Applications for Today &
Tomorrow
Examples/events (stimuli) & HOW they changed life? What “life lessons” (+ or -) or
conclusions do you observe?
Use articles to help you with 3a & 3b
http://articles.mcall.com/2014-06-25/opinion/mc-lessons-wwi-fisheryv--20140625_1_self-determination-world-war-i-yugoslavia
http://articles.mcall.com/2014-07-21/opinion/mc-world-war-i-anniversarylessons-largay-yv-0722-20140721_1_black-soldiers-great-war-wwi
Completing your Alive! Chapter Reflection
4. What NEW ideas, insights, opinions, points of view, “facts” or perspectives did your peers share?
-Are multiple perspectives & opposing points of view described in writing?
5. What did you DISCERN, or perceive to be “true,” as a result of your Socratic-Circle performance? EXPLAIN
-
Did you show written evidence of growth and/or a deepening of thought?
Have you shown what you LEARNED from Socratic-like Circle?
-
Your chapter “preparation & reflection” is worth 20 major points!
DUE the day after you “perform” in the inner circle
Self-evaluate on your ACADEMIC CONVERSATION place mat: How well did you do?
6=below basic EFFORT and CONTRIBUTIONS
7=basic EFFORT and/or CONTRIBUTIONS
8=proficient EFFORT and CONTRIBUTIONS
9/10=advanced CONTRIBUTIONS and EFFECTIVENESS!
Socratic-like Circle
• An informal discussion arrangement with a small inner CIRCLE of
students, surrounded by the rest of the remaining class.
• ALL students should be prepared to enter the INNER circle and
participate by asking and/or answering questions, while the larger
population also participates by observing & taking “note” of what
is being discussed
• Prepare by reviewing & organizing notes, re-reading texts,
watching videos, etc…THINK about what you want to say and
LISTEN to what is being said by your fellow “student teachers.”
*Planning WORKSHEET (questions 1-3) should be “FILLED” by Tuesday, 10/20!
Socratic Circle Performances begin Monday, 10/26/15!
Academic Conversation Placemat with Prompts
The First World War: The Great War? War to End All Wars?
Chapters 22-25 History Alive!, Ch. 11 Americans
History Alive!
Ch. 22: From Neutrality to War
p. 283-291
“Was it in the national interest of the US to stay neutral or declare war in 1917?”
Ch. 23: Course & Conduct of the War
p. 293-301
“How was World War I different from previous wars?”
Ch. 24: The Home Front
p. 303-313
“How did Americans on the home front support or oppose WW I?”
Ch. 25: The Treaty of Versailles: Ratify or Reject? p. 315-323
“Should the US have ratified or rejected the Treaty of Versailles?”
The Americans, Ch. 11
Section 1: World War I Begins
Section 2: American Power Tips the Balance
Section 3: The War at Home
Section 4: Wilson Fights for Peace
p. 372-380
p. 381-387
p. 388-397
p. 398-403
Socratic-like Circle
Scoring Rubric
(40 major points)
Content
10/9 -displays an extensive command of accurate historic information
-examples, elaborations, connections, & comparisons are detailed & relevant
-analysis of issues and events, plus their effects, show a high level of
thought/insight
Speaking & Listening Skills
10/9 -contributions are delivered with highly effective volume & clarity
- eye contact & body language show engagement & active listening
-verbal contributions reflect awareness of others’ points of view
Preparation & Reflection
10/9 -extensive written evidence of planning in anticipation of performance
-multiple perspectives & opposing points of view are considered & addressed
- comments (written or verbal) show growth and/or a deepening of thought
FYI: “Advanced” criteria & points are given as a “target.”
Proficient (8/7) or basic scores (6) will be applied when inside circle performance
exhibits effort, but does not demonstrate mastery of all of the expectations for
each scoring category.
Ch. 11: First World War
History Alive! Ch. 22-25
1. The factors that led to war in Europe were nationalism, imperialism,
militarism, and a system of alliances that made an attack on one nation a
conflict that involved many interlinked allies.
2. The United States tried to remain neutral in World War I, but emotional
and economic ties to Great Britain gradually moved it to the side of the
Allies. German submarine attacks convinced Wilson to declare war.
3. At home during the war, production increased, and so did union
membership. Many women entered industry, and thousands of African
Americans moved from the South to the North seeking jobs and an end to
segregation.
4. Many Americans objected to the Treaty of Versailles because it seemed
to betray the high principles Wilson had announced. Many disliked the
idea of a League of Nations, fearing it would involve the United States in
foreign conflicts.
American neutrality could not keep the United States from the road to world war.
Dramatic footage, photographs and interviews illuminate significant events during this
time, such as the formation of the War Industries Board, the Great Migration, the
Espionage and Sedition Acts, the American Expeditionary Force in Europe and President
Wilson's Fourteen Points. The Strikes of 1919, the Red Scare and the Palmer Raids are
also covered.
http://safari.bucksiu.org/?a=26168&d=01933AA
The Great War
From Safari Montage
The Great War
From Safari Montage
The Great War
From Safari Montage
The Great War
From Safari Montage
TIMELINE
1914—Archduke Franz Ferdinand is assassinated; World War I begins.
1915—British passenger liner Lusitania is sunk.
1916—Woodrow Wilson is reelected president of the United States.
1917—President Wilson asks for a declaration of war against Germany.
1917—The Espionage Act is passed.
1918—The Sedition Act is passed.
1918—World War I ends.
1918—An influenza pandemic kills millions worldwide.
1919—Major race riots occur in American cities.
1919—Numerous labor strikes impact the nation
1920—The Nineteenth Amendment is ratified.