Unit # 1: Introduction to World History
Lesson # 2 –Writing Process
Agenda
 Classroom Procedures
 Introduction to Constructing History
 Reading the Research Question
 Identifying sources: primary or secondary
Reminders
 Get Syllabus Signed
 Bring in Supplies: We will be putting our notebooks
together on Monday!
Commitments
 I have returned your commitments
 Take a moment and revisit what you wrote yesterday
 With the person sitting across from you, share your
commitment
 Once you have finished, come up to Ms. Wrede’s desk
 Share your commitment with her
 Take a piece of tape
 Tape your commitment to the wall (anywhere you can reach)
Constructing History
 Part I-A: Document Sources
 Read Page 1, annotating as you go
 What is annotating?
 Time: 10 minutes
 Part I-B: Document Sources Practice
 Time: 10 minutes
 If you finish early, write your own « Source Description »
 Write one that is VERY reliable
 Write one that is NOT VERY reliable
 Share with a partner. See if they can identify why it is
reliable/unreliable
Annotating the document
 When you read a document, there are certain steps to
complete that will make the document easier to understand.
 Helpful supplies:
 Highlighter
 Post-it notes
 Pencil
Annotating the document
Instructions
 Highlight key information
 Take notes in the margin (Stars, check marks, phrases,
questions, question marks, words, etc. are all good ideas)
 Write a brief summary at the end of each section
 Write an alternative title for each chapter or section
 List vocabulary words
Let’s do one together…
Annotating the Document
Let’s practice together!
Politics, by Aristotle. Written between 384-322 BC
The basis of a democratic state is liberty; which, according to the
common opinion of men, can only be enjoyed in such a state; this they
affirm to be the great end of every democracy. One principle of
liberty is for all to rule and be ruled in turn….whence it follows that
the majority approve must be the end and the just. Every citizen, it is
said, must have equality, and therefore in a democracy the poor have
more power than the rich, because there are more of them, and the
will of the majority is supreme.
Constructing History
 Part I-A: Document Sources
 Read Page 1, annotating as you go
 What is annotating?
 Time: 10 minutes
 Part I-B: Document Sources Practice
 Time: 10 minutes
 If you finish early, write your own « Source Description »
 Write one that is VERY reliable
 Write one that is NOT VERY reliable
 Share with a partner. See if they can identify why it is
reliable/unreliable
Reliability
 What characteristics make a source reliable?
 Let’s list a few
How reliable is the textbook?
 Remove your textbook from underneath your desk
 Choose a passage that you find to be unreliable
 Write down WHY it is unreliable
 Choose a passage that you believe is reliable
 Write down WHY it is reliable
Constructing History
 Part II-A: Meta Concepts
 Annotate Sourcing, Context and Disagreements
 Part II-B: Meta Concepts Practice
 Two different accounts of historical events
 Annotate each one
 Complete Graphic Organizer Question # 1 Individually
 With a partner, answer questions # 2 & 3
How reliable is the Internet?
 With a partner, use your cell phone/smart device
 Think about what characteristics make a source reliable
 Take five minutes
 Find the MOST reliable Internet source
 Find the LEAST reliable Internet source
 Prize to the group that is most successful at this activity
Fun on Friday
 I like to end the week with some fun!
 My favorite Youtube video
 Good things?
 Let share something positive, unique or special in our lives
 For example…
 Have a GREAT weekend!
Unit # 1: Introduction to World History
Lesson # 2 –Writing Process
Day 2
Agenda – 1st Period
 Warm Up
 Document Annotations
 Document Analysis
 For each of the three sources
 Writing a thesis
 Speed thesis writing
Agenda – 2nd Period
 Warm Up
 Document Annotations
 Document Analysis
 For each of the three sources
 Writing a thesis
 Speed thesis writing
Agenda – 3rd Period
 Warm Up
 Document Analysis
 For each of the three sources
 Writing a thesis
 Speed thesis writing
 Video
Warm Up
 Bell Ringer:
 Write one paragraph (5 sentences) describing three events that
have impacted your life.
 Objective:
 SWBAT Use Historical Interpretation to reconstruct meaning,
differentiate between facts, and analyze source
 SWBAT Use Historical Analysis and Interpretation to identify
past problems, consider multiple perspectives, analyze causeeffect relationships, evaluate narratives and influence on past
events
 Homework:
 Finish APPARTS Notes for remaining documents
Analyzing Cause & Effect
 Step 1: With a partner, share your one paragraph mini
biography that you wrote for your bell ringer
 Step 2: Identify the three events from your partner’s story
(annotate: highlight, underline, star, etc.)
 Step 3: Identify the cause and effect of each event and
complete the chart.
 Identify key transition words
 Step 4: Explain the difficulty in understanding cause and
effect
Now that you understand how to
read a document, let’s continue to
analyze…
Turn to your writing packet
Step 4: Document Analysis
 We are going to combine two different ways to
analyze documents
 APPARTS
+
 Cornell Notes
=
 APPARTS Cornell Notes 
Step 4: Document Analysis
Question
Notes
A: Author – who wrote the piece?
Answer:
P: Place/Time – when/where was it
written?
Answer:
P: Prior Knowledge – what do you already
know about this subject?
Answer:
A: Audience – who was the intended
audience?
Answer:
R: Reason – why was this source created?
Answer:
T: The Main Point – what is this passage
about?
Answer:
S: Significance – why is this historically
important?
Answer:
Summary of Reading:
You will have 10 minutes to complete APPARTS notes for Document 1.
Let’s end the week with a smile…
 Good things?
 A Day Made of Glass