DAY 1 SLIDES DO NOW LUNCHROOM FIGHT Imagine

DAY 1 SLIDES

DO NOW: LUNCHROOM FIGHT Imagine that you are the principal of a school and you just found out that there was a fight in the lunchroom during lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw and who they think started the fight. Unfortunately, you have received many conflicting accounts that disagree not only as to who started the fight, but also as to who was involved and when the fight even started. It’s important to remember that NO ONE is just plain lying.

GROUP ASSIGNMENT • In groups, answer the • GUIDELINES: following questions. Be • Everybody speaks prepared to share out • Answers are recorded some of your thoughts once all have given when finished their opinion • 1 Person is appointed the speaker for each group

CLASS DEBRIEF 1. Why might people see or remember things differently? 2. Who has an interest in one kid getting in trouble instead of another kid? Who was standing where? Could they see the whole event? 3. Is the story believable, trustworthy? 4. Do stories change over time? How might what we remember right after the event differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy? 5. What kinds of evidence might have an effect on what you believe? bruises, missing objects, etc.

• ESSENTIAL QUESTION(s): What is history? Why study it? • CULMINATING ASSESSMENT: Informational Essay

Homework DIRECTIONS: SIMILAR TO THE PRINCIPAL, HISTORIANS TRY TO FIGURE OUT WHAT HAPPENED IN THE PAST BY CONDUCTING INVESTIGATIONS. Question: If you were the principal, explain some of the steps you would take in trying to figure out the following: Who started the fight? When did it start? Who was involved?

DAY 2 SLIDES

DO NOW: 10 Minutes Answer the following questions below: If you could create a TIME CAPSULE and fill it with only 5 things, what would they be? Why? Remember: Typically items placed in a time capsule are those you deem as important and educational for future generations

Historical Significance Definition: The value placed on something or someone in history. Whether or not something is historically significant depends on the following: How important was this? Is it still important today?

Interview: WHAT WAS SCHOOL LIKE LAST YEAR? • DIRECTIONS: When I say “GO”, circle the room on a fact -finding mission to find out more about what school was like last year. Your job is to get direct quotes from people. With the exception of your teacher, you may not interview the same person twice. When your interviews are over, you may then begin your HW assignment.

CLASS DISCUSSION 1. 2. 3. 4. 5. 6. • Who was a student at this school last year? • Who was not at this school last year? How did you learn what happened there last year? • Which source of information about last year was better—the students who were here last year or the students who were not? Why? • What information were you able to agree on? What information were you not able to agree on? Why do you think there was disagreement? Did everyone agree as to what this school was like last year? Why do you think there may have been differences between interpretations?

Homework DIRECTIONS: BASED ON ALL OF YOUR INTERVIEWS, YOU MUST NOW DESCRIBE IN 75 WORDS, WHAT THIS SCHOOL WAS LIKE LAST YEAR. Be sure to include direct quotes or the ones you deem historically significant. WAIT!!!! THERE ARE RULES FOR THIS THOUGH YOU CANNOT USE THE WORDS, “I, ” “ME, ” OR “YOU” IN YOUR RESPONSE AT ALL. USE THE PROMPTS TO BEGIN EACH PARAGRAPH. (5 sentences each. )

DAY 3 SLIDES

DO NOW: 10 Minutes Answer the following questions below: How would you define the word “history? ” How do you think historians go about writing history?

Connecting Experience with the Text • DIRECTIONS for GROUP FACILITATORS: Your job is to lead your group in a Read. Around. • In a Read-Around, you start reading aloud and stop after the 1 st paragraph. Then the person next to you reads the next one…and so on. • As you read, STOP at times and Use the information from the reading to write a definition for each term in the table below. Then explain how each term was represented during yesterday’s class.

PRIMARY OR SECONDARY SOURCE? • • Your writing a history paper about Boston in the 1970’s. You are going to use the following sources. Which ones are primary and secondary sources? 1. A Textbook 1. An interview with someone who grew up in New York City during the 1970’s 1. A newspaper clipping from Boston Herald in 1970’s 1. Wikipedia 1. Google 1. A Movie about Boston in the 1970’s

REVIEWING OUR OBJECTIVE Our objective today was to learn what HISTORY is, and how historians do their job? Homework Question For Tonight: WHAT IS HISTORY? HOW DO HISTORIANS WRITE HISTORY? KEY WORDS (Use 3): Primary Source, Secondary Source, Evidence, Point-of-View, Historical Interpretation

DAY 4 SLIDES

DO NOW: 10 Minutes List 5 interesting details you notice from this painting. What appears to be going on? Is this painting a primary or secondary source? Why do you think that? If you could give this picture a title, what would it be?

What is History? Why Study it? Today’s OBJECTIVE: Learn WHY DO HISTORIANS VIEW THE PAST IN DIFFERENT WAYS? ARE HISTORY BOOKS RELIABLE SOURCES

Interpreting Christopher COLUMBUS • FACILITATOR INSTRUCTIONS: Guide your group through a Read. Around of 3 different historian’s interpretations of the painting we just viewed. Then follow the below instructions with your group • 1. )Circle 2 or more details in the picture that support this historian’s interpretation • • 2. ) How do these details support what the historian’s interpretation? Explain

Irving’s interpretation

Morrison’s interpretation

Sale’s interpretation

DEBRIEF: GROUP DISCUSSION • How is it that 3 Historians can view the past in DIFFERENT WAYS? • Which of the 3 historians has the most ACCURATE portrayal of COLUMBUS? • Is there any harm in misrepresenting the past? • Are there benefits to misrepresenting the past? • If a historian omits certain information, are they lying? • Is there a difference between exaggerating the truth and lying? • How can we possibly ensure whether or not a source is credible or not?

EVALUATING SOURCES • DIRECTIONS: On your handout are 5 Historical Questions that your group has been assigned. Read each question, then decided whether or not Source 1 or Source 2 is more credible and explain why your group thinks so.

REVIEWING OUR OBJECTIVE Our objective today was why writing history can be so difficult, and how historians do their job? Homework Question For Tonight: Why do Historians view the past in different ways? Are history books reliable sources? Why or Why not? KEY WORDS (Use 3): Interpretations, Purpose, Historians, Perspectives, Reliable, Christopher Columbus,

DAY 5 SLIDES

DO NOW: 10 Minutes THINK OF 2 MOMENTS IN YOUR LIFE…a moment you are particularly PROUD of… and a moment you are ASHAMED of. Imagine if you forgot both of these moments. QUESTION: What could possibly happen as a result of forgetting these moments? Why?

WHY STUDY HISTORY? Today’s OBJECTIVE: Students will think about why a study of both our nation and our personal history is important

Why Study History? • FACILITATOR INSTRUCTIONS: Guide your group through a Read-Around of the 4 reasons people study history. After you read each section, using colored pencils or markers, come up with a colorful simple SYMBOL for each Reason. • FACILITATOR INSTRUCTIONS: Now that you know the reasons to study History, Lead a discussion with your group with the goal of Listing and ranking them from 1 to 4—number 1 represents the reason that is most important and number 4 represents the reason that is least important. 1 st, Give each reason a title, then write a brief explanation of why you chose your top ranking.

Why Study History? : True/False? • “History is like a warning system” • “Those who cannot remember the past are damned to repeat it” • “History makes us understand ourselves better” • “History can inspire” • “There is no mandatory state history test. History should not be a required subject in school. ”

REVIEWING OUR OBJECTIVE Our objective today was learn WHY WE STUDY HISTORY, did we? Homework Question For Tonight: Is it important to study our nation’s history? Why or why not? Is it important to study our own personal history? Why or why not? KEY WORDS (Use all): Empathy, Reflect, Mistakes

DAYs 6 -7 SLIDES

DO NOW: 10 Minutes • DIRECTIONS: Read your teacher’s INTRODUCTION to their ESSAY. • • “What exactly is History? Is it just memorizing a bunch of facts? Is it just learning about some old crusty people? History is so much more than that. History is a way of looking at our past so we can improve our future. The more we study it, the likelier we are to make better choices in the future. • • • READ 1 st before you Answer: In any ESSAY, you will always find an INTRODUCTION. • • A good INTRODUCTION always has 2 Parts in the following order: • A HOOK (Something to Grab the Reader’s Attention) – Examples of a “Hook” can include • A Question or Questions • A Story that connects to the topic • A Quote • • A THESIS Statement (A sentence or two that sums up what your essay is about) Q: In this introduction, which sentences are part of the HOOK? Which is part of the THESIS? How do you know? EXPLAIN YOUR ANSWER BELOW

WRITING WORKSHOP The next two days will be used to plan, draft, and publish your essay. AGENDA: Today is a LIBRARY day. In a Library, there is absolutely NO TALKING. Typically in a library, anyone who talks will be “Shushed” by others EVERY TIME YOU COMPLETE A STEP, BRING UP YOUR “STEP” SHEET TO YOUR TEACHER FOR APPROVAL

Creating a Cover sheet Next week’s essay must include a cover sheet. Your Task(s) for class Today: 1. Create a Rough Sketch of what your cover will (Use only pencils 1 st) • • Cover Must Include: Title (What is history? Why study it? ) 4 -5 Visuals that symbolize what history is…and why we study it

REVIEWING OUR OBJECTIVE Our objective today was to begin drafting our essays, did we? Homework Complete your 1 st Rough Draft of your essay. Your 1 st Teacher Conference will be tomorrow.