Its All About That Place Exploring World History

It’s All About That Place: Exploring World History Through Geography (NCSS 2019) DR. JANA KIRCHNER Website: Janakirchner. com

Session Overview • Reflecting on Teaching History and Geography • Disciplinary Literacy in Social Studies – Skills and Texts • Designing Inquiry-Based World History Lessons Using Maps • Q-Chart • I Notice/I Wonder • Question Formulation Technique (Rothstein/Santana)

Mix & Mingle/Speed Dating • What reading and thinking skills do historians and geographers use? • What are some challenges with teaching world history and world geography to middle and high school students?

College, Career, and Civic Life (C 3) Framework

What does it mean to read and think like a historian? (geographer, economist) §Skills needed? §Types of sources (texts)used? § Text: Anything that communicates a message

Disciplinary Literacy in Social Studies

When social scientists read and think, they… • Identify bias • Sift through fragments of information • Untangle conflicting perspectives and claims • Synthesize big ideas across long periods of time • Corroborate information and sources • Connect causes with effects • Examine text structure • Consider belief systems of the time period and cultures • Compare/contrast events, accounts, documents, visuals, etc. • Infer what is not explicit • Analyze and interpret • Determine meanings of words • Understand how to deconstruct maps, charts, infographics, and photographs

Designing Inquiry Lessons/Units 1. Begin with the Question(s) (Compelling & supporting) ◦ Teacher-generated ◦ Student-generated 2. Then add text(s) ◦ Visuals – maps, art, pictures, etc. ◦ Primary & secondary sources egies t a r t s y c d litera e b m E. s skills 3 e c r u o s ing & analyz 4. Make a Hypothesis/Communicate Conclusions – Answer question(s) with evidence from the text(s)

Inquiry-Based Lessons in U. S. History & Inquiry-Based Lessons in World History (vols. 1 & 2) by Kirchner & Mc. Michael About the Books ◦ Historical Background ◦ Lessons Include: ◦ ◦ Organizing Question Strategies Used Materials Needed Lesson Plan ◦ Lesson Hook ◦ Organizing Question ◦ Examine the Sources ◦ Make a Hypothesis Available at Prufrock Press, Social Studies School Service, & Amazon

Strategies to Encourage Student-Generated Questions ØQ-Chart ØI Notice/I Wonder ØQuestion Formulation Technique (QFT)

How did the Silk Road link the East and the West? Lesson Structure: • Intro/hook: Map of Silk Roads (Q-Chart) • Lesson question • Examine Sources: 1. Role Play: Silk Road roles (eastern and western merchant, king/queen, wealthy noble, and soldier) • Text: Goods Traded Along the Silk Road list – Choose 4 products 2. Annotating Text: Excerpts from The Travels of Marco Polo • Intro to Marco Polo • Give each group a couple of excerpts of the text. • Task: Circle or highlight any clues about trade and/or specific products from the list that Marco Polo encountered. 3. Add a secondary source – article, textbook reading, video, etc. Ask students to look for answers to their Q-Chart questions. • Make a Hypothesis: Answer the question using all sources: map, products list, travel journal, and secondary source.

Designing Inquiry Lessons/Units 1. Begin with the Question(s) (Compelling & supporting) ◦ Teacher-generated ◦ Student-generated 2. Then add text(s) ◦ Visuals – maps, art, pictures, etc. ◦ Primary & secondary sources egies t a r t s y c d litera e b m E. s skills 3 e c r u o s ing & analyz 4. Make a Hypothesis/Communicate Conclusions – Answer question(s) with evidence from the text(s)

Catalan Atlas by Abraham Cresques (1375)

http: //www. cresquesproject. net/catalan-atlas-legends

How were gold, salt, and camels important to kingdoms in Africa?

How were gold, salt, and camels important to kingdoms in Africa? §What did you notice about Africa from examining the Catalan Atlas (1375)? §What did you wonder about? §How could we find information to your I Wonder questions?

Teacher's Guides & Analysis Tools Library of Congress

National Archives Document Analysis Worksheets https: //www. archives. gov/education/lessons/worksheets

How were gold, salt, and camels important to kingdoms in Africa? §Next steps? Add texts. Examples: §A modern map of Africa with physical features §“Sahara Gold” from Short Texts in World History – Medieval Africa (Active Classroom) §“The Gold-Salt Trade” from TCI’s History Alive! The Medieval World §“The Salt Trade of Ancient West Africa” in Ancient History Encyclopedia Online §“World’s Toughest Jobs: Salt Miner” National Geographic, https: //www. ancient. eu/article/1342/the-salt-tradeof-ancient-west-africa/

Question Formulation Technique • USE A QUESTION FOCUS (QFOCUS) TO ASK QUESTIONS ABOUT. • PRODUCE YOUR QUESTIONS • IMPROVE YOUR QUESTIONS – Categorize as closed or openended • PRIORITIZE YOUR QUESTIONS – 3 most important – Why you chose them • NEXT STEPS/REFLECTION https: //rightquestion. org/

http: //janakirchner. com/resources. html

Contact Information Dr. Jana Kirchner 270. 779. 8651 Email: jana@janakirchner. com Website: janakirchner. com