Click the image above for student materials
Teaching students how to write a Historiography is important. It teaches them about previous historical literature, debates within historical circles and how to analyze historical claims and evidence. As an introduction to APUSH (after we cover pre-columbian Civilizations) students will examine the historical literature on Christopher Columbus and write a mini- five paragraph essay after they create an annotated bibliography.
I have three important goals for this lesson: 1) Show how history is not Static- it can change, and it changes for specific contextual reasons and as historians we need to be conscious of that when we read primary and secondary sources 2) How to cite Historical Evidence 3) How to analyze historical arguments and 4) practice crafting a thesis. This is just getting our feet wet for more complex historical analysis.
1. Open up the assignment with a group discussion on Columbus. Pose additional questions to class: "Does History change?" "Who writes history?"
2. As a class analyze and annotate "The Youth's Companion, 1892" discuss as a class
3. Break up class into groups of 3-4 and have students work on the annotated bibliography together. Come back as a class and compare notes and findings.
4. Assign independent work: Drafting essay and schedule 1:1 sessions with students who need more individualized support and feedback.
I love teaching about the Renaissance. One way to get my students interested and STAY interested in this topic, is to take virtual field trips using Google Earth (Internet access required and only works on some devices like Chromebooks). If you cannot access Google Earth, use the Vatican's virtual tours link. Have students "wander" around in the museum for ten minutes and then have them write a short response of what it was like in the Sistine Chapel. They can also take screen shots of their favorite artwork and try to find the painter/ sculpture and write a brief biography.
This would be great for 7th Grade Medieval World History when you examine South East Asia and the Middle East.
When I start the unit on Islamic Civilizations I always try to deconstruct student's misconceptions and stereotypes about Islam. I have students fill out an anticipation guide (see below) and then give them placards that will inform of truth. This activity also teaches them how to cite information and evidence and write accurate claims. Use the free resources below to help your students gain a truthful and accurate insight about Islam.
Click Below for three free resources.
(Above: Just an image with essential questions) Below are the resources
(Above: Click Image for Anticipatory Guide)
(Above: Click the image above for Evidence Placards)
(Above: Worksheet for students to use with placards)
Hold a "Mock" Election at your school using google forms. My 8th Graders will be conducting research on some California Propositions, filling out a worksheet, and as a school "Voting" on a google form. After everyone has voted, we will tabulate the responses and let the school know what their overall decision was. Click below on the pictures to take you to editable versions of the assignments and form, feel free to modify to suit your classroom needs.
*I could not include the Google Form (because it doesn't let you made an editable copy)
Note: I used Ballotpedia.com for all of the information.
Extension: Have students find "Commercials" and have students compare claims the advertisements made and discuss the accuracy of said claims.
(Above: Google Slide Presentation for Students)
(Above: Worksheet for Students)
(Above: I Made a simple google form and will send out to students. There is no link for this picture).
Instead of using a "physical notebook" opt for a digital notebook. If you teach 7th Grade history, feel free to use this Digital Portfolio and modify for your class. I usually do one activity per day an an anticipatory set before I dive deeply into the topic. Click the images below for the free resources.
*If your school has access to technology, be it ipads or Chromebooks, I recommend making a digital notebook for your students. You can do it two ways:
1) Make assignments and tasks BEFORE you share out the questions and activities (this takes a lot of planning ahead, but once its done its awesome! (Then you will have it every year and you can just modify).
2) Make assignments one at a time, but students copy and paste in task (on a running google document). Therefore, with this option it gives you a lot of flexibility and can make more of a dynamic living document (It does take a couple minutes to copy and paste activities from a MASTER copy, that you have posted on google classroom or CANVAS).
Take a look at what can be included in a Digital Notebook...I will post more ideas and sample notebooks in the upcoming weeks, so stay tuned! (Click the image to make a copy of the document) All resources are FREE!
After my students investigate a Historical Question and annotate and analyze primary and secondary sources, I love to hold a Socratic Seminar (before they write an expository paragraph or essay). After we analyzed SHEG's Pocahontas Lesson Primary and Secondary Sources, I had students pick which role they wanted to be, gave them some time to examine the questions and take notes and then put them in a "fish bowl arena" (see images below) and let them start talking/ listening. Use the Presentation below (Click image for a copy of the presentation: The questions are specifically for the Pocahontas SHEG, but you can modify it to suit your class needs).
How I organized the desks...you can just do a circle of chairs. Just make sure there is an inner circle and outer circle. This was done with 40 students in a tiny classroom...so anything is possible!
Online Interactive Worksheet for students
Students need to practice investigating historical questions and learn about the strengths and weaknesses of online sources. This quick lesson with help them do both! This would be great for 8th grade history when you examine the early Colonies, but it can be used in ELA class as well.
Pose the question: what happens at Thanksgiving? Discuss. Pose the question: "Did the 'real' thanksgiving actually happen?"
Assign the document (via google classroom or Canvas or share out on google documents. Have students make a copy of assignment). Students click the links to various articles online and investigate the strengths and weaknesses of each source as well as evidence if it actually took place or not.
Extension: Assign the SHEG assessment on the first thanksgiving for an additional sourcing assessment. Play the video before to scaffold the assignment or after for your advanced classes (3 minutes long).
Click the image below to get a free copy of the assignment.