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The Lesson 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. Zoom Recommendations: 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. Student Objective and Purpose Students will evaluate primary and secondary sources on labor conditions during the Industrial Revolution and will utilize evidence from the sources to support a historical claim. Students will learn about the US industrial revolution and learn how to cite evidence to support a claim. This is a great introduction to writing historical expository paragraphs. What is Included? 1. Lesson Plan 2. 2 Page Anticipatory Set: Internet required (or print a class copy of an article prior to lesson) about Careers and current event investigation about working conditions in the world today. 3. Two Timelines and student comprehension questions: One timeline examines the technology that spurred the Industrial Revolution in America and the second timeline examines labor conditions in the 1800's. 4. Five Primary and Secondary Sources with 10 comprehension questions: Three questions will teach students how to cite historical evidence. 5. Historical thinking skills handout: This handout explains what a "claim" and "evidence" is and provides questions and a checklist on how to cite appropriate historical evidence. This will help improve students analytical skills and expository writing. Click the image below to get the lesson!  (Free) Evaluating Multiple Perspectives in History: Were our founding fathers Patriots or Traitors?6/17/2019 This is a great lesson to teach multiple perspectives in United States History. This lesson is situated during the American Revolution Unit and it challenges students to consider an American Perspective of the Colonists and a British perspective of the Colonists. The goal of the lesson is for students to understand how to evaluate different historical perspectives and defend a claim with appropriate evidence. What is included in the Lesson? 1. Lesson Plan 2. Six Question Anticipatory Set 3. Timeline Student Activity (about the causes of the American Revolution- to establish context) 4. Four Primary and Secondary Sources with ten guided questions 5. Handout on Multiple Perspectives 6. Student response sheet to answer the historical question This lesson would be great for 8th Grade US history or an ELA class practicing expository writing! Click the picture below to download.  This summer I am building out 6th and 8th Grade curriculum. Please check back throughout the summer for an innovative history curriculum to challenge, inspire and engage students! Check out the first lesson for 8th grade by clicking the picture for the link below. Cannibalism at Jamestown!? Enough said.  Human sacrifice?! Have I got your attention? Students love to learn about the Aztecs and human sacrifice. Use this lesson to teach this remarkable civilization. This DBQ reinforces the document analysis and writing process; this DBQ also introduces a new component: finding historical research to support their original thesis. Students will have to find a level 2 (secondary source) or level 3 (primary source) as evidence and explain how it can be used to answer the DBQ Question. Students will write a five paragraph essay answering the question: What was the purpose and role of human sacrifice in Aztec society? Click the image below to get the lesson!  Not many people know about Mansa Musa. He was a remarkable leader and went on a remarkable journey. I am still waiting for Hollywood to make an epic Biopic about him. In this lesson students will be investigating whether he was the richest man to ever live (The answer is: we really don't have enough information to determine this, but the kids will find out for themselves!). It is difficult for students to navigate the internet and find appropriate primary and secondary sources. In this lesson students will learn how to effectively research a historical question while simultaneously learning about West African Kingdoms during the Middle Ages. This is a fun lesson that students enjoy...for some reason kids love investigating "rich people." Click the image below to get the lesson!  In this lesson students will evaluate why the time period under the Abbasid dynasty referred to as the Golden Age of Islam by developing a thesis and support their thesis by writing a historical essay with evidence. This is a great lesson to help teach historical thinking and historical writing while learning about a fascinating Civilization during the Middle Ages: The Abbasids! Click the Image below to get the lesson!   DBQ: How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men?5/21/2019 Teaching "Global Convergence" in 7th Grade? In this lesson students will deconstruct the advantages that the Spanish had over the Aztec Empire. In the early 1800-1900’s (Western) Historical scholarship focused on the “Civilized” nature of the Spanish and their moral greatness which made them “superior men” and thereby able to defeat the mighty Aztec empire. But, really the Spanish had many advantages, not because they were “superior” but, rather- just lucky. Students will practice analyzing sources, finding corroborating sources and writing a historical analysis answering the question: How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men? This is a great lesson to examine how much of history and culture is shaped by luck and circumstance. It challenges the assumption of "Western Superiority" and rather uncovers the advantages European powers had. Click the Image Below to get the PDF  I always require my students to annotate any complex text that we read. I usually give them a task depending on the reading. This annotation guide was used for the DBQ on Valley Forge. If you click the image below it will take you to an Editable Google Doc so you can tailor it to your class' needs.  |