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In this short lesson 3-4 students (on zoom) will drag and drop a weakness of the articles of confederation that led to Shay's rebellion in a shared google slide. Students analyze context clues in the slides to determine which failure matches the effects. To make it more challenging- erase the pre-filled boxes and leave some blank and challenge students to write in their own failures. Click Here for an editable copy.   
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History education is not just about the names of old dead people and dates of consequential events its about critical thinking skills that can be applied across disciplines and cultivated over time. Here are a series of images you can use for your class to emphasize and practice historical thinking skills. Challenge your students to demonstrate each skill and present to the class over zoom!  Click the image above for student materials
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!  In This Lesson: Students will analyze Primary and Secondary Sources about the Alien Enemy Act and related acts and evaluate the Patterns of Continuity and Change over time. Students will learn about the Alien and Sedition Acts (During Adam's Presidency) while also learning about other controversial acts in the 20th and 21st Centuries. Students will compare the acts and see their similarities as well as their differences. What is included? 1. Lesson Plan: Includes Objective, Big Idea and Implementation Sequence. 2. Anticipatory Set Activity to Motivate and Engage the Learner (How much power should a government have?) 3. Timeline and Timeline Questions: To establish Context and review some important events (Jay's Treaty, XYZ Affair, French Quasi-War, The Alien Sedition Acts etc.) 4. Five Primary and Secondary Source Excerpts and 10 Comprehension questions (The Alien Enemy Act, Details about the Act, WWII Executive Order 9066, The Patriot Act, and The Travel Ban Executive order). 5. Annotation and Question Guide- One is for English Language Learners and the Second One provided is for your Accelerated/ GATE Students. These off 15/10 (respectively) questions and tasks students will consider (and write on lined paper) for each document. 6. Historical Skills Handout on how to Examine Patterns of Continuity and Change over time. This offers 15 additional questions for students to consider when they evaluate Primary and Secondary Sources. 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.  I might be biased but History is really the most important discipline!
 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.  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.  I love teaching about the Columbian Exchange. Students are fascinated about how different foods, animals and diseases developed differently in the "Old" and "New World." In this lesson student examine the IMPACT of the Columbian Exchange on the "New" and "Old World" by examining secondary sources. Students will then practice searching for credible sources online that would explain the IMPACT of exchanging animals, diseases, plants and technology. My favorite part is when students find a recipe (I challenge them to ask a Grandparent or relative for a family recipe- I have kids calling their abuelitas in Mexico who they haven't talked to in ages!) and then they create a "Cooking Show" or "Cookbook" that shows other students how to make the recipe with historical details about that particular food time (Example: The potato comes from the "New World" and there are thousands of varieties of potatoes). Sometimes students will even bring a sample for other students to try (I got the Principal permission first!). Click the image below for the lesson plan and students activities.  |
