Unit+1+Introduction+to+History+Who+owns+history

Welcome to your first unit! Below you'll find information to help you review what we've been doing in class.

1. Why might people disagree about events/topics in history? 2. To what extent is history determined by individuals as opposed to circumstances? 3. Who owns history? 4. Why do we study history?
 * Essential Questions for the Unit:**


 * Class Summaries:**

= Day 1: = Do Now: What is the story of your birth? In your groups of 3, who has the most detailed/interesting story? Choose a representative to share with the class and also introduce the other members of the group.

Discussion Questions: • How do you know the story of your birth? • What evidence do you have to back your story? • How might someone else remember this story?

How might the doctor/person who delivered you remember your birth vs. the government vs. your parents? Why? What if your parents had difficulty conceiving? What if you were the 1st born vs. the 3rd or 4th?

What does this have to do with the study of history?

[|Syllabus]

= Day 2: = Snapshot autobiography intro [|activities] (30 min)

Think about how your perspective would change the way you describe the events.

Choose a current event that may be interpreted differently depending upon ones historical perspective. Find two articles that explain/promote each interpretation of the events. Answer the following questions:

1. Summarize the viewpoints in each article. 2. What circumstances have led to each position? 3. Which interpretation do you find most compelling? Why? 4. How does this relate to the study of history?


 * Homework**: Finish any of the above activities that you did not complete in class. Additionally,interview someone about one of the events in your pamphlet for a second perspective.

= Day 3: =
 * Do Now: Write a paragraph answering the following: **
 * Why might people disagree about events/topics in history?**
 * Use examples from your own experiences and class to support your answer. **

Review from last class: Discuss the questions below 1. Why did you choose certain life events and not others? What made some events more important/memorable than others? 2. Was it difficult to select events? Why or why not? 3. What types of evidence would be necessary to "prove" that your selected event actually happened? 4. What happened when you asked someone about the event? Did they agree with your version? Did they remember something different? Be prepared to share with a partner and then the whole class.

**Discussion**: List 3 specific examples of how you know what happened in the past. Once you have finished, determine which of your examples are historically based and which are memory based. -What is the difference between historical interpretation and memory? Is one more valid than the other?

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 * One more example:** Immigration has been an issue for many years. Most recently in the U.S. it has been in the news because of the wave of immigrant children flowing into the U.S. from places like Mexico and South America. What should we know about Immigration before we develop an informed opinion?

[|Overview of the Immigration Issue] [|Different Points of View] "From My Point of View." //PBS Newshour // (n.d.): n. pag. Web.

In groups, you will look at one POV from the above link. Answer the questions below in relation to the perspective you learn about: 1. What does this group feel the US immigration policy should be? 2. Why do they feel this way? What are the benefits of this policy? What will they gain? 3. How would adopting this type of immigration policy affect the U.S. economy and public services such as education, the justice system, and health care? 4. What affect would this type of policy have on the other groups represented on the link?

Once you have answered the questions, find a person who looked at a different POV on the issue and discuss the similarities/differences between the two groups. Switch again until you have a good understand of all perspectives represented on the link.

Discussion: Based on what you have learned in this activity, how do you see the immigration issue in the US differently? Do you feel like you have a better understanding of the different sides of the story?

(Sources of information are also important to consider)
 * Relate perspective to the study of history**

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Can you think of a time where you may have not been as mindful of historical perspective as you should have? (how can we be sure we have a valid understanding of an event in history?)


 * Activity 3:** To get the //most// accurate picture of history, we need to evaluate the sources we use. We will use a method known as [|OVPL].

Now you will practice using this method to evaluate this source about [|Christopher Columbus]


 * Exit Slip:** Answer the following question, using 2 examples that we learned about today: (Note: be sure to write about perspective, and OVPL)
 * How can we get the most accurate picture of history?**

= Day 4 = = Review Exit slip question from last class first =
 * Do Now: Who is Christopher Columbus? **

Today's Activity (45 min): Answer the following using evidence: Should the United States celebrate a day in honor of Christopher Columbus? Why or why not?

Search the resources in this room (including the internet) and find at least 3 pieces of specific evidence to support your point. You MUST cite your sources using MLA format.

Discussion of findings.

Now you will work on a practice DBQ with additional sources. Keep OPVL in mind! [|DBQ can be found here]

What contributions did Columbus make to the history of the world? Other than Columbus' accomplishments, what factors led to making him a hero? How should we think of Columbus and other "heroes and villains" in history?

Answer the question for the day (Should the US celebrate a day in honor of Christopher Columbus?) Be sure to use at least 3 pieces of specific evidence to support your argument.
 * Exit Slip:**

=** Day 5 Analytical Paragraph Writing **= Turn in your Exit Slip Question from last class after think-pair-share
 * Do Now: Think Pair Share**

Today as a unit wrap-up you will answer the following question in the form of an analytical paragraph:
 * Why should we study history?**
 * OR HOW should we study history?**

[|Take a look at this presentation on slide 10 to give you some ideas! Choose the reason for studying history that resonates most with you.]

[|How to write an analytical paragraph (presentation)]

Look at paragraph you wrote from day 3...... identify TS, Evidence, Analysis etc.

[|Example Paragraph Period 7]

Note: if you use outside sources/quotes, you **must** cite your source using MLA format.

[|Analytical Paragraph Rubric] (We will use this **a lot** in this class!)



[|Link to Mr.Currey's Example analytical paragraph]

1. Why might people disagree about events/topics in history? 2. To what extent is history determined by individuals as opposed to circumstances? 3. Who owns history? 4. Why do we study history?
 * Essential Questions**

= Day 6: Analytical Paragraph Review =


 * Do Now: ** Take out your analytical paragraph you wrote last class. Finalize your work on a google doc if you haven’t already done so.

**Step 1**: Now color code your work using the following guidelines:

Thesis is black

Evidence/Proof are red

Analysis/Comments are blue

Concluding sentence is green

**Step 2**: Once you have color coded the elements of your paragraph, share your document with one of your classmates.

**Step 3**: __[|Use this checklist to review your partner’s paragraph]__ [|.]

**Step 4**: Discuss with your partner how they could improve their paragraph

**Step 5**: Keep your original paragraph! Below it, on the same document, re-write your paragraph considering the feedback you received from your peer-editor.

**Step 6**: Color code the elements of your new paragraph


 * Step 7: ** Make sure your paragraph is in your World History 10 folder in drive!