Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a...

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Page 1: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.
Page 2: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

WebsiteWebsite

Page 3: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Planning An Planning An Instructional UnitInstructional Unit

Planning An Planning An Instructional UnitInstructional Unit

Page 4: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.
Page 5: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Student HistoriansStudent Historians Reading Like a HistorianReading Like a Historian

• Stanford History Education GroupStanford History Education Group• Nazi PropagandaNazi Propaganda

What do historians Do?What do historians Do? Historical Thinking SkillsHistorical Thinking Skills Process of Historical InvestigationProcess of Historical Investigation

• The History Project—U. of CaliforniaThe History Project—U. of California Analyzing Primary SourcesAnalyzing Primary Sources

Page 6: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

NARA:NARA:National Archives & Records National Archives & Records

AdministrationAdministration See alsoSee also

• Regional Branch In Kansas CityRegional Branch In Kansas City• Presidential LibrariesPresidential Libraries

Registration Affidavit of Alien EnemyRegistration Affidavit of Alien Enemy

Page 7: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

How will students know what How will students know what you expect from them?you expect from them?

Course SyllabusCourse Syllabus•Community PrinciplesCommunity Principles•Learning RitualsLearning Rituals•Classroom ProceduresClassroom Procedures•Grading PoliciesGrading Policies

Page 8: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

As you listen to the song, As you listen to the song, examine the details of the examine the details of the

painting and complete the art painting and complete the art analysis worksheet.analysis worksheet.

Page 9: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.
Page 10: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Norman RockwellNorman Rockwell

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Civil Rights MovementCivil Rights Movement

With courage and determination, With courage and determination, ordinary people made our country ordinary people made our country

a better place to live.a better place to live.

Page 14: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

The Big IdeaThe Big Idea

InstructionalInstructional

ObjectivesObjectives

Page 15: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Other ConsiderationsOther Considerations How much How much timetime do you have to do you have to

devote to this unit?devote to this unit? How much do your students already How much do your students already

knowknow about the topics you will cover? about the topics you will cover? How can you make this topic How can you make this topic relevantrelevant

to the world today?to the world today? What What skillsskills do your students need to do your students need to

learn? learn?

Page 16: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Important Content to IncludeImportant Content to Include Topics You will Cover in this Topics You will Cover in this

UnitUnit List Key Concepts & List Key Concepts &

VocabularyVocabulary Reading, Writing, & Math Reading, Writing, & Math

ActivitiesActivities Student Performance ActivityStudent Performance Activity

Page 17: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

What resources are available?What resources are available?

Handouts & WorksheetsHandouts & Worksheets Mapping ActivitiesMapping Activities A/V Materials: Film, Music, Art, A/V Materials: Film, Music, Art,

PhotographsPhotographs Internet Resources Internet Resources Primary Source DocumentsPrimary Source Documents

Page 18: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

How will you measure student How will you measure student learning?learning?

Tests & Quizzes for this UnitTests & Quizzes for this Unit Projects for this UnitProjects for this Unit Homework AssignmentsHomework Assignments

Can all students demonstrate what Can all students demonstrate what they have learnedthey have learned??

Page 19: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

How will your How will your

students know what students know what

you expect of them?you expect of them?

How will your How will your

students know what students know what

you expect of them?you expect of them?

Page 20: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.
Page 21: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.
Page 22: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Class WebsiteClass Website

EdmodoEdmodo SharePoint: District WebsiteSharePoint: District Website

• My PageMy Page

Page 23: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

What concepts do your students What concepts do your students need to understand?need to understand?

ConceptsConcepts are vocabulary that can be are vocabulary that can be applied across subject areas.applied across subject areas.

They are critical to your students They are critical to your students understanding of the real world:understanding of the real world:

What is What is economicseconomics?? What is the difference between a What is the difference between a

RepublicanRepublican and a and a DemocratDemocrat?? What is a coup d’etat?What is a coup d’etat?

Page 24: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Teaching ConceptsTeaching Concepts

5 Themes of 5 Themes of GeographyGeography

GRAPES: 6 GRAPES: 6 Activities Activities of Manof Man

How to Do TermsHow to Do Terms

Political ChangePolitical Change

Page 25: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Word:

What is it?

Facts:

Examples:

What isn't it?

Chauvinistic advocacy of Chauvinistic advocacy of aggressive, warlike aggressive, warlike foreign policyforeign policy

JingoismJingoism

First used British Song, Russo-Turkish War:First used British Song, Russo-Turkish War:

We don’t want to fight but by Jingo if we doWe don’t want to fight but by Jingo if we do

We’ve got the ships, we’ve got the men, We’ve got the ships, we’ve got the men, we’ve got the money toowe’ve got the money too

We’ve fought the Bear before, and while We’ve fought the Bear before, and while we’re Britons truewe’re Britons true

The Russians shall not have ConstantinopleThe Russians shall not have Constantinople

AppeasementAppeasement

““Save Darfur”Save Darfur”

Gandhi’s nonviolent Gandhi’s nonviolent civil disobediencecivil disobedience

Spanish Spanish American WarAmerican War

Gunboat Gunboat diplomacydiplomacy

““The The American War American War Dog”Dog”

Page 26: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

What instructional methodsWhat instructional methods will you use? will you use?

Teacher LedTeacher Led Lecture/PowerPointLecture/PowerPoint Discussion/AnalysisDiscussion/Analysis Shared ReadingShared Reading Audio/VisualAudio/Visual

Student CenteredStudent Centered Cooperative Learning Cooperative Learning

ActivityActivity Student PresentationsStudent Presentations Student ResearchStudent Research SimulationsSimulations Skill WorkSkill Work Student Led DiscussionsStudent Led Discussions

Build on Teacher & Student Strengths!Build on Teacher & Student Strengths!

Page 27: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Reading & Reading & Interacting with the TextInteracting with the Text

QAR: Question Answer RelationshipsQAR: Question Answer Relationships Story Mapping: History FrameStory Mapping: History Frame Propostion/Support OutlinePropostion/Support Outline KindlingKindling How to Read a U.S. Supreme Court How to Read a U.S. Supreme Court

OpinionOpinion Engaging the Learner with the textbookEngaging the Learner with the textbook Interactive NotebooksInteractive Notebooks

Page 28: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

DiscusssionDiscusssion

Classroom Discussion Classroom Discussion GuidelinesGuidelines

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Student Student Centered Centered

DiscussionDiscussion

Inner Voice NotesInner Voice Notes Socratic CirclesSocratic Circles Reading PodsReading Pods Fish Bowl DebatesFish Bowl Debates

Use reading strategy to improve Use reading strategy to improve student comprehensionstudent comprehension

Stress student use of factual detail Stress student use of factual detail to support viewpoint.to support viewpoint.

Provide students with guidelines & Provide students with guidelines & feedback.feedback.

Page 30: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Teacher Led DiscussionTeacher Led Discussion

Focus Question: Helps keep you & Focus Question: Helps keep you & the class on topic.the class on topic.

Set: Warm-Up for DiscussionSet: Warm-Up for Discussion Prepared list of questions for Prepared list of questions for

discussion—guidelinesdiscussion—guidelines Wait timeWait time

Page 31: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

WICRWICR WritingWriting InquiryInquiry CollaborationCollaboration ReadingReading

AVIDAVID Advancement Advancement Via Via IndividualIndividual DeterminationDetermination

Reading & Interpreting MapsReading & Interpreting Maps

Interpreting Line & Bar GraphsInterpreting Line & Bar Graphs

Blue Valley, Emporia, Geary Co, Haysville, Lawrence, Olathe, Blue Valley, Emporia, Geary Co, Haysville, Lawrence, Olathe, Ottawa, Topeka, Garden City, Parsons, WichitaOttawa, Topeka, Garden City, Parsons, Wichita

Page 32: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

WritingWriting JournalsJournals PoetryPoetry

Acrostic PoemAcrostic Poem Biographic PoetryBiographic Poetry Diamante PoemDiamante Poem ““I Am” PoemI Am” Poem

““They Should Have Sent a Poet”They Should Have Sent a Poet”

Page 33: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Working with Primary SourcesWorking with Primary Sources Categories of Primary SourcesCategories of Primary Sources APPARTS StrategyAPPARTS Strategy Music Music PhotographsPhotographs Cartoon AnalysisCartoon Analysis

Page 34: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

The DBQ The DBQ APPARTSAPPARTS Strategy StrategyAAuthor:uthor:

PPlace and time:lace and time:

PPrior knowledge:rior knowledge:

AAudienceudience:?:?

RReason:eason:

TThe main idea:he main idea:

SSignificance:ignificance:

Page 35: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Lyric AnalysisLyric Analysis

SkibbereenSkibbereen Irish Folk SongIrish Folk Song Complete The Lyric Analysis Form as Complete The Lyric Analysis Form as

you listen to the song, and read the you listen to the song, and read the lyrics.lyrics.

ListenListen

Page 36: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Using Music & Photographs as Using Music & Photographs as set for in class research”set for in class research”

The Dust BowlThe Dust Bowl Great Depression ResearchGreat Depression Research

• Notes in NotebookNotes in Notebook• 2 Music Analysis Forms on Songs from 2 Music Analysis Forms on Songs from

Great DepressionGreat Depression• 2 Photo Analysis Forms using LOC 2 Photo Analysis Forms using LOC

photosphotos• Letter to President RooseveltLetter to President Roosevelt• Diamante Poem Diamante Poem

Page 37: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Working with Primary SourcesWorking with Primary Sources

Categories of Primary SourcesCategories of Primary Sources APPARTS StrategyAPPARTS Strategy Music Music PhotographsPhotographs Cartoon AnalysisCartoon Analysis

Page 38: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Political Political CartoonsCartoons

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Page 40: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.
Page 41: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Current EventsCurrent Events The Choices Program: Teaching

with the News ISIS: A New Threat

•Debating U.S. Response to Syria•50 Years after the March on

Washington: Students in the Civil Rights Movement

•Debating U.S. Drone Policy•The Conflict in Syria

Page 42: Website Planning An Instructional Unit Student Historians Reading Like a Historian Reading Like a Historian Stanford History Education GroupStanford.

Are there any questions?Are there any questions?


Thinking like historian full slideshow

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Avishag Reisman - Reading Like a Historian - a Document-Based History Curriculum Intervention in Urban High Schools (1) (1)

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