Transcript Welcome history cohorts!

WELCOME HISTORY
COHORTS!
Please look for your name tag and take a seat.
Table Groups
You are currently
sitting at a table
with at least one
teacher who has
been a member of
the History Cohort
before. That
person(s) will act
as the mentor(s) to
your table group
as we review
important ideas,
terminology, and
pedagogical
practices.
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I am like U.S.
Grant, because I
drink too much!
At your table, introduce
yourselves, the school/grade(s)
you teach and your favorite unit
to teach in U.S. history.
As a team, brainstorm and decide
upon a team name based on a
famous historical figure. You must
be able to give three reasons why
that name/person fits your team.
OVERVIEW OF HISTORY COHORT
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Congratulations on being a member of this elite group!
Who we are: Sue, Tom, & Angela
Why we instituted a year-long Cohort group
Requirements
Stipend
Books
Student Tests
Our EQ for the year:
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What relationship should exist between
government, the people, and the media?
Our topic for today:
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Early print culture and politics in America
Book Club: Affairs of Honor
Affairs of
Honor: National
Politics in the
New Republic by
Joanne Freeman
Facilitated by
Tom Smith
Oct. 13, 20, 27
Saturday Dialogue #1
Social
Change
& Film
Presented by
the Nevada
Museum of Art
Art of Audubon: Print Media
Thursday, January 13
Facilitated by Colin Robertson, Education Curator
Nevada Museum of Art
Saturday Dialogue #2
Muckrackers:
America’s
Dirty Laundry
Facilitated by
John Reid
Saturday,
January 29
Saturday Dialogue #3
Media and War: How Vietnam Changed Journalism
Facilitated by Tom Smith
Saturday Dialogue #4
Nevada in
the News
Facilitated
by John
Reid
Saturday,
April 2
Testing Time
All Cohort members will take a pre-test and a
post-test so that we can conduct a study as to
whether your content knowledge increased as a
result of the Cohort experience.
Feel free to take a quick break when you finish your test. You
can also put together your binder at this time. One
suggestion for binder organization/tab labels is…
Cohort Meetings
My DBQ Project
Book Club
Saturday Dialogues
P.S.
I LOVE EQS & HQS!
A collaborative introduction & review for your team
Quick Draw Competition
1.
2.
3.
4.
5.
6.
Choose the fastest writer in the group.
Give them a weapon (a marker).
Write the definition of a primary source
(in your group’s own words).
Brainstorm as quietly as possible all of
the different types of primary sources
available.
Add specific examples of each type
that you have used in your own
classroom (i.e. Rosa Parks arrest
records).
The winning group will have the most
types and examples of primary sources
listed at the end of the time limit.
There are four minutes until high noon.
So what makes a question an
Essential Question?
An Essential Question (EQ)…
 Addresses the big ideas of
history
 Does not have a right or
wrong answer
 Helps students to think broadly
about history rather than
focusing on details
 Allows for multiple
interpretations
 Requires an understanding of
cause and effect
Essential Questions are…
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Interdisciplinary
Problematic
Difficult to answer
Why Use EQs?
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EQs help students construct
own understanding of the
past.
EQs help students understand
that history is NOT a static
collection of facts that are
never changing but a vibrant
story that continues to change
with new evidence and
interpretation.
EQs provide the thematic link
between units/topics and
help students make
memorable connections.
Why Use EQs?
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EQs force students to
examine and challenge
their own beliefs through
investigation of historical
evidence. They learn to
take a stance based on
evidence.
Students must examine
multiple perspectives.
How to use EQs effectively…
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Carefully select 4-6 EQs to
use throughout the year.
Make sure that you use the
same EQs for the whole
year.
Make questions relevant to
students today – link past
to present.
Investigate through
primary sources/case
studies
Use primary sources
encourage students to
recognize multiple
perspectives.
Some Things To Consider…
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An EQ shouldn’t have a right, wrong, or
preconceived answer.
You should be able to see how an EQ would
enhance the learning in at LEAST THREE (hopefully
more) units of study.
EQs can only be answered by considering multiple
perspectives and/or addressing controversy.
Students should have to take a stance in their
answers.
Cue the EQ…
Separate a piece of chart paper into two columns. Follow the directions below.
CHART PAPER COLUMN ONE
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Given the following
Essential Question, make
a list of units in U.S.
history for which you
could apply this question
and explain how.
EQ: Should liberty be
limited?
CHART PAPER COLUMN TWO
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As a group, come up
with two of your own
Essential Questions
(EQs) that meet the
guidelines specified
previously.
Share EQs
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What is your best EQ?
What is the hardest part of this process?
Can you see yourself framing your history curriculum
around EQs?
If you are interested in having more time/structure
to play with EQs, please come to our NNCSS
presentation on November 6.
But how do we get kids to focus on the important
historical information in each unit?
Historical Questions: The Missing Link
Characteristics of Historical Questions
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HQs are relevant to
specific time
period/topic.
HQs address a specific
benchmark.
HQs are not as broad
as EQs.
HQs have an explicit
and direct tie-in to the
EQ.
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HQs focus on a
specific
benchmark/topic in
history, whereas EQs
cover many
benchmarks/topic
found in history.
HQs help you to
apply the big essential
questions to specific
historical situations.
EQ + Standard = HQ
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Here’s an example:
– EQ: What types of relationships should exist
between government, institutions, and individuals?
– Add Standard Benchmark H2(6-8).10)
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HQ: Why did people feel the need to limit
government power through the Articles of
Confederation? Did they limit it appropriately?
HQ: Did the Articles of Confederation establish an
appropriate relationship between the government and
the states? Between the government and the people?
Another HQ Example
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EQ- Can war be
justified?
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Add the benchmark:
H3.[6-8].7 Explain the struggle
between states’ rights and federalism,
and the impact on the national
identity in the United States.
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HQ- How did the
Confederacy
justify secession
and civil war?
EQ & HQ Examples
Essential
Elementary U.S. History
Questions
Historical Questions
(EQ +
Standard/Topic =
HQ)
When and how is  According to the
it appropriate to
Founders, what were
use power?
appropriate ways to
limit government
power?
 Was it appropriate for
the Sons of Liberty to
use their power to
protest to destroy
property in the Boston
Tea Party?
Middle School U.S. History
Historical Questions
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Was the Monroe
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Doctrine an appropriate
use of foreign policy
power? Explain.
Was it appropriate for
President Lincoln to use
his power to suspend
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the writ of habeas
corpus? Explain.
High School U.S. History
Historical Questions
At what point during
WWII would it have been
most appropriate for the
U.S. government to use
its power to intervene in
European affairs?
Did President Nixon use
his power of Executive
privilege appropriately?
Explain.
Please look at the handout for more examples.
Practice Writing Historical Questions
Move into four groups and go to your assigned
poster. (Group 1: January-March; Group 2:
April-June; Group 3: July-Sept; Group 4: OctDecember)
 You will have three minutes at a poster. In this
time, write one or two historical questions to
expand on these essential questions.
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Let’s Play with Some Primary Sources!
Setting up the Colonial
experience with
freedom of the press…
The burning of Zenger's
New York Weekly Journal
Cold Document Analysis
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Primary Sources as a Cold Case File
 Preview
the case files:
 What
do you already know about the Zenger Trial and
Cato’s essay, “On Freedom of Speech?”
 Review
& make notations on existing evidence:
 Carefully
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read the documents.
What are the three most important things you learned in each
document?
What are some questions you have now that you have read the
documents?
 Investigate
further. In this case, interview Tom or I as we
go through the day.
H.O.T. Document Analysis
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Historical Orientation To Document Analysis
 To
make primary sources come alive for students,
they need historical background and context. If a
cold read is used, it must be accompanied by a
H.O.T. document analysis as well.
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How can you model this type of document
analysis in the classroom? What would you
change to meet the needs of your students?
(vocabulary, shorter sections, etc.)
Some HOT document background & tidbits
Cato’s Letters
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Rank the facts about
England, Cato, and his
letters from most
important to least
important in
understanding the
context and relationship
to the colonial
experience with the
media.
Zenger Trial
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Code the Facts:
 Place
a
next to the
most interesting fact.
 Place a
next to a
fact that you will share
with students.
 Place a
next to a
fact you already knew
(smarty pants!).
Dr. Tom Smith
Early Republic:
Nation Building, Print Culture &
The French Revolution
DBQ Project
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Please take out your Cohort Assignment Sheet and
read through the assignment.
Some dates are due dates, while others are
suggestions to work through the natural tendency to
procrastinate.
Four hours of your stipend are connected to turning
in pieces of the assignment on time.
Today we are going to work through a DBQ
together so that you can see what they entail.
The History Paper
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Choosing a topic
Choose an area in which you are interested or want to
improve your knowledge and teaching.
 The topic will help you to understand the nuances and
detailed background so that you can feel totally confident
presenting/helping kids with the DBQ.
 The paper will be written as a college level paper. You
should use Chicago Style when citing sources. You must
include at least four sources in your paper.
 The paper will be five-six pages in length.
 Writing the paper will provide you with the secondary
sources to use in your DBQ and will most likely lead you in
the direction of finding your primary sources.
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Dr. Tom Smith
Guidelines and hints for writing the paper…
So, what the heck is a DBQ?
I am certainly not an
expert on writing
DBQs. I used them
regularly in the
classroom, but I’m sure
there are others in the
room who have more
expertise. I hope you
will all help to teach
your peers about this
process. My goal
(that of getting every
kid to do the DBQ)
may be different than
that of an AP teacher.
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In the simplest terms, a DBQ is an essay
question based on a series of documents;
but it is really much more than that.
Document-based questions are for all
students, from elementary school through
high school. They help prepare students to
compare and contrast particular issues
from multiple perspectives, reconciling
differing positions, evaluating the strength
of particular arguments, providing
authentic opportunities at a high level of
thinking, and developing life skills.
DBQ Components
What kids need…
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Ample background on the
subject matter
Instruction on how to write
their answers with time for
practice
Practice reading primary
sources
Teacher led instruction for
part of the process
What a DBQ should include…
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Primary sources that are
distinguished by time and
author
Primary sources that are
challenging but not impossible
Short secondary source
excerpts that help build
context
Clear and succinct guidelines
for how to answers/succeed
with the DBQ
DBQs & History Mysteries
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Some important considerations:
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DBQs should enrich the content you teach.
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DBQs should include primary & secondary sources.
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DBQs should help answer an important historical question.
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DBQs should allow for more than one interpretation.
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The DBQ process must be taught EXPLICITLY before students can be
expected to do one on their own. For grades 5-8, they might be
done in small groups all year long.
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DBQs offer a great way to do authentic assessment of skill based
learning.
Let’s do a DBQ!
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We’ll learn all about making one and delivering
one to students later. Today we are just going to
play around with a DBQ about Andrew Jackson to
help you see how it works!
EQ + STANDARD/TOPIC = HQ
EQ: What types of relationships should exist between
government, institutions, and individuals?
 Topic: Jacksonian Democracy
 Standard: H2.6-8.14
(Describe contributing factors in the development of a national
identity following the War of 1812.)
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HQ: How democratic was the relationship
between President Andrew Jackson and
institutions and individuals?
A tip: Always break down the question with students before you begin.
First Steps
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Step 1:
 Read the historical
background essay for
the DBQ.
de·moc·ra·cy
Step 2:
 Become familiar with
the definition of
democracy in the next
box.
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1. government by the people; a form
of government in which the supreme
power is vested in the people and
exercised directly by them or by their
elected agents under a free electoral
system.
2. a state of society characterized by
formal equality of rights and
privileges.
3. political or social equality;
democratic spirit.
4. the common people of a community
as distinguished from any privileged
class; the common people with respect
to their political power.
A few fun facts and more background…
(volunteers?)
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Jackson - first president from west of
Appalachian Mountains
Story of Jackson’s inaugural party
The National Bank
1st 18 months of presidency, Jackson removed
9% of officeholders (Spoils System)
Indian Removal Policies &
Worcester v. Georgia
Opening of American society
Analyze a Few Sources Together
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Document E: King
Andrew the First
Document F: Bank Veto
Message
Document G: Daniel
Webster on Bank Veto
Partner up to DBQ!
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2.
3.
Read through each document, talk with your
group about it, and answer the scaffolding
questions together.
Answer the historical question, “How democratic
was the relationship between President Andrew
Jackson and institutions and individuals?” (This
becomes your thesis statement for you answer.)
Complete the Chicken Foot essay organizer on
chart paper.
Reflection
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What did you learn
(content wise) from this
exercise?
Do you think DBQs
(created by you for your
students’ needs) will be
beneficial to students?
How do you feel about
the overall process of
answering a DBQ?
Right Around the Corner…
Cohort Assignment
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Brainstorm your
topic/DBQ Question &
begin looking for
sources. Your topic is
due Friday Dec. 3 at our
next meeting.
Read Cramer, pgs 1-42,
91-118, 134-159, 163178.
Read for the Book Club
– see assignment sheet.
NNCSS Conference

Please join us for the
8th annual Social
Studies Conference at
Damonte Ranch High
School on Saturday,
November 6.
PLEASE FILL OUT THE
SATISFACTION SURVEY
BEFORE YOU HEAD OUT.
DO NOT FORGET TO TAKE
YOUR STUDENT TESTS
WITH YOU.
Have a great afternoon! See you soon.