Transcript Document Based Historical Writing

Document Based
Historical Writing
Sara Jordan
UCI History Project
November 16th 2010
Getting Started
Decide what standard(s) you would like to cover.
 What type of documents would you like your
students to be able to analyze?



Charts & Graphs, Expository, Photographs, Political
Cartoons, Maps, etc.
What content and analysis do you hope will come
from the writing?
1.
2.
3.
Select your documents.
Write your question and historical context.
Begin getting your students excited!!!
Music to my ears!
Scaffolding
Part I
1. Distribute the document handout to your
students.
2. Read the context, then review and analyze the
question.
Based on your understanding of the documents,
How did Nations use nationalism to gain support for the war effort?
and the starting of WWI?
3. Brainstorm possible categories by looking at the
documents.
Category 1
Category 2
Category 3
4. Distribute the 6 Cs and do one document together
whole class.
5. Have students move into groups, assign each
group of 4 one document, then give them one 6 Cs
handout.
6. Give the Point of View Strips to support students.
7. Each box must be completed and each C should be
assigned to a different student.
8. Collect the Cs and grade.
Part II usually the next day
1. Distribute the Source Analysis Presentation Chart.
2. Select 1 group randomly to present for each
document. Each person is responsible for at least 1
part.
3. Review and help students be sure that they are
getting all the important content.
Based on your understanding
of the documents, How did the
Jews, Christians, Greeks,
Romans and the Magna Carta
influence Western Political
Thought?


Note the Citation is
incorrect. Review
and help groups
understand.
Point of View:
Review and help
groups understand.
Based on your understanding of
the documents, is a government
ever justified in using violence
against those it identifies as a hostile
threat to the State? Who gets to
decide?
Based on your analysis of the
documents, identify positive
and negative consequences of
British Imperialism in India.
Source: The London Times “The
Forests of the Empire” 1881
Part III
1. Distribute the writing structure and rubric.
2. Have students write together as a group. All four
names and then turn in.
•
•
Be Supportive… Each time they do this… our
students understand more and become better
thinkers and writers.
The hard work it takes in the beginning to teach
students will pay off later.
Grade and begin
thinking which
papers will be
used for the
norming (high,
medium and low).