Middle School Workshops World History and Geography Seminar Series KENT ISD, August 2008 Dr. Craig...
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- Middle School Workshops World History and Geography Seminar
Series KENT ISD, August 2008 Dr. Craig Benjamin Grand Valley State
University
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- Welcome To this two-day workshop on the new Michigan World
History Content Expectations for Middle School teachers We have
much ground to cover, mainly through a series of illustrated
lectures on the content of the new CEs Every lecture PowerPoint is
available for your use in the classroom, or in preparing your own
lessons
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- About Me: Teacher and Musician History prof at GVSU Before
becoming an academic I was a professional jazz musician for 25
years in Australia Studied big history at Macquarie University in
Sydney with David Christian After receiving my PhD in 2003, Pamela
and I moved from Sydney to Grand Rapids At GVSU I teach big
history, world history, ancient Eurasian history and historiography
to students at all levels, from freshmen to graduates Playing Jazz
in Grand Rapids Pamela and Me Lunch in Chicago
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- Experienced AP World History Table Leader Frequent presenter of
scholarly and pedagogical papers at conferences world wide Author
of numerous published books, chapters and essays on ancient Central
Asian history, and world history historiography Co-editor of three
volumes in the Brepols Silk Roads Studies Series My latest book is:
The Yuezhi: Origin, Migration and the Conquest of Northern Bactria
published by Brepols in 2007, as volume XIV in their Silk Roads
Studies series What Really Goes on at the AP Reading! Presenting at
the NCSS in San Diego Bain, Christian, Me, McArthur, Nov 07
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- Work on the CEs and Textbooks Member of committee that (under
Chair Bob Bain) wrote the new Michigan World History and Geography
Content Expectations Currently under contract to produce a big
history text book with David Christian and Cynthia Stokes Brown for
McGraw-Hill Also writing Vols I and II in a new Facts on File world
history series, Witness to History (edited by Ken Curtis, Tim
Kearns and Heather Streets) Authors Brown, Benjamin and Christian
hard at work in Hawaii, Jan 08
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- Workshop Program Day One 8.30 9.30: Session 1 - Introduction to
the New Michigan WHGCEs; World History; Historical Habits of Mind
9.40-10.40: Session 2 - The Evolution of Humans and the Paleolithic
Era 10.50-12.00: Session 3 - The Agricultural Revolution and Early
Agrarian Era 12.00-12.45: Lunch 12.45 1.45: Session 4 - History and
Geography of the Ancient Americas 2.00-3.00: Session 5 - The
Americas through to 1500 CE
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- Workshop Program Day Two 8.30 9.30: Session 6 - Early
Civilizations and Cultures of the Eastern Hemisphere Part I
9.40-10.40: Session 7 - Early Civilizations and Cultures of the
Eastern Hemisphere Part II 10.50-12.00: Session 8 - Classical
Civilizations of the Eastern Hemisphere (Parts I, II, III, IV, V
and VI) 12.00-12.45: Lunch 12.45 1.45: Session 9 - The Emergence
and Spread of Global Religions in the Eastern Hemisphere 2.00-3.00:
Session 10 - Contemporary Global Issues; Sample Units; Wrap Up
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- Part One: Introduction to the New Social Studies Content
Expectations
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- Historical Background First Attempt! (2004/2005) First attempt
to create new SSCEs was foiled in July 2005 when, on the eve of the
presentation to the Michigan Board of Education several committee
members withdrew their support for the document. Never presented to
Board!
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- Second Attempt 2005/2006 Ready to go to the Board for a vote
when a Detroit judge wrote an editorial criticizing the document
because it eliminated the word America when referring to the United
States An election year so the controversy over America led to the
document being pulled Committee disappeared, but a couple of
committee members received angry letters and even death threats!
2006 another Committee convened to revise work of previous
committee and turn the doc. back to the MDE
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- Role of Cherry Commission Then in 2006 Cherry Commission argued
that Michigan needed more rigorous and relevant curricula Asked MBE
to produce new content expectations and standards in math, English,
science and social studies At that time the only graduation
requirement legislated by the State was Civics Michigan known
nationally as the Civics State although local ISDs all had their
own mandatory requirements April 06 Gov. Granholm signed into law a
set of new high school graduation requirements to be effective for
graduating class of 2011 - languages for class of 2016
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- Third Time Lucky! 2006/07 Summer 06 MDE asked Bob Bain to chair
task force to develop content expectations for the new graduation
requirements New CEs would establish specific goals for students
and give guidance to teachers, assessors, publishers, and programs
for pre- and in-service teacher education With no foundation in the
current framework, Bain knew greatest challenge would be in world
history and geography World history/geography writing subcommittee
that included: -Two university academics (one geographer from WMU,
one world historian from GVSU - CB) -One world historian from Henry
Ford Community College -Three very experienced high school world
history teachers
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- WHGCEs presented greatest challenges for the following reasons:
1.Current state standards and benchmarks offer little guidance for
world history teachers (less than 8% of benchmarks even mention WH
and those have a western civs focus) 2.State assessment exam did
not assess world history so many districts did not even offer world
history courses to their students 3.Few Michigan teachers had taken
much course work in world history, and PD opportunities for
teachers to deepen their understanding of world history and its
pedagogical approaches were very rare 4.So legislature was
mandating a course in WHG without a sense of what such study would
entail, how rare is was throughout the state, how it would be
assessed, how few teachers studied WHG in college, and what type of
education middle and high school teachers needed to understand and
then to teach the history and geography of the world!
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- The Committees Work Committee met multiple times in 06/07 and
produced many drafts of the document Early battle fought over when
the CEs should start, and which Eras might realistically be moved
to the middle school Committee wanted to retain all eras in the
HSCEs but we were overruled by MDE who decided to move Eras 1-3 to
Middle School Drafts faced rigorous scrutiny from several experts
around the country, plus critical public review Final version has
survived all of these reviews and numerous rewrites to receive
widespread acclaim from the Board and national reviewers
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- Rationale Behind the WHGCEs? Review of other standards,
textbooks and syllabi showed that most approaches to the history of
the world either gave priority to one region, or engaged in a
cultural cavalcade that found students and teachers studying
nations or civilizations one right after another Little coherent
effort to situate these in larger contexts or attempt to understand
a global story
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- Multiple Lenses Focus now is on a global and comparative
approach to develop greater understanding of the development of
worldwide events and interactions CEs organized using both time and
space to engage students in cross-temporal and cross-spatial
studies To integrate geography and history CEs organized within
historical eras and different geographic scales Just as a
photographer uses multiple lensesclose-up, wide-angle, and zoomto
tell pictorial stories, CEs ask teachers and students to study the
worlds history and geography through several different lenses to
understand the whole most completely
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- Michigans WHGCEs Consider the World in Time and Space Encourage
students to work with and across different scales of time and space
to: 1.Investigate global patterns and developments over time while
connecting more local patterns to larger inter-regional and global
patterns 2.Employ different analytical schemes, including global,
regional, national and local to understand developments over time
from the global to the particular 3.Compare within and among
regions and societies, and across time 4.Develop an understanding
of the historical and geographic context of human commonalities and
differences, particularly in considering claims of universal
standards or of cultural diversity
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- Chronological Structure of the CEs Foundational Expectations
(Eras 1 3) to establish necessary background to begin high school
study (Middle School) P21 Era 4 Expanding and Intensified
Hemispheric Interactions, 300 to 1500 C.E./A.D. PP22-23 Era 5 The
Emergence of the First Global Age, 15th to 18th Centuries PP24-25
Era 6 An Age of Global Revolutions, 18th Century to 1914 PP26-27
Era 7 Global Crisis and Achievement, 1900 to 1945 PP27- 29 Era 8
The 20th Century Since 1945: The Cold War and its Aftermath PP29-30
Contemporary Global Issues P31
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- Part Two: Just What is World History, Exactly??
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- The Problem with World History! Too much stuff! How can I cram
it all in? The wrong way of thinking about world history! World
History is not just more of the same old history World History
focuses on different themes and topics Because different things can
be seen at different scales So to teach world history We need to be
clear what these different themes are And to do that, we need to
think at different scales Lets start!
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- Craig Benjamin, Cynthia Brown and David Christian near Kaena
Point W. Coast of Oahu, Hawaii, January 2008 What do you notice at
this scale? What seems important? What would you emphasize to your
students at this scale?
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- We Were Here Seeing the Whole Island What do you notice at this
scale? What seems important? What would you emphasize to your
students at this scale?
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- We Were Here Seeing the Whole of the Hawaiian Islands What do
you notice at this scale? What seems important? What would you
emphasize to your students at this scale? Is this world history
yet?
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- We Were Here What do you notice at this scale? What seems
important? What would you emphasize to your students at this scale?
Surely this is world history now??
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- The Earth Looking Lonely We were somewhere near here Were
seeing the whole of the earth now; is that the perspective we need
for world history? What do you notice at this scale? What seems
important? What would you emphasize to your students at this scale?
Is this world history? Or something more?
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- World history as a Whole Now: What are the most important
things we see? What are the historians equivalents of continents?
What Do We See at Large Scales?
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- History as a Whole The Great Eras of Human History ERA 1:
PALEOLITHIC From 200,000 12,000 BP Most of human history; early
signs of collective learning; small communities; global migrations;
megafaunal extinctions; slow population growth ERA 2: AGRARIAN From
12,000 BP 200 BP Intensification; rapid population growth; cities,
states, empires; writing; different histories in different world
zones ERA 3: MODERN From 200 BP - Now Single, global system; rapid
growth in energy use; increasing rate of extinctions; increased
life expectancies
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- Three Eras of Human History Based on Population Growth Data
from David Christian, Maps of Time, p. 143 Paleolithic Era:
extremely slow change Agrarian Era: Change accelerates Modern Era:
Change faster than ever
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- Plate Tectonics matters too. History very different if we had
evolved in Pangaea! Americas A single world zone for history
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- But Plate Tectonics Meant that Humans Evolved on a Planet that
Looked Like This North America Humans flourishing India has
collided
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- Present (and from c. 12,000 Years Ago) The Americas Are
Isolated Beringia Land Bridge closed at the end of the last ice
age, isolating the Americas Atlantic Ocean an effective barrier to
all but the Vikings (and the Basque?) until 1492
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- Plate Tectonics Created 4 World Zones AFRO-EURASIA AMERICAS
AUSTRALASIA PACIFIC ZONE
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- Most of World History Focuses Mainly on One of these Zones THE
AFRO-EURASIAN WORLD ZONE: Its history is so familiar and so
important BUT WHAT ABOUT THE AMERICAN, AUSTRALASIAN, AND PACIFIC
ZONES: Often ignored GENUINE WORLD HISTORY NEEDS TO BE AWARE OF ALL
THESE ZONES: Comparing their histories is a helpful way of
constructing a unified world history
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- Comparing Different Zones: Key Questions? How different are
their histories? How similar are their histories? Can we explain
the similarities and differences? What do these comparisons tell us
about human history in general?
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- A Model of World History Taking Place in Four Different Zones
Almost like 4 different planets! The task: To compare and contrast
these different histories To understand what the comparisons tell
us about world history in general A fundamental challenge for world
history, and for Middle School teachers!
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- Part Three: The Middle School CEs
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- P. 41: Divided into Western and Eastern Hemisphere Studies in
Grades 6 and 7 Grade 6 and 7 focus on the study of the W. and E.
Hemispheres during ancient and modern times Includes geography,
economics, government, inquiry, public discourse and decision
making, citizen involvement, and World History and Geography - Eras
1, 2, and 3 Components may be arranged over the two years with the
understanding that all grade level content expectations for 6 and 7
must be included Grade level testing is not currently planned for
social studies So districts have flexibility in the organizational
delivery models for the content in grades 6 and 7
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- Grade Six: Western Hemisphere Studies (p44) Explore tools and
mental constructs used by historians and geographers Develop an
understanding of Ancient World History, Eras 1 3, of the Western
Hemisphere and study contemporary geography of the Western
Hemisphere As a capstone students conduct investigations about past
and present global issues Using content knowledge, research, and
inquiry, they will analyze an issue and propose a plan for the
future Compose civic, persuasive essays using reasoned
argument.
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- Grade Seven: Eastern Hemisphere Studies (p56) Seventh grade
students review the tools and mental constructs used by historians
and geographers Develop an understanding of Ancient World History,
Eras 1 3, of the Eastern Hemisphere and will study contemporary
geography of the Eastern Hemisphere As a capstone, the students
will conduct investigations about past and present global issues
Using significant content knowledge, research, and inquiry, they
will analyze the issue and propose a plan for the future As part of
the inquiry, they compose civic, persuasive essays using reasoned
argument
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- 6 th /7 th Gd HISTORY Overview H1 The World in Temporal Terms:
Historical Habits of Mind (Foundational Expectations Addressed in
Grade 6) 1.1 Temporal Thinking 1.2 Historical Inquiry and Analysis
1.4 Historical Understanding W1 WHG Era 1 The Beginnings of Human
Society 1.1 Peopling of the Earth 1.2 Agricultural Revolution W2
WHG Era 2 Early Civilizations and Cultures and the Emergence of
Pastoral Peoples 2.1 Early Civilizations and Early Pastoral
Societies W3 WHG Era 3 Classical Traditions, World Religions, and
Major Empires 3.1 Classical Traditions in Regions of the
Western/Eastern Hemisphere 3.2 Growth and Development of World
Religions
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- Western & Eastern Hemisphere Studies 6 th Gd includes the
Americas 7 th Gd includes Europe, Africa, Asia, and Australia.
Europe and Russia are listed in the document for 7th grade, but may
be included with either Western or Eastern Hemisphere Studies World
History Eras 1, 2, and 3 and The World in Temporal Terms and The
World in Spatial Terms are included in Grades 6 and 7 as a
foundation for World History and Geography in the high school
Capstone projects of historical and contemporary global issues that
have significance for the student and clearly linked to the world
outside the classroom are included.
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- In Both Grades 6 and 7 Teachers Need to Discuss Historical
Habits of Mind (Ways of Thinking) Evaluate evidence, compare and
contrast information, interpret the historical record, and develop
sound historical arguments and perspectives on which informed
decisions in contemporary life can be based.
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- H1.1 Temporal Thinking Use historical conceptual devices to
organize and study the past. Historians use conceptual devices
(eras, periods, calendars, time lines) to organize their study of
the world. Chronology is based on time and reflects cultural and
historical interpretations, including major starting points, and
calendars based on different criteria (religious, seasonal,
Earth-sun-and-moon relationships) Historians use eras and periods
to organize the study of broad developments that have involved
large segments of worlds population and have lasting significance
for future generations and to explain change and continuity.
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- H1 Temporal Thinking 7H1.1.1 Explain why and how historians use
eras and periods as constructs to organize and explain human
activities over time. 7H1.1.2 Compare and contrast several
different calendar systems used in the past and present and their
cultural significance E.g. -Sun Dial -Gregorian calendar -B.C./A.D.
-contemporary secular B.C.E./C.E. -(ADDED FOR 7 TH GRADE: Chinese,
Hebrew, and Islamic/Hijri calendars).
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- H1.2 Historical Inquiry and Analysis Use historical inquiry and
analysis to study the past History a process of reasoning based on
evidence from the past Historians use and interpret: -a variety of
historical documents (including narratives) -recognize the
difference between fact and opinion -appreciate multiple historical
perspectives while avoiding present mindedness (judging the past
solely in term of norms and values of today) -and explain that
historical events often are the result of multiple causation
Students will conduct their own inquiry and analysis in their
studies about the ancient history of the Western and Eastern
Hemispheres
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- H1.2 Historical Inquiry and Analysis 7 H1.2.1 Explain how
historians use a variety of sources to explore the past. E.g.
-Artifacts -primary and secondary sources including narratives
-Technology -historical maps -visual/mathematical quantitative data
-radiocarbon dating -DNA analysis 7 H1.2.2 Read and comprehend a
historical passage to identify basic factual knowledge and the
literal meaning by indicating who was involved, what happened,
where it happened, what events led to the development, and what
consequences or outcomes followed.
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- H1.2 Historical Inquiry and Analysis contd. 7 H1.2.3 Identify
the point of view (perspective of the author) and context when
reading and discussing primary and secondary sources. 7 H1.2.4
Compare and evaluate competing historical perspectives about the
past based on proof. 7 H1.2.5 Describe how historians use their
methods to identify causes of change in history (noting multiple
causes) 7-H1.2.6 Identify the role of the individual in history and
the significance of one persons ideas.
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- H1.4 Historical Understanding Use historical concepts,
patterns, and themes to study the past. Historians apply temporal
perspective, historical inquiry, and analysis to spheres of human
society to construct knowledge as historical understandings These
understandings are drawn from the record of human history and
include human aspirations, strivings, accomplishments, and failures
in spheres of human activity. 7 H1.4.1 Describe and use cultural
institutions to study an era and a region (political, economic,
religion/belief, science/technology, written language, education,
family). 7 H1.4.2 Describe and use themes of history to study
patterns of change and continuity. 7 H1.4.3 Use historical
perspective to analyze global issues faced by humans long ago and
today
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- Okay, thats the introduction over! Lets get started after the
break (10 mins only please) on the Evolution of Humans and the
Paleolithic (Old Stone Age)