Tools Historians Use to Organize and Analyze Informationmsdlane.weebly.com/uploads/7/3/6/1/7361500/unit_1_lesson... · 2020-02-05 · Tools Historians Use to Organize and Analyze

Tools Historians Use to Organize and Analyze Information Unit 1 – Lesson 8

Content Expectations

6 and 7 Explain why and how historians use eras and periods as constructs to H1.1.1: organize and explain human activities over time.

6 and 7 Compare and contrast several different calendar systems used in the past and H1.1.2: present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C. /A.D.; contemporary secular – B.C.E. /C.E.; Chinese, Hebrew, and Islamic/Hijri calendars).

Common Core State Standards

RH.6-8.2: Determine the main ideas or information of a primary or a secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.

Tools Historians Use to Organize and Analyze Information


LEARNING TARGETS:

1. I can explain the four tools that historians use to organize information include significance, social institutions, temporal frames (time), and spatial scales (space).

2. I can describe how historians use time to organize and analyze the past.

3. I can compare how historians categorize time into different scales in order to study human activity over large periods of time.

4. I can describe that eras and periods are ways of grouping human activities that share particular characteristics.

5. I can explain that the idea of time is man-made concept. All societies need to account for time in some way. Different cultures created different calendar systems that suited their needs.

6. I can defend that using time to organize the past helps to analyze turning points of human history and how different eras relate to each other.




Tools Historians Use to Organize and Analyze Information #1

You’ve been asked to write a history of your family.

• Where and when would you begin your story?

• Why at that particular point/place in time?

Jot down your thoughts in your SS notebook.

Discuss with class comparing starting points:

Examples:

• Your birth…

• The first time your parents met…

• When some distant ancestor immigrated to the United States …


STUDENT IDEAS

• At my birth

• At the birth of my parent(s)

• When my parent(s)/ grandparents met/ wedding

• When my grandparents were young (their lives)

• When my family came to America

• When my family BEGAN (mother/father)

• When it all began

• When the universe was created

• When mankind was created

• Medieval times


LEARNING TARGETS:

1. I can explain the four tools that historians use to organize information include significance, social institutions, temporal frames (time), and spatial scales (space).

2. I can describe how historians use time to organize and analyze the past.

3. I can compare how historians categorize time into different scales in order to study human activity over large periods of time.

4. I can describe that eras and periods are ways of grouping human activities that share particular characteristics.

5. I can explain that the idea of time is man-made concept. All societies need to account for time in some way. Different cultures created different calendar systems that suited their needs.

6. I can defend that using time to organize the past helps to analyze turning points of human history and how different eras relate to each other.

Tools Historians Use to Organize and Analyze Information #3 STUDENT RESPONSES

1. How might the story of America be different if you start before 1492 (when Columbus discovered “America”) or after 1500?

2. Would your knowledge and perspective decide what you think is significant to the history you chose to write about?

3. How might someone’s idea of what is significance affect their starting point? Why or why not?


If you were to construct an historical account of the United States, where and when would you begin?

Turn and Talk with a partner about your answer

Examples:

•Native Americans arriving across the

Bering Land Bridge

•The first explorers

•Columbus

•The American Revolution

•The adoption of the Constitution


In previous lessons you used significance and social institutions to help you organize the past.

1. Historians also organize accounts by TIME.

2. What year is it right now?

3. How do you know? What if you’re incorrect?

4.How could it actually be 1431, or 4707, or even 5770, or maybe 5124?

5. How might all of these years be correct?


Name /Hour


• These are the years for 2015 on the Islamic, Chinese, Jewish, and Mayan calendars.

• REMEMBER the concept of time (calendars, turning points, eras, etc. ) is a man-made invention.

• In other words, time is NOT “real”.

• What do you think this means?

• Many different cultures at different times in the past and present have defined time differently.

• DISTRIBUTE: Calendar Systems Chart

• Work together to complete the first row of the charts on the Gregorian calendar.


Name /Hour

Tools Historians Use to Organize and Analyze Information #4 Gregorian

Origin Story:

• Created by Pope Gregory in the 1500”s

• Based on Roman calendar

• Begins with birth of Jesus

Current Year:

• 2015

Lunar or Solar:

• Solar (based on the Earth revolving around the sun and a day as a rotation of the earth)

How many days/months per year:

• 365 days per year

• Leap year has 366 days

• 12 months per year (vary in length)

Is it used today?

• Adopted globally

Other:

Used BC to denote years before the birth of Jesus, and AD to denote years after. For Example, today is 2015 AD


The terms B.C. and A.D. are based on traditional beliefs about the birth of Jesus and that non-Christian terms have been adopted.

B.C. is now referred to as BCE (Before Common Era)

A.D. is now referred to as CE (Common Era)

• Work with a partner to answer the questions on the sheet.

• Review the questions and answers with the whole class.


DISPLAY the “Timeline Questions” - This timeline represents the Gregorian calendar. - The “1” on the timeline refers to the traditional date that Jesus was born. - BCE means – “before common era” - CE means – “common era” - This calendar has been adopted internationally for the sake of

consistency. - BCE and CE have not always been used. Some textbooks might have

another notation – BC and AD. - B.C. refers to “before Christ” and addresses the same time period as

BCE “before common era.” - A.D. is a notation for “anno domini” meaning “in the year of our

Lord.”

Hypothesize with a partner why these terms are not used by all countries and societies. DISCUSS WITH THE CLASS.






• Not all calendars are the same and that some societies have created different versions.

JIGSAW Activity to complete the remainder of the “Calendar Systems” chart.

• Divide into 8 separate groups – Number off by 8’s

Each group will have a reading assignment

• 1’s & 5’s “The Muslim or Islamic Calendar”

• 2’s & 6’s “The Hebrew or Jewish Calendar”

• 3’s & 7’s “The Chinese Calendar”

• 4’s & 8’s “The Mayan Calendar”


Name /Hour


• Each group will become the “experts” of your assigned calendar reading and complete your section of the handout, “Calendar Systems” (it was used in Step 4)

• Read independently

• Fill out the chart as best you can on your own

• Discuss your answers with your “expert” group

• When your “expert” group is finished - you will meet in new groups (1-4 together) & (5-8 together)

• Each new group will have an expert from the Muslim, Jewish, Chinese, and Mayan calendars.

• New groups will share the results of their investigations with their new group members so that everyone can complete the “Calendar Systems” chart.


Discuss similarities and differences in the calendar systems:

• What similarities among the calendars did you notice?

• What differences did you notice?

• What was the most significant difference you observed? Why do you think it was the most significant?

• What problems might historians have in creating accounts of events when there are so many variations of the years?

• How might we solve the problem of so many different calendars?


• The ease of communication has led most of the world to use the Gregorian calendar to designate days, months, and years when dating event and creating accounts.

• Muslim, Jewish, Chinese, and Mayan holidays are based on their respective calendars. They seem to “move” because we place them on a different calendar – the Gregorian calendar.


THINK about how you use time to denote a period of your life.

• Do you use dates when thinking about the music you listened to in 2009?

• Do you use dates when you think about TV shows you used to like when you were little? Why or why not?

Respond in your SS Notebook.

• Consider how you refer to time frames in the past – preschool, elementary school, 5th grade, etc.

• Adults do the same thing – they chunk time together or identify time periods by significant events.


Examples:

• In middle school…

• In high school…

• In my 20’s…

• When we first got married…

• During the American Revolution…

• During the Bush presidency…

• Before my sibling was born…


• HISTORIANS DO THE SAME THING. • Historians not only use days, months, and years when

creating accounts, but also give names to periods of time with a common theme.

• This course will use three big chunks of time or periods of time called “eras”.

• These eras divide years into segments of time with a common there.

These “eras” are called: • Era I: Beginnings to 4000BCE, • Era 2: Early Civilizations and Pastoral People 4000BCE-

1000BCE, and • Era 3: Classical Traditions and Empires 1000BCE to

500CE.


Name /Hour



Distribute “Exploring Eras” and “Era Cards”

• Work with a partner

• Cut out the cards and the titles of the eras and categorize them on your desks

• Organize the events listed on each card into one of the four time periods on “Exploring Eras” list.

• When done, students will examine the work of two or three other pairs to check their work.

• Return to your workplace to make any necessary changes.

• COLLECT THE CARDS AND ERA TITLES FOR USE IN THE NEXT LESSON



DISPLAY the timeline entitled “Our Place in Time” Cover the bottom portion of the timeline so that only the blue, red, and yellow boxes and the black line are showing.

• This graphic demonstrates the scope of the time period students will be studying and its relative place in the course of human history.

• Where is NOW on the timeline?

• Discuss the three distinct sections of the upper timeline.

• A significant event occurred or significant change occurred that caused historians to see a break in a pattern.



• Notice the first pink box entitled “ About 8,000 BCE –The Agricultural Revolution”

– This was a significant change in how many people lived.

– People no longer moved about to find food but began to settle in areas and farm –plant and grow food.

– This change caused other changes in the way people lived.

– The agricultural revolution is considered a turning point because it was an event that caused a significant change.

• Why might the other pink boxes be considered turning points?

• Why are these events significant?

• What changes occurred because of them?


We will be studying ancient world history during this year.

• Where do you think that this part of history is located?

The timeline is divided into three eras: – Era 1: The Beginning of Human Society

– Era 2: Early Civilizations and Pastoral Peoples

– Era 3: Classical Civilizations, World Religions, and Major Empires

Display the timeline in the class as a thinking tool for use in the course.

WRITE A REFLECTION:

How do people use time to help organize and analyze information about events to create accounts.


• Why is it important when studying the past to understand the different ways societies define time?

• Why is it important when studying the past to understand how historians define time?


Students’ answers should reflect the idea that time is a man-made concept.

Therefore, to understand the past and create accurate accounts of the past, it is essential to understand how a society measures time.

Furthermore, students should be able to explain that historians create constructs of time (eras, turning points) to organize their investigations of the past.

Calendar Systems Key

Calendar Systems Key

Documents

Tools Historians Use to Organize and Analyze Informationmsdlane.weebly.com/uploads/7/3/6/1/7361500/unit_1_lesson... · 2020-02-05 · Tools Historians Use to Organize and Analyze