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Using Primary Sources in the History Classroom. Presented by: Chasity Lewis November 1, 2012 Northern Nash High School. Primary Documents . Enables us to make the activities we use in the classroom more engaging and effective for the learner - PowerPoint PPT Presentation
Citation preview
PRESENTED BY CHASITY LEWISNOVEMBER 1 2012
NORTHERN NASH HIGH SCHOOL
Using Primary Sources in the History Classroom
Primary Documents
Enables us to make the activities we use in the classroom more engaging and effective for the learner
Using a photograph map document sound recording andor movie clip can help the learner better connect to the content being taught
artifacts
photographs
audio Music
documents
How do we do this
Utilize essential questions that encourage students to
carefully observe what they see and heardraw on prior knowledgestimulate their critical thinking skills by
encouraging further questioning and research
How do we do this
ExampleWhat do you observe What do you notice first
What do you notice that you didnrsquot expect What do you think you know
Why do you think somebody made this What do you think was happening when this was made
What do you want to find outWhat do you wonder about
Why would we do we do this
Refrain from merely using primary resources to adorn the activities we already do
Find meaningful ways to integrate primary sources into instruction that go beyond adding a photograph to the cover an existing lesson or unit plan
The Inquiry-based Classroom
ldquoInquiry is a process of learning that is driven by questioning thoughtful investigating making sense of information and developing new understandingsrdquo
~Barbara Stripling
Inquiry in History
Focuses on people and their interactions with the world
Students inquire to find multiple truthsrdquo as representative of different perspectives and different time periods
Inquiry in the social sciences is concerned with the interplay of ldquoWhyrdquo ldquoWhordquo ldquoWhererdquo ldquoWhenrdquo ldquoWhat causedrdquo ldquoWhat resultedrdquo and ldquoHow good or badrdquo
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
Primary Documents
Enables us to make the activities we use in the classroom more engaging and effective for the learner
Using a photograph map document sound recording andor movie clip can help the learner better connect to the content being taught
artifacts
photographs
audio Music
documents
How do we do this
Utilize essential questions that encourage students to
carefully observe what they see and heardraw on prior knowledgestimulate their critical thinking skills by
encouraging further questioning and research
How do we do this
ExampleWhat do you observe What do you notice first
What do you notice that you didnrsquot expect What do you think you know
Why do you think somebody made this What do you think was happening when this was made
What do you want to find outWhat do you wonder about
Why would we do we do this
Refrain from merely using primary resources to adorn the activities we already do
Find meaningful ways to integrate primary sources into instruction that go beyond adding a photograph to the cover an existing lesson or unit plan
The Inquiry-based Classroom
ldquoInquiry is a process of learning that is driven by questioning thoughtful investigating making sense of information and developing new understandingsrdquo
~Barbara Stripling
Inquiry in History
Focuses on people and their interactions with the world
Students inquire to find multiple truthsrdquo as representative of different perspectives and different time periods
Inquiry in the social sciences is concerned with the interplay of ldquoWhyrdquo ldquoWhordquo ldquoWhererdquo ldquoWhenrdquo ldquoWhat causedrdquo ldquoWhat resultedrdquo and ldquoHow good or badrdquo
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
How do we do this
Utilize essential questions that encourage students to
carefully observe what they see and heardraw on prior knowledgestimulate their critical thinking skills by
encouraging further questioning and research
How do we do this
ExampleWhat do you observe What do you notice first
What do you notice that you didnrsquot expect What do you think you know
Why do you think somebody made this What do you think was happening when this was made
What do you want to find outWhat do you wonder about
Why would we do we do this
Refrain from merely using primary resources to adorn the activities we already do
Find meaningful ways to integrate primary sources into instruction that go beyond adding a photograph to the cover an existing lesson or unit plan
The Inquiry-based Classroom
ldquoInquiry is a process of learning that is driven by questioning thoughtful investigating making sense of information and developing new understandingsrdquo
~Barbara Stripling
Inquiry in History
Focuses on people and their interactions with the world
Students inquire to find multiple truthsrdquo as representative of different perspectives and different time periods
Inquiry in the social sciences is concerned with the interplay of ldquoWhyrdquo ldquoWhordquo ldquoWhererdquo ldquoWhenrdquo ldquoWhat causedrdquo ldquoWhat resultedrdquo and ldquoHow good or badrdquo
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
How do we do this
ExampleWhat do you observe What do you notice first
What do you notice that you didnrsquot expect What do you think you know
Why do you think somebody made this What do you think was happening when this was made
What do you want to find outWhat do you wonder about
Why would we do we do this
Refrain from merely using primary resources to adorn the activities we already do
Find meaningful ways to integrate primary sources into instruction that go beyond adding a photograph to the cover an existing lesson or unit plan
The Inquiry-based Classroom
ldquoInquiry is a process of learning that is driven by questioning thoughtful investigating making sense of information and developing new understandingsrdquo
~Barbara Stripling
Inquiry in History
Focuses on people and their interactions with the world
Students inquire to find multiple truthsrdquo as representative of different perspectives and different time periods
Inquiry in the social sciences is concerned with the interplay of ldquoWhyrdquo ldquoWhordquo ldquoWhererdquo ldquoWhenrdquo ldquoWhat causedrdquo ldquoWhat resultedrdquo and ldquoHow good or badrdquo
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
Why would we do we do this
Refrain from merely using primary resources to adorn the activities we already do
Find meaningful ways to integrate primary sources into instruction that go beyond adding a photograph to the cover an existing lesson or unit plan
The Inquiry-based Classroom
ldquoInquiry is a process of learning that is driven by questioning thoughtful investigating making sense of information and developing new understandingsrdquo
~Barbara Stripling
Inquiry in History
Focuses on people and their interactions with the world
Students inquire to find multiple truthsrdquo as representative of different perspectives and different time periods
Inquiry in the social sciences is concerned with the interplay of ldquoWhyrdquo ldquoWhordquo ldquoWhererdquo ldquoWhenrdquo ldquoWhat causedrdquo ldquoWhat resultedrdquo and ldquoHow good or badrdquo
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
The Inquiry-based Classroom
ldquoInquiry is a process of learning that is driven by questioning thoughtful investigating making sense of information and developing new understandingsrdquo
~Barbara Stripling
Inquiry in History
Focuses on people and their interactions with the world
Students inquire to find multiple truthsrdquo as representative of different perspectives and different time periods
Inquiry in the social sciences is concerned with the interplay of ldquoWhyrdquo ldquoWhordquo ldquoWhererdquo ldquoWhenrdquo ldquoWhat causedrdquo ldquoWhat resultedrdquo and ldquoHow good or badrdquo
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
Inquiry in History
Focuses on people and their interactions with the world
Students inquire to find multiple truthsrdquo as representative of different perspectives and different time periods
Inquiry in the social sciences is concerned with the interplay of ldquoWhyrdquo ldquoWhordquo ldquoWhererdquo ldquoWhenrdquo ldquoWhat causedrdquo ldquoWhat resultedrdquo and ldquoHow good or badrdquo
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
Inquiry in History
Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases
Library of Congress Classroom SetsEssential Standards Alignment
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
Essential Questions
What is the relationship between human beings and the Earth
How do times of prosperity and crisis influence an individualrsquos perceptions of themselves their country and their place within a society
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
Your Task
Analyze the documents with a partnerUse the task card to determine what you can
learn about the Dust Bowl from the documents
Form hypotheses to answer the questionsBe ready to share your hypothesis
Edsitement
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
World History History Strand
WHH1 2 Use Historical Comprehension to 1 Reconstruct the literal meaning of a historical passage 2 Differentiate between historical facts and historical interpretations 3 Analyze data in historical maps 4 Analyze visual literary and musical sources
The student will know bullHistorical passages are primary sources that provide first-hand testimony or direct evidence concerning a topic under investigation bullHistorical narratives are researched stories or accounts that describe or interpret historical events bullComprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past What for example were their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses bullComprehending a historical passage or narrative requires the appreciation for and the development of historical perspectivemdashjudging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal andor contemporary norms and values How then did the social political cultural or economic world of certain individuals and groups possibly influence their motives and intentions their values and ideas their hopes doubts fears strengths and weaknesses This ldquosamerdquo standard
is addressed in the
American History
standards
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
Civics
CECampG27 Analyze contemporary issues andgovernmental responses at the local state and nationallevels in terms of how they promote the public interestandor general welfare (eg taxes immigrationnaturalization civil rights economic developmentannexation redistricting zoning national securityhealth care etc)
Students will understand1048707 One level of government can have a significant impact on how policy isestablished and people are governed (Structure of government separation ofpowers with checks and balances)1048707 Controversies often exist regarding government response to contemporaryissues1048707 Individuals and institutions are affected by government actionsStudents will know1048707 The definition of ldquopublic interestrdquo1048707 Various examples of public interests in the United States1048707 The definition of general welfare in the United States and how the governmentattempts to preserve it1048707 Contemporary issues affecting the United States and how government andcitizens respond
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
American History I
AH1H13 Use Historical Analysis andInterpretation to1 Identify issues and problems in the past2 Consider multiple perspectives of variouspeoples in the past3 Analyze cause-and-effect relationships andmultiple causation4 Evaluate competing historical narratives anddebates among historians5 Evaluate the influence of the past oncontemporary issues
The student will knowbull Historical analysis involves more than a single source Such an analysis wouldinvolve a rich variety of historical documents and artifacts that present alternativevoices accounts and interpretations or perspectives on the pastbull The study of history is subject to an individualrsquos interpretation of past eventsissues and problems There is usually no one right answer one essential fact orone authoritative interpretation that can be used to explain the pastbull Historians may differ on the facts they incorporate in the development of theirnarratives and disagree on how those facts are to be interpreted Thus writtenhistory is a ldquodialoguerdquo among historians not only about what happened but aboutthe historical interpretation of why and how events unfoldedbull Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken byindividuals and groups in the pastbull The past inevitably has a degree of relevance to onersquos own times
