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Unit: Introduction Topic: What do historians do? EQ: What does the collection of evidence allow historians to do?

Fracture Crisis Title screen NEW CONTINUE TUTORIAL

Department of Timeline Security Training Program EST TEMPUS Department of Timeline Security It’s About Time EST TEMPUS Department of Timeline Security Training Program COLLECT I CONSIDER I COMMUNICATE Include: 8 skills? Cite evidence? Compare. Ask question, identify sources, analyze evidence, Level assumptions, provide context, make an argument, interpret, Collect 10. Read 4. Define (Vocabulary) 2. Summarize 3. Process/sequence   Investigate 5 & 6. Purpose//POV 7 & 9 Connect (graphics/text, primary and secondary) 8. Fact vs. Opinion (myth vs. history) Communicate Write (ARE) Create Present Collect Consider Communicate

The Starting Point Truth exists. Truth needs to be supported.

The most important word in history is…

BECAUSE

Training Module 1: Collect Read Define Summarize School Fight Scenario PRESS START

Collect involves the gathering basic information without opinion or interpretation: -“License and registration please” -Tell me what happened here. -How fast were you going sir? - Have you been drinking? “Tell me what happened.” “What was their name and grade?” “What is your name and grade?” “What did you hear and see?”

Sources of Information Primary Sources Secondary Sources Diaries, journals, and letters Newspaper articles Government records Photographs, maps, postcards, posters Podcasts Interviews Artifacts Bones Fossils Biographies Histories Literary Criticism Textbooks Wikapedia Artifacts Letters Observations Textbooks Wikipedia Documentaries Podcasts Bones Paintings Newspaper Articles Fossils Diaries Interviews Historians cant always interview people. They collect different types of information

Collect Level 4 Summarize PRESS START Summarize what we just learned from these 2 students. Write it down in a brief statement. PRESS START

Hello Everyone! Please do now: Take out NAME TAG Write homework in agenda Put it away Take Out: Notes from yesterday Pen or Pencil Wait for instructions

Department of Timeline Security Training Program EST TEMPUS Department of Timeline Security It’s About Time EST TEMPUS Department of Timeline Security Training Program COLLECT I CONSIDER I COMMUNICATE Include: 8 skills? Cite evidence? Compare. Ask question, identify sources, analyze evidence, Level assumptions, provide context, make an argument, interpret, Collect 10. Read 4. Define (Vocabulary) 2. Summarize 3. Process/sequence   Investigate 5 & 6. Purpose//POV 7 & 9 Connect (graphics/text, primary and secondary) 8. Fact vs. Opinion (myth vs. history) Communicate Write (ARE) Create Present Collect Consider Communicate

Consider involves analyzing, interpreting and connecting the basic information: -What does this other evidence show? -Has this person done this before? - Does his story make sense?

Look at the following items Look at the following items. What is it and what does it tell you about the person who has it? 5 & 6. Purpose//POV 7 & 9 Connect (graphics/text, primary and secondary) 8. Fact vs. Opinion (myth vs. history)

5 & 6. Purpose//POV 7 & 9 Connect (graphics/text, primary and secondary) 8. Fact vs. Opinion (myth vs. history)

Communicate involves logically sharing information with others: -How can I summarize this information? -How can I convince others to agree with me? -What evidence do I have that my position is true? - What is the best method of presenting this information?

Explanation/Analysis Communicate Level 2 A.C.E. Claim Evidence Explanation/Analysis PRESS START

Claim- answer to the question you have investigated and making a statement. Evidence- Data, direct or paraphrased quote with proper citation. Explanation/Analysis

EQ: Which is better, dogs or cats? C: Dogs are better than cats. <-Claim E: Dogs are known as loyal animals. <- Evidence E: No matter how many times I call my dog stupid he still loves me. <-connect them