Secondary Education MaggieAlexis ShaunChris. Characteristics of: Disciplined Inquiry  Analyze primary Source and secondary sources  Create double entry.

Slides:

Advertisements

Similar presentations

Inquiry-Based Instruction

Advertisements

Understanding by Design Stage 3

Analyzing Primary Sources

Document Based Question (DBQ). A Document Based Question (DBQ) is a free response essay question which requires students to read, analyze and sort anywhere.

Learning targets: Students will be better able to: ‘Unpack’ the standards. Describe the purpose and value of using a rubric Evaluate whether a rubric can.

Analyzing Primary Sources

1. Principles Learning Assessment Technology 3 Teaching Assessment Technology Principles The principles describe particular features of high-quality.

Digital Storytelling: Exploring Immigration Through Personal Experiences November 12, 2009 Lindsay Bellino.

Historical Thinking Skills

The 5 E Instructional Model

Drawing Political Cartoons Jim Ellis ED

Primary and Secondary Resources What is a Primary Source?

Understanding By Design (UbD) An overview Excerpted in large part from Making the Most of Understanding by Design By John L. Brown.

 Discover websites to facilitate implementation of CCSS.  Be able to explore various websites for new curriculum  Find a resource you will incorporate.

3.5 EbD Reflection on Service- Learning 1 ® ®. Essential Question: ® How can I organize the information I have gathered to create a project that will.

5 E’s Lesson Model.

2.3 EbD Cultural Diversity 1 ® ®. Essential Question: ® What are the different cultures in our community and what needs might Service-Learning project.

Purpose: To understand words and vocabulary use

9/15DO NOW What is the past, and why is it important? How do we learn about events in the past? ______________________________________________________________________.

Primary vs. Secondary Sources Objective: Students will be able to identify primary and secondary sources.

Session 2: Are We There Yet? Integrating Understanding by Design and Historical Thinking.

Historical Thinking Skills

6 Models of Meaningful Research Assignments: Framing the Task Advice to Action Model Compare and Contrast Model History and Mystery Model Take a Position.

States Rights and Slavery WebQuest A FIFTH GRADE WEBQUEST BY: MS.SHANIKA NICHOLE FREEMAN.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of.

Opposing Viewpoints Teaching American History In Miami-Dade County December 14, 2012 Fran Macko, Ph.D.

PRESENTED BY: CHASITY LEWIS NOVEMBER 1, 2012 NORTHERN NASH HIGH SCHOOL Using Primary Sources in the History Classroom.

Historical Thinking Skills

Differentiation PLC.

Historical Thinking Skills A.P. World History Mr. Schabo Crestwood High School All info care of College Board:

HISTORICAL THINKING A lesson on WHY and HOW we study history.

Common Core State Standards for Literacy in Technical Subjects.

The Lesson PlanningProcess The BLaST IU17 Liberty Fellowship September 20, 2011 Dr. Fran Macko

DOCUMENT BASED QUESTIONS HISTORY LEAD TEACHER MEETING MONDAY, DECEMBER 7, 2015.

Inquiry Learning and Social Studies College and Career Readiness Conferences Summer

7 Themes. Chronological Reasoning 1. Historical Causation: relationships among multiple historical causes and effects, distinguishing between those that.

America: A Cultural Mosaic

What is History?. WWWWWH of History? Who? –Who makes it? Who is it about? What? –What is included? What is not included? When? –When does history take.

TCH 264: Museum Literacies April 21, Today’s Class Share Writing Crawl Pieces Examine Museum Literacies Describe classroom applications Writer’s.

Thinking Like Historian Thinking Like a Historian.

APUSH DBQ WRITING WORKSHOP. Document Based Question  15 minute mandatory reading period  40 minutes suggested for writing  You must do the following.

Inquiry Road Map A Guidance System for 21 st Century Learning By Mary Ratzer.

Bell Work On the popsicle stick provided please write your first and last name. On page 4 in your notebook title it Bell Work and write the following question.

World Geography Africa Unit 6 Journal Topics Assigned: February 10/11 Final Due Date: February 25/26.

Learning Assessment Techniques

Using Primary Sources to Meet Literacy Standards

Inquiry-Based Instruction

Primary vs. Secondary Sources

AP Exam Overview AP European History

Welcome to 7th Grade Social Studies

Encyclopedia Virginia Lesson Plans

Study of Religion.

AP European History Mr. Vincent Spina

Follow the Drinking Gourd Showcase

AIDS project for grades

Creating an Active Learning environment

Bell Work On the same Bell Work page write the question or answer in a complete sentence and answer: What do you think primary and secondary sources are?

Primary vs. Secondary Sources

Historical Inquiries Using Primary Sources

Do Now: What are some methods historians can use to reconstruct the past? (Think about materials that they could study) HW: Read pages 6-11 Download,

The African American Experience Prior to the Civil War

Warm Up January 04, 2011 Group nine (9) words from the wall and group them into 3 groups of 3 based on their meanings. Explain why you grouped the words.

Learning Objective (DBQ’s)

Historical Thinking Skills

Historical Thinking Skills

Process of historical inquiry using the History K-10 Syllabus

Document Analysis: SOAPStone

Primary vs. Secondary Sources

Primary or Secondary? 1. Question

Presentation transcript:

Secondary Education MaggieAlexis ShaunChris

Characteristics of: Disciplined Inquiry  Analyze primary Source and secondary sources  Create double entry diary  Supporting data  Opposition to that position or argument  Built on prior knowledge  Research skills  Scaffolding Learning activities In-depth Understanding  African National Congress and Nationalist positions  Uncover roots of dissention  Investigate other Countries (States)  Human Rights Violations

Examples of Primary Sources  Demographic Charts  Newspapers  Photographs  Political Cartoons

Examples of Application of GRASP Frame  G- Organize information chronologically, understand multiple perspectives, analyze the aftermath of war or ongoing concerns in a country and pose possible solutions.  R- Researcher, Political Ambassador, U.N. Council Member  A- United Nations Council on Human Rights  S- Create a group project reflecting on the Human Rights inequalities in South Africa  P- Group proposal for actions to be taken by the UN  S- Rubric, Peer assessment

Examples of: Enduring Understandings  Types of problems that are faced by governments and citizens in a country that discriminates against one sector of its citizenry Essential Questions  Why it is important to understand and know problems that have occurred in a country’s past and how it affects the present day

What Students Should Know and Be Able to Do Conceptual Understanding  Describe what happened when Europeans conquered South Africa Procedural Knowledge  Synthesize multiple perspectives from primary sources to create an informed historical perspective  analyze primary source documents  utilize double-entry journals to establish a clear point of view  create graphic organizers that aid their understanding of how diverse perspectives relate to and interact with each other  incorporate contradictory information into their pre-existing schemas about controversial historical times. Students will be able to change their minds as they objectively evaluate new information

Examples of Differentiated Instruction 1.Guest speakers 2.Books concerning the timeframe 3.Graphic organizers 4.Group discussions