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Warm Up- #2 1. Be sure to follow all directions given by teacher
Objective: Students will be able to analyze documents and complete a historical narrative with peer groups Tasks 1. Review the Warm Up and how class will begin each day 2. Review Primary and Secondary Sources 3. How to Think Like a Historian Activity Homework 1. Decorate cover of Interactive Notebook for World History- Due Friday 2. Parent Acknowledgment of Syllabus- Can be an or handwritten note 3. Review Rights and Responsibilities Handbook with parents (can be access from the CMS website)
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Primary and Secondary Sources Review
Primary Sources Primary sources are documents or other artifacts created by people present at historical events either as witnesses or participants. Usually, you can identify a primary source by reading for first-person clues such as I, we and our. These types of sources are valuable to historians because they give information about an event or a time period. Examples Letters Court opinions Diaries Photographs Autobiographies Pottery Books Weapons Speeches Newspaper stories Government data (laws) Pamphlets
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Primary and Secondary Sources Review
A secondary source is an account that is produced after a historical event by people who were not present at the actual event. These people rely on primary sources in order to write their secondary sources. Secondary sources often contain summaries and analyses of events and time periods. Your textbook is a secondary source. Depending on the sorts of questions we ask, a document that we might have initially considered to be a secondary source can actually be a primary source. For example, a history textbook from the mid-1800s is normally considered to be a secondary source, but if we use that book to look at the ways in which history was written in the mid-1800s, it becomes a primary source. Examples Encyclopedias Web sites • Biographies Articles/Essays by historians
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Why Think Like a Historian?
To better be able to determine what information is believable. To support conclusions and statements with reliable information. To better understand an event or person in history!
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Think Like A Historian Activity-this activity will include:
Source Corroboration Contextualization Close Reading Who Owns History?
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Sourcing Before you examine a piece of evidence, ask yourself:
Who made this? (Or who wrote it?) Is this person believable? What kind of evidence is it? (Diary entry? Police report? Newspaper article?) Why was it made? When was this made? (A long or short time after the event?
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Sourcing When analyzing a source, there are characteristics that make a source more or less reliable, such as: Credibility of the author Commitment of author to the information? Anonymous? Signed under oath? Motive for creating document / evidence Witness or not?
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Now you and your groups will become the historians of the future using the provided sources to document the year 2014
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Think Like A Historian You are a Historian from the Year 2114
Think Like A Historian You are a Historian from the Year Your task is to examine artifacts from the Year 2014 and determine what story they tell about that time period. In your group discuss the artifacts and create their story by discussing and answering the following questions. As a Historian from the year 2114 what would be your interpretation of the way people lived in 2014? When trying to gather evidence from a primary source, first try to answer these basic questions. (You may not have enough information to do so.) Discuss these questions with your group. What is it? Who wrote or made it? When was it written or made? Where was it written or made? How was it written or made? What evidence does this source contribute to my research? For each document answer the following questions: Why was this document/object written or made? Who was the intended audience/user? What questions does this source raise? What don’t we know about this source? What other information do we have about this document or object? What other sources are like this one? What other sources might help answer our questions about this one? What else do we need to know in order to understand the evidence in this source? What have others said about this or similar sources? How does this source help me to answer my research question? How does evidence from this source alter or fit into existing interpretations of the past?
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Documents "Fancy" (feat. Charli XCX)
[Verse 1: Iggy Azalea] First thing's first, I'm the realest (realest) Drop this and let the whole world feel it (let them feel it) And I'm still in the Murda Bizness I could hold you down, like I'm givin' lessons in physics (right, right) You should want a bad bitch like this (huh?) Drop it low and pick it up just like this (yeah) Cup of Ace, cup of Goose, cup of Cris High heels, somethin' worth a half a ticket on my wrist (on my wrist) Takin' all the liquor straight, never chase that (never) Rooftop like we bringin' '88 back (what?) Bring the hooks in, where the bass at? Champagne spillin', you should taste that [Chorus: Charli XCX] I'm so fancy You already know I'm in the fast lane From L.A. to Tokyo I'm so fancy Can't you taste this gold? Remember my name 'Bout to blow [Verse 2: Iggy Azalea] I said, "Baby, I do this, I thought that you knew this." Can't stand no haters and honest, the truth is And my flow retarded, they speak it depart it Swagger on super, I can't shop at no department better get my money on time, if they not money, decline And swear I meant that there so much that they give that line a rewind So get my money on time, if they not money, decline I just can't worry 'bout no haters, gotta stay on my grind Now tell me, who that, who that? That do that, do that? Put that paper over all, I thought you knew that, knew that I be the I-G-G-Y, put my name in bold I been working, I'm up in here with some change to throw [Chorus: Charli XCX] I'm so fancy You already know I'm in the fast lane From L.A. to Tokyo I'm so fancy
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