1. SS.6.W.1.1, W.1.2, W.1.4, W.1.5, W.1.6

2. In complete sentences, tell me why you think we study history. Be sure to give examples to support your reasons. Be prepared to share one with the class.

3. Essential Question: How does learning about the past help us understand the present and make decisions about the future? Content Benchmarks: SS.6.W.1.1 Use timelines to identify chronological order of historical events. SS.6.W.1.2 Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods. SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences. SS.6.W.1.5 Describe the roles of historians and recognize varying historical interpretations (historiography). SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of human character. Learning Goals Students will be able to use timelines to identify chronological order of historical events. Students will be able to identify terms BC/BCE, AD/CE and time periods Students will be able to describe the methods of historical inquiry Students will be able to describe the role of the historian and recognize various historical interpretations Students will be able to describe how history transmits culture and heritage for human character.

4. Why Study History? (1998) By Peter N. Stearns People live in the present. They plan for and worry about the future. History, however, is the study of the past. Given all the demands that press in from living in the present and anticipating what is yet to come, why bother with what has been? Given all the desirable and available branches of knowledge, why insist— as most American educational programs do—on a good bit of history? And why urge many students to study even more history than they are required to? Any subject of study needs justification: its advocates must explain why it is worth attention. Most widely accepted subjects—and history is certainly one of them—attract some people who simply like the information and modes of thought involved. But audiences less spontaneously drawn to the subject and more doubtful about why to bother need to know what the purpose is.

5. Historians do not perform heart transplants, improve highway design, or arrest criminals. In a society that quite correctly expects education to serve useful purposes, the functions of history can seem more difficult to define than those of engineering or medicine. History is in fact very useful, actually indispensable, but the products of historical study are less tangible, sometimes less immediate, than those that stem from some other disciplines. In the past history has been justified for reasons we would no longer accept. For instance, one of the reasons history holds its place in current education is because earlier leaders believed that a knowledge of certain historical facts helped distinguish the educated from the uneducated; the person who could reel off the date of the Norman conquest of England (1066) or the name of the person who came up with the theory of evolution at about the same time that Darwin did (Wallace) was deemed superior—a better candidate for law school or even a business promotion. Knowledge of historical facts has been used as a screening device in many societies, from China to the United States, and the habit is still with us to some extent. Unfortunately, this use can encourage mindless memorization—a real but not very appealing aspect of the discipline. History should be studied because it is essential to individuals and to society, and because it harbors beauty. There are many ways to discuss the real functions of the subject—as there are many different historical talents and many different paths to historical meaning.

6. Create a video viewing chart in your notes. https://app.discoveryeducation.com/learn/videos/BB1 AA39F-8521-4AD4-925D-1F216FBDA507 https://app.discoveryeducation.com/learn/videos/BB1 AA39F-8521-4AD4-925D-1F216FBDA507 QuestionsEvidence in VideoComplete Sentence What were the key points in this video? In what ways do different fields work together?

7. Break into your groups Each group will be given a historian purpose for study. Create a graphic organizer and provide evidence from your group text to support your position. As groups present, continue to fill out your graphic organizer. Essential Question: How does learning about the past help us understand the present and make decisions about the future? ReasonEvidence from TextExamplesHow does it answer the Essential Question? People & Society Own Lives Moral Understanding Identity Good Citizenship Evidence and Interpretations Change Work

8. Think about events in your lives and how these events have affected you to the present day. Create a brief timeline of your life including important dates and events placed in chronological order and labeled. You can include events before and after your birth (years can be estimated). The timeline should be illustrated with drawings from your life.

9. To study the past, historians must measure and label time correctly. History is divided into eras (a long period of time marked by great events, developments, or figures) The eras are known as a. Prehistory (the time before writing was developed up to 3500 B.C.), b. Ancient History 3500B.C.-circa A.D. 500, c. Middle Ages A.D. 500- A.D. 1400, d. Modern History A.D. 1400-present day. Vocabulary Word Definition Decadea period of 10 years. The word is derived the Ancient Greek dekas which means ten. Centurya period of one hundred years Millenniuma period of a thousand years Epocha period of time in history or a person's life, typically one marked by notable events or particular characteristics. Eraa long and distinct period of history with a particular feature or characteristic. Copy Vocabulary words and definitions.

10. In A.D. 1582 Pope Gregory XIII started the Gregorian calendar counting from the birth of Jesus. Today, most of the world uses this calendar and it is based on the movement of the Earth around the sun. To date events correctly, historians use the terms: B.C. (Before Christ), A.D. (anno domini which is Latin for in the year of the Lord), to avoid religious reference in dating, many historians use B.C.E. (before the Common Era), and C.E. (Common Era). These initials do not change the numbering of the years. There is no year “0.” A.D. 1 is the birth of Jesus. To date events before the birth of Jesus, or B.C., historians count backwards. The year before A.D. 1 is 1 B.C. A.D. is written before the date and B.C. is written after the date. Timelines track the passage of time. They show the order of events within a period of time and the time between events. Timelines can be a single line or multilevel time lines stacked on top of each other. Reading from left to right what do you notice? Commercial Break : https://www.youtube.com/watch?v=SVob2hFHYYM “Reading Timelines”https://www.youtube.com/watch?v=SVob2hFHYYM

11. This video will give you a brief introduction as to some topics we will be covering this year. Write at least five facts given in this video. I will read aloud the first portion as it moves quickly. https://www.youtube.com/watch?v=4pnmZalx9YY

12. As we view the interactive timeline map, notice the multilayered timelines that show how varies civilizations occurred throughout history in relation to others. This is a great resource for future use that gives overview information for many of the civilizations that will be discussed during the year. Explore this site for homework and write a paragraph about one of the civilizations you would like to learn more about and why? Use specific information from the text to support your reasoning. http://www.timemaps.com/history

13. How does learning about the past help us understand the present and make decisions about the future? Why is history presented through the use of timelines? Why is it important that it be displayed this way?