1. Thinking Like a Historian

2. 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! / 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!

3. 1.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? / 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?

4. 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? / 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?

5. Is this credible? / Tree octopus Tree octopus / Dog Island Dog Island / Tree octopus Tree octopus / Dog Island Dog Island

6. Practice

10. Why do historians need to source?

11. 2.Corroboration / Investigate: / What do other pieces of evidence say? / Am I finding the same information everywhere? / Am I finding different versions of the story? (If so, why?) / Where else could I look to find out about this? / Which pieces of evidence are or would be most believable? / Investigate: / What do other pieces of evidence say? / Am I finding the same information everywhere? / Am I finding different versions of the story? (If so, why?) / Where else could I look to find out about this? / Which pieces of evidence are or would be most believable?

12. Corroboration / What do you do if you find information from two pieces of evidence that contradict each other? How do you know which to believe?

13. Mini-Activity / Dropping of the bomb varying perspectives

14. Why do historians need to corroborate information?

15. 3.Contextualization / In your mind, visualize: / What was it like to be alive in the past? / What was going on at the time and place? / What things were different back then? What things were the same? / What would it look like to see this event through the eyes of someone who lived back then? / In your mind, visualize: / What was it like to be alive in the past? / What was going on at the time and place? / What things were different back then? What things were the same? / What would it look like to see this event through the eyes of someone who lived back then?

16. Contextualization / How do we understand the context of a time and place? How is the world different today than it was when you were born? / How do we understand the context of a time and place? How is the world different today than it was when you were born?

17. Why do historians need to contextualize?

18. / What claims does the author make? / What evidence does the author use / to support those claims? / How is this document make me feel? / What words or phrases does the / author use to convince me that / he/she is right? / What information does the author / leave out? / What claims does the author make? / What evidence does the author use / to support those claims? / How is this document make me feel? / What words or phrases does the / author use to convince me that / he/she is right? / What information does the author / leave out? 4.Close Reading

19. Media Bias…. / Fox News Fox News / MSNBC MSNBC / CNN CNN / Analyzing political parties: Democrats and Republicans. / Go to each website above and find evidence….story headlines, pictures, to support which political party each website favors. / Fox News Fox News / MSNBC MSNBC / CNN CNN / Analyzing political parties: Democrats and Republicans. / Go to each website above and find evidence….story headlines, pictures, to support which political party each website favors.

20. Putting new knowledge and skills to application / Cuban Missile Crisis / Thinking Like Historians Activity / Cuban Missile Crisis / Thinking Like Historians Activity

21. Historical Thinking What are the methods of historical thinking we talked about in class? Explain each method in your own words. What are the methods of historical thinking we talked about in class? Explain each method in your own words.

22. Post it Note / What do you know of the Cuban Missile Crisis? OR What do you want to know about the Missile Crisis?

23. #1: Video Source / Cuban Missile Crisis Cuban Missile Crisis / Using Historical thinking skills, what information were you able to obtain from this source? / Stop at 60 mins. / Cuban Missile Crisis Cuban Missile Crisis / Using Historical thinking skills, what information were you able to obtain from this source? / Stop at 60 mins.

24. Textbook Corroboration / Out of Many (998-999) / American Journey (869-870) / World History (pg. 635) / Out of Many (998-999) / American Journey (869-870) / World History (pg. 635)

25. Examination of Primary and Secondary Sources / As a group, what is your hypothesis? Who do you think should receive credit for averting the Cuban Missile Crisis? / Cuban Missile Crisis Cuban Missile Crisis / In your notebook include facts, data, anything to support your hypothesis! / As a group, what is your hypothesis? Who do you think should receive credit for averting the Cuban Missile Crisis? / Cuban Missile Crisis Cuban Missile Crisis / In your notebook include facts, data, anything to support your hypothesis!

26. Who is the Hero? / Marking the 53 rd anniversary of the event, the United Nations would like to honor the person/s and/or country responsible for stopping the Cuban Missile Crisis. / As a group decide who you feel is the “hero” and responsible for stopping a war over the Cuban Missile Crisis? / John F. Kennedy / Nikita Khrushchev / Fidel Castro / Secretary of Defense, Dean Rusk / Attorney General, Robert Kennedy / Soviet Ambassador, Dobrynin / Commandante Ernesto Guevara of Cuba / Robert Goodwin, Specialist on Latin America Affairs / Marking the 53 rd anniversary of the event, the United Nations would like to honor the person/s and/or country responsible for stopping the Cuban Missile Crisis. / As a group decide who you feel is the “hero” and responsible for stopping a war over the Cuban Missile Crisis? / John F. Kennedy / Nikita Khrushchev / Fidel Castro / Secretary of Defense, Dean Rusk / Attorney General, Robert Kennedy / Soviet Ambassador, Dobrynin / Commandante Ernesto Guevara of Cuba / Robert Goodwin, Specialist on Latin America Affairs

27. Expectations / Provide evidence to support who you feel deserves that honor. / Think of it as writing a paper stating your claim and supporting evidence but do that creating a Power Point. / Do not just recite facts….state why it proves your theory. / Be sure to have data….facts, video, personal testimony to defend your argument. / Conclude your argument with final thoughts and reason for your conclusion. / Work together, use correct spelling and grammar, give your best effort! / Provide evidence to support who you feel deserves that honor. / Think of it as writing a paper stating your claim and supporting evidence but do that creating a Power Point. / Do not just recite facts….state why it proves your theory. / Be sure to have data….facts, video, personal testimony to defend your argument. / Conclude your argument with final thoughts and reason for your conclusion. / Work together, use correct spelling and grammar, give your best effort!