Lesson 1-2 (Feb 1-2): Introduction to the Course + Historical Thinking
1. Take attendance + introduce History 12 with a quick Movie Trailer of what students can expect this year. + Pickup textbooks
+ Show video of "Pinky and the Brain" - why study History.
+ Show video of "Pinky and the Brain" - why study History.
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2. Whiteboard assignment:
In groups of 3, students will be provided with a mini-whiteboard and whiteboard marker. We will all share our passion for history.
A. Draw a picture of something iconic from the 20th century (event, person, someone significant to history)
B. Write the Date/Approximate time from start to end if longer
C. Write 5 points about it, in detail. (Use your Phone to research)
D. Write why you chose that particular event.
Students may use cellphones to find out some information about the event/person/place/etc.
We will then present to the class. No longer than 30 seconds. Then we will try to put the events on a timeline with the boards around the room.
Mr. Fitton will then summarize some of the events and provide observations. Please see below for student examples from this year!
In groups of 3, students will be provided with a mini-whiteboard and whiteboard marker. We will all share our passion for history.
A. Draw a picture of something iconic from the 20th century (event, person, someone significant to history)
B. Write the Date/Approximate time from start to end if longer
C. Write 5 points about it, in detail. (Use your Phone to research)
D. Write why you chose that particular event.
Students may use cellphones to find out some information about the event/person/place/etc.
We will then present to the class. No longer than 30 seconds. Then we will try to put the events on a timeline with the boards around the room.
Mr. Fitton will then summarize some of the events and provide observations. Please see below for student examples from this year!
3. Play the video: “The History and Future of Everything.”
http://www.youtube.com/watch?v=2XkV6IpV2Y0
-Students must answer the following questions when done watching. Mr. Fitton will write them on the board so that they can think about them while watching.
-What made it into this video and what did not?
-What are the main messages in the film (history is linked; time is precious; time is long even though we think it is short).
-What perspective is this video from “Who is telling the history” and does that alter/explain/lead to what they include as “history.”
http://www.youtube.com/watch?v=2XkV6IpV2Y0
-Students must answer the following questions when done watching. Mr. Fitton will write them on the board so that they can think about them while watching.
-What made it into this video and what did not?
-What are the main messages in the film (history is linked; time is precious; time is long even though we think it is short).
-What perspective is this video from “Who is telling the history” and does that alter/explain/lead to what they include as “history.”
4. Show webpage:
http://distractify.com/people/same-place-different-time/ - Tourists at historical locations with picture superimposed.
-Explain to students that the time we are looking at is only 1919-2000. So, in the course of human history, it is a short period of time. We actually live in a time when people who created the events we will look at are still alive. For instance, our school district was in contact with Martin Luther King Jr.’s daughter to come to Penticton.
-These photos beg the question - the very ground you stand on has been the site of history. What happened there. What will happen there.
http://distractify.com/people/same-place-different-time/ - Tourists at historical locations with picture superimposed.
-Explain to students that the time we are looking at is only 1919-2000. So, in the course of human history, it is a short period of time. We actually live in a time when people who created the events we will look at are still alive. For instance, our school district was in contact with Martin Luther King Jr.’s daughter to come to Penticton.
-These photos beg the question - the very ground you stand on has been the site of history. What happened there. What will happen there.
| iconic_photos_of_20th_century.pptx |
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5. Mr. Fitton will show “Iconic Photos of the 20th Century” powerpoint that I created. (See above)
Assignment: While watching the slideshow, the goal is to be critical and to start to think like a historian. Historian's have an incredible skill set. We will become Historians through building skills as the term progresses. You will no longer be students. (Students must jot down questions while we watch the slideshow - a list of sample questions is found below). (For more on the traits of a good historian:) https://www.teachingchannel.org/videos/teaching-skills-of-historians http://job-descriptions.careerplanner.com/Historians-3.cfm https://sheg.stanford.edu/intro-materials 6. It is important to have these skills, or people will believe hoaxes, like the 49 hoaxes people believed in the video to the side. by John Greene, called "49 Hoaxes people believe." https://www.youtube.com/watch?v=TbX7vEIqAgY (3:38 - 7:12) -ASSIGNMENT: AS A CLASS, WE WILL CREATE "TWO TRUTHS AND A LIE" CARDS. So we can test out who is a good liar.... |
-Mr. Fitton will then tell them that this course is going to have some memorization of facts and events so that students can become experts in history and can have intellectual conversations.
-However, the course is also about asking poignant questions and developing crticial thinking skills.
-What types of questions could you ask about the slideshow I am showing you? (See link above)
-However, the course is also about asking poignant questions and developing crticial thinking skills.
-What types of questions could you ask about the slideshow I am showing you? (See link above)
6. Post- Slideshow discussion. What some possible questions to ask:
-What is included, what is not included,
-Who selected the photos?
-Why did they take that particular photo /from that angle / what are they emphasizing?
-Does the photo show bias?
-Why are there fewer minorities?
-Why are most photos in black in white?
-Why are most people in them white?
-What is the goal of each photo?
-What is the goal of the person showing us the slideshow?
-Mr. Fitton then stressed the importance of asking questions and “problematizing” a situation. Do not simply accept knowledge to be able to spit it out. Do something with it.
7. Mr. Fitton distributed an “About me sheet”: Students fill out a sheet about themselves. To give to teacher so that he has a greater understanding of them. Also, lists ways to make this the best class of the year. Also, some questions ask us to design rules for the class.
-What is included, what is not included,
-Who selected the photos?
-Why did they take that particular photo /from that angle / what are they emphasizing?
-Does the photo show bias?
-Why are there fewer minorities?
-Why are most photos in black in white?
-Why are most people in them white?
-What is the goal of each photo?
-What is the goal of the person showing us the slideshow?
-Mr. Fitton then stressed the importance of asking questions and “problematizing” a situation. Do not simply accept knowledge to be able to spit it out. Do something with it.
7. Mr. Fitton distributed an “About me sheet”: Students fill out a sheet about themselves. To give to teacher so that he has a greater understanding of them. Also, lists ways to make this the best class of the year. Also, some questions ask us to design rules for the class.
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8. Finally, we will watch Pearl Jam: Do the EVOLUTION
http://www.youtube.com/watch?v=aDaOgu2CQtI
Assignment: Class discussion on the following questions.
A. What are some of the historical allusions in the film (Stock Crash, Nazi's, KKK, etc) Can we find 20?
B. What is the visual artist saying about humanity throughout history in the video?
C. What biases are in the film? (What is the viewpoint/lens/filter)
9. Similarly, as Historians, would we have any issues with the video below called "Top 10 Influential Leaders of the Last Century." What questions would we have? Do you agree with this overview?
http://www.youtube.com/watch?v=aDaOgu2CQtI
Assignment: Class discussion on the following questions.
A. What are some of the historical allusions in the film (Stock Crash, Nazi's, KKK, etc) Can we find 20?
B. What is the visual artist saying about humanity throughout history in the video?
C. What biases are in the film? (What is the viewpoint/lens/filter)
9. Similarly, as Historians, would we have any issues with the video below called "Top 10 Influential Leaders of the Last Century." What questions would we have? Do you agree with this overview?
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Lessons 3 - 4 (February 3-4) - Observation, Skills of a Historian, Historiography, Document based question analysis.
1. Sherlock Holmes Activity . Explain to students the difference between seeing and observing. History is about looking at something a different way to expose ideas. (see handout below) This is a continuation of our last lesson where we have started to develop our historian skills.
-Have students first guess the answers on the sheet and then have them go out and find the right answer (5 mins). Discuss as a class.
-Have students first guess the answers on the sheet and then have them go out and find the right answer (5 mins). Discuss as a class.
| observation_test_and_notes_on_isms.doc |
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2. On rear of Sherlock sheet are notes on document based questions. Take the notes from the Document Based Questions. These answers will be posted around the room. Then Mr. Fitton will distribute some DBQs for students to complete. Use the information from the notes to respond to the questions.
3. -Mini-Lesson on the question about Bias. As a class, we will discuss the concept of bias. Watch the video clip on bias called "The Subconscious Racial Bias in Children." What are ways that bias can be determined (when examining a source, look for): One sided Self-Serving Exaggeration Strong Language Narrow-Minded Generalizations Audience/Agenda Half Truths 4. Watch part of "The Doll Test" to reveal racial bias in children in a sad way. Look at how horrific the video gets at 0:55.... -Class discussion on the content. 5. Read the "Dollie Fourie" section of the Document Based questions and discuss how the statement shows bias. Have students discuss how bias alters "reliability" (explain reliability) Activity: Bring students up (choose a soccer player, someone who hates soccer, and someone who has never played - we will assess reliability as a class). 6. Work on the Document Based Questions. A. First, we will read over the document based questions as a class. B. Then we will watch a clip explaining apartheid (see below youtube clips.) C. Commence working on the DBQs. We will have class time to work on them over a couple of days. (Two 30 minute chunks; then due for homework if not completed). Students may work with partners. |
| apartheid_dbq_question_and_answer_sheet.doc |
| apartheid_dbqs.pdf |
7. See below for a few videos that will help us understand apartheid. A good quick slideshow is available at:
http://www.slideshare.net/chrisallie93/apartheid-ppt-10207208
http://www.slideshare.net/chrisallie93/apartheid-ppt-10207208
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A picture showing the brutality of South African police, who were at times equipped with a whip. What is particularly awful about this photo?
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Lesson 5 - Applying Historian Skills - Blood Splatter Analysis
1. Mr. Fitton distributed the blood splatter information sheet. Students must have it complete in order to participate in a class activity tomorrow. Please read the Science textbook material on blood splatters.
| history_12_csi_blood_splatter_sheet.doc |
2. Mr. Fitton will show three videos associated with blood splatter science (see videos below).
A. “Dexter Uncut” will help to provide you with an understanding of the science behind blood splatters.
https://www.youtube.com/watch?v=J40wqqg_8Ww
B. “The Science behind blood splatters” from UC Davis:
http://www.youtube.com/watch?v=3Po_eWHdAq8
C. The Smithsonia - Blood Splatter 101 - Explains the three types of stains.
https://www.youtube.com/watch?v=zjfdpenl1R
A. “Dexter Uncut” will help to provide you with an understanding of the science behind blood splatters.
https://www.youtube.com/watch?v=J40wqqg_8Ww
B. “The Science behind blood splatters” from UC Davis:
http://www.youtube.com/watch?v=3Po_eWHdAq8
C. The Smithsonia - Blood Splatter 101 - Explains the three types of stains.
https://www.youtube.com/watch?v=zjfdpenl1R
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3. Blood splatter crime scene - Students will arrive and see a crime scene in class involving one of their peers. There will be police tape, blood splatters and evidence around the room. This is an exercise in being an observant historian. Students will complete the handout below while working collaboratively with peers to solve the crime scene.
| history_12_-_police_report_and_questions.doc |
-Students must have completed their handout on serology and blood splatter science.
-Students will arrive to a blood splatter crime scene with Student A dead.
-Class will go over the answers to the vocabulary.
-Students will investigate the crime scene, find the weapon used in the crime and determine suspects. Must use evidence to solve the crime.
-Students will identify suspects, murder weapons, motives and will ask suspects questions.
-Students must complete their "Police Report" assignment in order to be able to ask questions and to solve the crime as a class.
Students have 20 minutes to analyze the crime scene, discuss with classmates and try to determine what happened. Mr. Fitton will explain that in real life scenarios, much of the work that people do is collaborative, and not at all like the individual-centric approach of school. Please work together to solve this problem.
4. Class discussion on why we would complete a CSI/science style activity in a history class. (What do students think? What skills are at play? How are the skills of a historian transferable to others jobs?)
-Students will arrive to a blood splatter crime scene with Student A dead.
-Class will go over the answers to the vocabulary.
-Students will investigate the crime scene, find the weapon used in the crime and determine suspects. Must use evidence to solve the crime.
-Students will identify suspects, murder weapons, motives and will ask suspects questions.
-Students must complete their "Police Report" assignment in order to be able to ask questions and to solve the crime as a class.
Students have 20 minutes to analyze the crime scene, discuss with classmates and try to determine what happened. Mr. Fitton will explain that in real life scenarios, much of the work that people do is collaborative, and not at all like the individual-centric approach of school. Please work together to solve this problem.
4. Class discussion on why we would complete a CSI/science style activity in a history class. (What do students think? What skills are at play? How are the skills of a historian transferable to others jobs?)
Lesson 5 - Finalize discussion of Historiography Skills
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1. Class discussion: What are some of the skills that we have either learned or practiced this week through the activities that we have engaged in?
-Show the Karate Kid Clip (Wax on, Wax off) to act as a hook - sometimes the skills we are learning, we don't even know how valuable they are: https://www.youtube.com/watch?v=Z4dkuYro4t8 A. Consensus building (rules day) B. Observation skills C. Teamwork D. Research E. Applying knowledge from a variety of fields. F. Working Diligently G. Participating vigorously. H. Asking probing deep questions. |
2. To Review WW1 – show the John Green, Crash Course in History Video. https://www.youtube.com/watch?v=_XPZQ0LAlR4
(Unfortunately, World War 1 is not part of the History 12 curriculum, so we cannot spend a great deal of time on it. However, it is impossible to study 20th century history without examining the cataclysmic impact of this event.)
-Stop video periodically (every two minutes) and kids have to say five facts from their own knowledge that compliment the crash course info. Must add a fact that he does not include.
-Also, watch "History Bombs" of WW1 - A Musical Version recapping the Conflict. https://www.youtube.com/watch?v=Nj43X-VBEPE
-We could also look at History of WW1 oversimplified.
(Unfortunately, World War 1 is not part of the History 12 curriculum, so we cannot spend a great deal of time on it. However, it is impossible to study 20th century history without examining the cataclysmic impact of this event.)
-Stop video periodically (every two minutes) and kids have to say five facts from their own knowledge that compliment the crash course info. Must add a fact that he does not include.
-Also, watch "History Bombs" of WW1 - A Musical Version recapping the Conflict. https://www.youtube.com/watch?v=Nj43X-VBEPE
-We could also look at History of WW1 oversimplified.
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3. Provide notes on “Isms” etc. Put notes around the room and kids have to walk around and get them. Then go over them on the overhead and fill in information. (Notes on rear of the "observation" excercise sheet.")
-Class will then go over the answers.
-Class will then go over the answers.
| just_notes_on_isms_answer_key.doc |
4. Discuss societal/culture impacts that WW1 had on art/society. Discuss Otto Dix and new types of art that did not reflect Victorian era.
- show a brief slideshow of Victorian Art (what type of worldview does it espouse, and literature – always the good person wins; morality, etc)
- contrast with Art post WW1 – why does it change, what did it do to society ---- what types of changes in literature.)
-Class discussion - what do you notice about both slideshows (not created by Mr. Fitton)
-Mr. Fitton will print sections of both slideshows. In groups of three, students will meet to come up with observations and notes, questions, comments that they will have to bring up while Mr. Fitton shows the slideshow - this is to provide students with a chance to see the material first so that the slideshow is more interactive.
A quick note on the fact that there are many types of history. We will be looking at each type as the course progresses:
1. Political History 2. Social History 3. Cultural History 4. Economic History 5. Military History 6. Intellectual History (ideas)
- show a brief slideshow of Victorian Art (what type of worldview does it espouse, and literature – always the good person wins; morality, etc)
- contrast with Art post WW1 – why does it change, what did it do to society ---- what types of changes in literature.)
-Class discussion - what do you notice about both slideshows (not created by Mr. Fitton)
-Mr. Fitton will print sections of both slideshows. In groups of three, students will meet to come up with observations and notes, questions, comments that they will have to bring up while Mr. Fitton shows the slideshow - this is to provide students with a chance to see the material first so that the slideshow is more interactive.
A quick note on the fact that there are many types of history. We will be looking at each type as the course progresses:
1. Political History 2. Social History 3. Cultural History 4. Economic History 5. Military History 6. Intellectual History (ideas)
| ww1_-_art.ppt |
| victorian_art.ppt |
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5. Existentialism Lecture. Discuss Existentialism (see notes on the art assignment). A whole new philosophy resulting from the war. This is "Intellectual history" as well as Social and Cultural history. Goes with the video clip "God is Dead" by Kids in the Hall.
6 - We may also watch a video called "Gooooodbyeeeee" From Black Adder which shows the concept of fatalism and Trench Warfare.
7. ASSIGNMENT: Distribute art assignment. Students can type or write by hand. Provide laptops and ipads for students to use. Do in groups of two. See assignment below. | ||
| war_art_-_history_12_copy.doc |
8. After we completed the assignment, we did a gallery walk, where each project was placed on a whiteboard, students went to at least three other whiteboards and commented on recurring themes, or what was powerful. We played some smooth Jazz music at the request of students as we conducted our gallery walk.
See below for some student samples. They are better than the teacher examples appended to the rear of the handout.
| war_art_examples.pdf |
Below - Please Find examples of notes taken by students throughout the term. They may assist you in your studying.
| notes_-_treaty_of_versailles_and_14_pts_-_hailey_r.pdf |
| paris_peace_conference_notes_-_hailey_r.pdf |