Vikky Morris Unit title: A short introduction to history. Lesson title: What is history?

EDU 415 Class: World History Grade: 8

Learning objectives: Students will be able to describe the meaning of history and its importance today. Students will be able to examine primary and secondary sources of information. Students will learn how information and experiences are interpreted from different frames of reference, people, and culture. State standards: Historical inquiry is a process in which multiple sources and different kinds of historical
evidence are analyzed to draw conclusions about how and why things happened in the past.

Opening Activity: (icebreaker) Students will work in small groups to compare important traits of historical figures. Procedure: On one side of an index card write the name of an important person from history, on the other side list reasons why they are important. Find other students who have the same person or a similar person, (such as a president or civil rights leader) discuss why that person(s) is important and what traits they share that you respect. Why are these traits important? Ask students to think of people in their family or people they know or have heard of who mayor may not be famous who share these traits. An important person in history need not be famous give example of the women in the green mantle from Arab Historians of the Crusade. o Who was she? o What was her believes? o Why is it important to remember this unnamed women who died 1000 years ago? Activity one: History is a conversation between the then and now that gives perspective on the lives of students. Procedure: Ask students to define the word history, write some example on the board. PowerPoint /Smart board Presentation: What is History History is true in that is must agree with evidence, the facts that it calls upon; or else, it must show why those facts are wrong, and need reworking. At the same time, it is a story in that it is an interpretation, placing those facts within a wider context or narrative (John H. Arnold). Historical events can affect ordinary people in extraordinary ways. Discovering the stories of people long ago.

o Primary sourcesfirsthand account of an event from an eyewitness or participant. o Secondary Source an account created by someone who has done research on an event or person. Primary documents are often different versions of the same story/event. Why? Activity two: Introduce the vocabulary picture dictionary and show examples. Vocabulary Terms Primary source Secondary source Assessment one: Directions for Vocabulary Picture Dictionary: Each student has a picture dictionary that they add too after each lesson or unit. On a 3-hole punch piece of paper the key term and definition is clearly written at the top. On each page includes at least one image, drawn or copied and pasted, that matches that definition.
Rubric for Vocabulary Picture Dictionary 4 Excellent 3 Good The student clearly The student defined defined all vocabulary each vocabulary term terms and explains with minimal errors, how each term relates and knows how each to history. relates to history. The student chose The student chose graphics that suit the graphics that suit the text and there is a text, but there are so good mix of text and many that they graphics distract from the text. 2 Satisfactory The student defined the vocabulary terms, and has an idea of how each relates to history The student chose graphics that sometimes suit the text, but there are so many that they distract from the text. 1 Needs work The student did not define the vocabulary and has no idea how each relates to history. The student chose graphics that do not suit the accompanying text or appear to be randomly chosen.

Assessment two: Directions for primary source writing assignment: Find an example of a primary source at home (examples: photographs, letters, diaries, family bibles) write a one-page description of the person or event connected with the object.
Rubric for Primary s 4 Excellent The student includes in-depth analysis of the primary source object and makes distinctions between fact and opinion.

3 Good The student has made an accurate analysis of the primary source object. Makes a distinction between fact and opinion.

2 Satisfactory The student has only a minimal understanding of the primary source object. Makes no distinction between fact and opinion.

1 Needs work The student list one or two opinions about the object.

Reflection:

In this lesson students link the past and present. In the opening activity students discuss famous historical figures and what traits these people have. Next they will discuss ordinary people they might now or have heard about that share these traits. Activity one explains primary and secondary sources of information and how information can be bias by the worldview of the author. Students will add to their picture dictionary of vocabulary terms after each unit. In this unit the students will learn what history means and the use of primary and secondary sources to understand the events of the past. In the written assignment students are encourages to find a primary source document or object at home and write a brief description of the item. This gives students the understanding that history is not only made by famous people.