history textbook - kyrene school district · web view_____a newspaper or magazine article written...

Historical Research Unit Packet

Introduction to American History and GovernmentMr. Furman

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Learning Goals and Scales

You will be assessed on each of these learning goals during the National History Day (NHD) Project. Information will be given about the project at the end of this unit.

Learning Goal 1: I will be able to read, construct, and interpret charts, graphs, and timelines by researching historical facts and information.

Scale:4 3 2 1

In addition to a 3, I was able to analyze charts, graphs, and timelines by researching historical facts and information.

I was able to read, construct and interpret charts, graphs, and timelines by researching historical facts and information.

I was able to partially read, construct and interpret charts, graphs, and timelines by researching historical facts and information.

I was unable to read, construct and interpret charts, graphs, and timelines by researching historical facts and information.

Learning Goal 2: I will be able to formulate a thesis statement and answer it through historical research.Scale:

4 3 2 1

In addition to level 3, I was able to show a high level of analysis while answering and proving his/ her thesis statement.

I was able to formulate a thesis statement and answer it through historical research.

I was able to formulate a thesis statement.

I could only partially formulate a thesis statement.

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Learning Goal 3: I will be able to identify, explain, and use credible primary/ secondary sources to research his/ her topic.-

Scale:4 3 2 1

In addition to a 3, I was able to analyze his/her use of primary/ secondary sources to research topic.

I was able to identify, explain and use credible primary/ secondary sources to research topic.

I was able to identify and use credible primary/ secondary sources to research topic.

I could only partially identify, and use credible primary/ secondary sources to research topic.

Learning Goal 4: I will be able to demonstrate critical thinking by explaining/analyzing the topic’s causes and effects while comparing other points of view.

Scale:4 3 2 1

In addition to a 3, I was able to draw conclusions to the topic’s causes and effects while comparing other points of view.

I was able to demonstrate critical thinking by explaining the topic’s causes and effects while comparing other points of view.

I was able to demonstrate critical thinking by identifying the topic’s causes and effects while comparing other points of view.

I could only partially demonstrate critical thinking when identifying the topic’s causes and effects while comparing other points of view.

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Historical Research Unit VocabularyUse a dictionary, your textbook, or the internet to look up the definitions of each of the terms.

Bias-

Cause-

Corroborate-

Credibility-

Effect-

History-

Point of View-

Research-

Source-

Thesis-

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Cornell NotesLecture, reading/chapter/novel/article during class, power point, movies (if need to collect info.)

Topic: Learning Goal 1- Reading and Constructing Historical timelines, charts and graphs

Questions/Main Ideas: Notes:

Summary:

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LG 1 Practice

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___________________________________

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1. In which two years did Polar Bears have the coldest air temperature for their plunge?

2. In which year did the greatest number of people participate in the event? In which year did the fewest amount of people take the plunge?

3. In general, how has the popularity of the event changed since 1993? Tell how you know this.

4. What did you notice about the changes in the number of participants and the air temperature from 1998 to 1999? Do you think these two factors are related?

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1. Which kind of excuse do Ms. Hearditall’s students give the most?

2. What percentage of excuses are “pet problems”?

3. Which kind of excuse makes up 17% of the total?

4. Which kind of excuse is used the least?

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1. Which is the fastest roller coaster?

2. Which two coasters have the same top speed?

3. What is the name of the fastest coaster outside of the United States?

4. What is the top speed for Steel Dragon 2000?

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1. How much did a gallon of gasoline cost in 1955?

2. When you look at the graph, what do you notice about 1985 and 1995?

3. Which ten-year period saw the greatest increase in the price of gas?

4. How much has the price of gas increased since 1995?

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LG 1 Practice- Making and Reading Timelines

1. You are to create a timeline of ten (10) major events that have happened in your life.

2. Complete this timeline on a separate sheet of paper.3. Remember to give your timeline a title, and be sure to label each event with

a description and date. Your timeline must have a clear start and end point, a consistent interval, and be in chronological order.

4. On the back of your timeline paper, write three (3) questions you could ask another student to answer using your timeline.

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Topic: Learning Goal 2- Writing a thesis statement


Summary:

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LG 2 Practice: Part 1 Writing a thesis statement

A thesis statement starts your essay/ research project with clear direction. It presents a topic, narrows that topic down to a specific claim, and names the points of support for the claim (usually three) that you will develop in your essay.

The formula for a thesis statement is:

Subject +

Claim +

Supporting Points (3 points)

Directions: Each thesis statement below is missing one part. Read through the thesis statements, then read the missing parts at the bottom of the page. Write the letter of the missing part in the space in the sentence to which it belongs.

Unfinished Thesis Statements

1. Working dogs ___ are usually very intelligent.

2. ___ in the summertime can be a blessing and a curse, providing employment for construction workers, resulting in safer and easier travel, but also causing traffic delays.

3. During World War II ___ collecting scrap metal, knitting for the troops, and buying stamps toward the purchase of government savings bonds.

4. ___ has many features and capabilities, but the most useful ones are the ability to make phone calls, the ability to access the Internet, and access to fun apps for times when you are waiting.

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5. Baked goods rise through using ingredients such as ___.

Missing Parts

a. children were involved in the war effort,b. Highway constructionc. like Seeing Eye dogs, sheep dogs, and police dogsd. A smart phonee. Yeast, baking soda, or eggs.

Part 2: Evaluating Thesis Statements

Directions: State if the following thesis is strong or weak. If weak explain why? Use HRU notes to help you with this practice.

Example: Crime must be stopped.

Strong or Weak- It is weak because it is a general statement. What crime? Where?

1. The court needs to implement stronger sentences.

Strong or Weak

2. History is an important subject.

Strong or Weak

3. Charles Dickens uses the setting of his novels to emphasize the theme of class division.

Strong or Weak

4. Socialism is the best form of government for Kenya because it will promote equal opportunity for workers.

Strong or Weak

5. If the government takes over the copper industry in Kenya, it will become more efficient through regulation and standardization.

Strong or Weak

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6. Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

Strong or Weak

7. Movies are becoming more and more daring in their subject matter.

Strong or Weak


Topic: Learning Goal 3- How to use and find credible primary and secondary sources.


Summary:

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LG 3 Practice - Identifying Primary and Secondary sources and Checking the credibility of a source

Complete both parts 1 and 2 for this assignment.

Identifying Primary and Secondary Sources

Part 1: Directions: Next to each type of research source, indicate if it is a primary or secondary source. Place a "P" on the line fora Primary source and an "S" on the line for a Secondary source. If a source is both a Primary and Secondary source, place a "PS" on the line. Be ready to explain your answers.

1. _____An interview with a person who actually experienced the historical event that you are

researching.

2. _____Information from your Social Studies book.

3. _____Information given to you in class by your teacher about your topic.

4. _____A newspaper article written about your topic the day it actually happened.

5. _____A photograph of the person or thing you are researching.

6. _____Information from a website created by a person who knows a great deal about your

topic.

7. _____An actual artifact from the topic you are researching.

8. _____A newspaper or magazine article written about your topic ten years after it happened

by a person who wasn't there when the event took place.

9. _____A letter written by the person you are researching.

10. _____A diary or journal kept by the person you are researching.

11. _____A recording of music from the time period that your topic takes place.

12. _____An article from an encyclopedia.

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13. _____A biography written about the person you are researching.

14. _____An autobiography written by the person you are researching.

15. _____A documentary that you watched on the History Channel with actual film footage

about your topic.

LG 3 Practice: Accounts of the Boston MassacrePart 2 Directions: Please read the following historical sources. On the back of this paper write down which source you feel was the most credible, and which was the least credible. Be sure to explain your answers.

Source #1History TextbookCopyright: 1952Author: Carman SyrettProfessor of History, Columbia University

Feelings were running high in Boston, Massachusetts during the early months of 1770. There were several stories going around that British soldiers were insulting colonists. In response to this, mobs of colonists were roaming the streets of Boston in reaction to these stories. Finally, on March 5, 1770 a British sentry on guard duty at a customs house, having been repeatedly bullied and snowballed by a mob of colonists, called for assistance. When a sergeant and six other soldiers were sent to his relief, the mob began to assault them with sticks and rock. The soldiers refrained from action until one of them was knocked down with a club. At this point the soldiers opened fire for self-defense into the crowd killing five and wounding several others.

Source #2 Wikipedia Article on the Boston MassacreDate: 1998Author: Billy, 9th grader at Corona Del Sol HS (former student in Mr. Furman’s class)

In February of 1870, British soldiers opened fire on innocent American colonists in Boston, New Hampshire. The colonists weren’t doing anything they were just standing there, and the mean, ugly British soldiers in their stupid red coats shot them. Hundreds of people were killed. The British soldiers were all laughing after it happened, and nothing was done to them. I hate the British and I’m happy that we beat them in the Civil War to win our freedom.

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Source #3Diary of Wendy PageDate March 5, 1770

Dear Diary,

Today while I was walking home from shopping for food at Boylston’s Market on Common Street, I saw a large mob of angry people gathering around a group of terrified Redcoats. The crowd was throwing snowballs, pieces of ice, stones, and chunks of wood at the soldiers. I clearly heard the leader of the soldiers ask the towns people to disperse several times, but they did not heed his warning. One man had a club and began to savagely beat one of the soldiers. The Sergeant in charge of the soldiers ordered his men to open fire. I saw at least three men laying on the ground bleeding. People were screaming and running in all directions. I ran myself because I was afraid that I would be trampled by the mob if I did not flee. I am not sure what happened after that, but I can only assume that many people were hurt.

Directions: Which source about the Boston Massacre do you feel was the most credible, and which was the least credible. Be sure to explain your answers.

Most Credible- Source #

Least Credible- Source #

Ask yourself these questions when evaluating the credibility of a source.

1. What type of source is it?

Is the source primary or secondary. Primary is viewed as a more credible source. If it is a secondary source has it been professionally published?

All secondary sources have their origin with some primary source(s)*** Be careful of the Internet, many things that are posted on the web may not be professionally published, and could be inaccurate.

2. What are the author’s credentials?

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Ask yourself what makes this person who created the source an expert. - Level of education - Personal experiences - Number of years they have studied the topic.

3. Does the author have a bias? How to check for bias. - Does the author have a balanced point of view?

***Do they look and consider different sides of an issue (topic) before arriving at their conclusion. - Why are they making this information available? - Does the author have a personal reason for feeling the way they do? Look at their background. - Are they name-calling?-

4. Can you find other sources that corroborate the facts and information found in the source? - Find more than one source that says the same thing. - The more sources that say the same information, the more


Topic: Learning Goal 4- Demonstrate critical thinking by explaining/analyzing a historical topic’s causes and effects while comparing other points of view.


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Summary:

Practice LG 4: Finding Cause and Effect and Point of View

Directions: This practice assignment consists of three parts. Please make sure you complete all of them. When you are done turn in your work on Edmodo.

Part 1: Cause and Effect

1) Pick a significant event from your life.2) Create a multi-flow map explaining the causes and effects of that event.3) Complete the thinking map in the space below.

Create your map here:

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LG 4 Practice: Point of View

Directions: Read each side of this argument about schools having a valedictorian. Answers the questions that follow.

1. Which POV did you agree with? Explain your reasons why.

2. From the “Yes” opinion, what was the authors best argument in support of having a valedictorian.

3. From the “No” opinion, what was the authors best argument in support of not having a valedictorian.

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history textbook - kyrene school district · web view_____a newspaper or magazine article written...

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