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Exploring Foundations of World History: Understanding Our Past, Present, and Future

Welcome to Day One of our World History class! Our objective is to build a supportive learning community as we dive into historical inquiry. We'll discuss key concepts such as fact vs. opinion, conviction, and evidence, and evaluate arguments through collaborative activities. By the end of the session, you’ll be equipped to scrutinize narratives and develop your perspectives on history. Let’s prepare together for an exciting journey into the past and its impact on our future!

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Exploring Foundations of World History: Understanding Our Past, Present, and Future

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Presentation Transcript

  1. Foundations in World History Who are we? How did we get here? Where are we going?

  2. Welcome to Day One! • Objective: To begin building the community required for a functioning history class. • Agenda • Warm up • Housekeeping • Discussion • Wrapping up: Questions, Concerns, Comments • Homework: Letter

  3. Warm Up In three minutes answer the following question: What are you most excited about learning this year in World History?

  4. Housekeeping Introductions • A little bit about your teacher. • A little bit about you.

  5. Housekeeping • Syllabus Overview and Expectations for this class • Course website • Procedures

  6. Discussion • Your has been assigned a quote from a variety of sources about history. • Discuss the quote. What does it mean to you? Why do you think I used that quote? Do agree or disagree? • Be prepared to share what you heard from your partners.

  7. Exit Ticket • Is there somewhere you would rather sit in the roon? Why? • What is your favorite band? • Do you have access to a computer and internet at home?

  8. Homework • I have written you a letter about myself. Please read and using the format provided write your own letter to me. • This is due by MONDAY AT THE START OF CLASS.

  9. Welcome to Day 2 • Objective: • To understand the language of argumentation • To begin to evaluate arguments Agenda • Warm up • Housekeeping: Class Name • Lecture: How do we know when we are being lied to? • Evaluating Arguments in groups

  10. Warm Up In THREE MINUTES answer the following questions: • What is a fact? • What is an opinion? • What is an argument?

  11. Housekeeping Class Name

  12. Key Terms • Agenda • A plan of action to reach ones goals and aims based on their belief system • EVERYONE has an agenda

  13. Key Terms • Fact • Information we can smell, touch, taste, see • Opinion • a belief based on preferences.

  14. Key Terms Conviction • A conviction is a belief that is supported by an interpretation of facts. • In this class, we don’t have opinions, we have convictions.

  15. Key Terms • Evidence • Facts and information that can be used to support our point.

  16. Key Terms Argument • A perspective that uses evidence in order to persuade and defend a idea.

  17. Mr. T. says: I pity the fool that turns an argument into Ms. Charles that doesn’t have evidence

  18. Questions to Consider- Marge and the Monorail • What is the man trying to do? • How does he try to do it? • Is he successful at it? If yes, why? If no, why not?

  19. Key Terms • Fallacy • A claim that is bad logic

  20. Key terms • Ad Hominem • Making a personal attack to distract from the issue

  21. Key terms • Bandwagon/Appeal to common belief • Saying something has value because a lot of people do it/believe in it

  22. Key Terms • Correlation does not equal causation • Arguing that because something happened after or at the same time as something else that the event that happened first caused the second event

  23. Key Terms • Faulty Generalizations • Drawing a conclusion from examples that don’t apply, don’t relate, or aren’t connected

  24. Key Terms • Red herring • Bringing something up that has nothing to do with the issue to distract the person or change the topic.

  25. Key Terms • Ad populum • Using people’s wide-spread prejudices and fears to argue that they should something

  26. Activity: Knowing when we are lied to. • In your groups you have been given a variety of sources. • You job is: • Figure out which fallacy is being used. • Write down how you know that fallacy is being used. • As a group, create an image or write an argument using that fallacy.

  27. Activity: Knowing when we are being lied to. • Be ready to share • Which fallacy your group had. • The best example of that fallacy from your sources. • What your group created.

  28. When working in groups • Remember that everyone has something to contribute. • Listen first, speak second. • Help each other first, then ask me. • Be safe for everyone. Be kind to everyone. Assume the best in everyone • Everyone does all parts, but we are responsible for our roles.

  29. Roles • Facilitator • The facilitator helps guide the group. They listen to everyone, try to help figure out what the best ideas are, and make sure everyone has a role and chance to contribute. • The facilitator DOES NOT: control the group, come up with all the ideas, ignore any members of the group

  30. Roles • Recorder • The recorder: makes sure all of the important information is written down, listens carefully for everyone’s contribution. • The recorder DOES NOT: do all of the work, write down only their ideas, ignore members of the group.

  31. Roles • Reporter • The reporter speaks for the group, makes sure everyone has a voice, and helps others communicate. • The reporter DOES NOT speak only for themselves, ignore the contributions of others, talk over people.

  32. Roles • Quality Control • The quality control makes sure all work is completed, that everyone is getting things done on time, and that everything is the best that the group can produce. • Quality control DOES NOT do all the work, let other people distract the group, ignore time, let the work be less than the best the group can do.

  33. Homework • If you haven’t turned it in already your letter to me is due MONDAY AT THE START OF CLASS

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