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Setting Up Your Binder

talen avatar
talen
47 diapositives · 614 Views · Sep 01, 2014

This guide helps students set up their history binders efficiently, ensuring all materials are well-organized. Sections include ID Questions, Warm-Ups, Class Work, Graded Work, and To-Do lists, with instructions on integrating key assignments like the Artifact Hunt and 5 Themes Chart. It encourages critical thinking through reflection on historical perspectives, such as Columbus Day, and comparative analysis using "BMTS" (Bias, Motive, Tone, Source). Students will engage in collaborative assignments and debrief discussions to deepen their understanding of historical interpretation.

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Setting Up Your Binder
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  1. Setting Up Your Binder Dividers: ID Questions Warm-Ups Class work Graded Work To Do (You can use the back folder of your binder for this or you can make it another tab) ***Put your Artifact Hunt sheet under Graded Work*** ***Put your 5 Themes Chart under Class work***

  2. 1st ID Assignment- 8/30/2011 Complete the following sentence: ____________ sources are the most important for studying history because Remember to Dog Ear and Date your assignment.

  3. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  4. Historical Perspectives Mr. Daniel Santos Mrs. Gertrudis Cabrera

  5. Think-Write-Pair-ShareWrite the following questions in the Class Work section of your binder answer the questions in COMPLETE sentences! • Why do we celebrate Columbus Day? • What do you think about Christopher Columbus based upon what you know? 5 mins.

  6. Class Responses • Why do we celebrate Columbus Day?

  7. Class Response 2. What do you think about Christopher Columbus based upon what you know now?

  8. Compare/Contrast • Create a table like the one on the next slide in the top half of the next page in your binder. 15 mins

  9. As you watch and listen to the first presentation, write down the words/images that impress you.

  10. Vintage Tooncast

  11. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  12. Debrief • Share Responses

  13. As you watch and listen to the second presentation, write down the words/images that impress you.

  14. Encounter

  15. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  16. Class Responses

  17. Starter Question Revisited What do you think about Christopher Columbus based upon what you know now?

  18. Your Interpretation Changed…. WHY?

  19. Point of View

  20. Point of View

  21. Big Question To what extent does point of view affect the interpretation of a historical event or historical period?

  22. ID Question- 9/5/2012 • Point of view strongly/does not strongly affect the interpretation of a historical event or historical period because

  23. Using “BMTS” We will use a process to help us not only to identify a different point of view but also to understand…..

  24. a point of view is different.

  25. Distribute “BMTS” Guide

  26. Bias

  27. Bias Motive

  28. Bias Motive Tone

  29. Source Bias Motive Tone

  30. Use this process to Understand the Author’s Product (Text/Cartoon/Painting/Film/Song) NOT the actual historical event.

  31. What part of the Author’s Self influenced him/her to say what was said or draw what he drew, etc.?

  32. What words, images, or sounds contributed to the tone?

  33. For Understanding

  34. Guided Activity: • Christopher Columbus Letter to the Queen of Spain

  35. Read along as I narrate aloud…

  36. Use your BMTS guide as we analyze the letter together…

  37. In your Interactive Student Notebook, create the next page’s title. • Title: Interpreting Texts • Page: # _____ Divide the page into 2 equal sections horizontally 25 mins

  38. Create two BMTS charts • [see next slide]

  39. Interpreting Texts

  40. Your Team’s Assignment • With a partner, select two sources from given packet • Analyze the sources using BMTS • Choose (a.) or (b.) below: • Present to the class your conclusions/questions (Alternatively, may post on the classroom WikiSpace and post feedback/comments for other groups)

  41. Share your analysis with class..

  42. Exit Ticket Complete the blank “BMTS” Chart as you analyze the following image: