[GET] Reading Like A Historian Document A Answers
And they get content information that there were more speakers that day, that A. Phillip Randolph had the opening remarks and the last pledge, so he obviously is important. Colglazier: So, probably one of the most difficult questions of the day, for...
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Reading Like a Historian
To not put that in there is to misunderstand it. Will Colglazier Interview : The layers of life begin to unfold when they start to realize that everything that they read is not, you know, completely true, that they need to assess reliability constantly. And they begin to understand and see the process, especially when you give them these contradictions where they are not given the right answer.
Thinking like a historian
Instruction Details: The Unit This eight-day unit was focused on westward expansion and was taught near the beginning of the second semester. The goal was for students to understand the ways in which the United States expanded west and what justifications were used by the American government. The lesson on Native American removal occurred in the middle of the unit. Students answered the focus question with a two-chunk paragraph with a topic sentence, two to four pieces of evidence with analysis, and a concluding sentence. During the Video Ms. Velo asked students to imagine their families had lived in their current location for over years and had been asked by an armed group of people to become like them.
Reading Like a Historian: Nat Turner
If they refused, they would be taken over. Students had to decide if they would take on a new language, religion, and traditions, or move away. After coming up with answers, students partnered up to share ideas. Next, Ms. Velo reviewed the agenda and goals for the day and introduced a packet of handouts which included two primary source documents, a timeline, and a writing tool providing examples of transition words. Using a PowerPoint, Ms. Her goal was to help students see the bigger picture of what America was going through at the time. After asking students for their interpretations, she introduced the task of the day: write a paragraph using evidence that answers the question, Why did Andrew Jackson and Elias Boudinot support Indian removal in the s? In order to do this, students needed to source the documents determine reliability by noting who wrote it, when it was written, and why it was written , contextualize them using the timeline, determine what else was happening during this time , and identify supporting evidence for their answers using close reading techniques.
Marcus Garvey - Reading Like A Historian
Note: Corroborating the answer by cross-checking information is a fourth step in this process that was not part of this lesson. She intended to have students work independently through the same process for Document B, and then share their answers with partners, but time did not permit. Students wrote a paragraph about Document A. As a class, Ms. Students then wrote a paragraph answering the question: Why did Andrew Jackson and Elias Boudinot support Indian removal in the s? Following this unit was a unit on the Civil War. Teacher Prep When preparing lessons, Ms. Velo thinks broadly about her long-term goals for students to be better English speakers and writers, so that by the end of the year they can write a full research paper and plans backward.
Reading Like A Historian Worksheet Answers
To prepare for this lesson, Ms. Velo thought about how to make the content relevant to her students and anticipated the areas in which she would likely need to offer more support. They needed to be able to understand the question being posed and to identify evidence. Differentiated Instruction Ms. Velo used a hook to draw students into the lesson and make it relatable to them. As she modeled the process of gathering sources, contextualizing, and gathering evidence, she defined key vocabulary words and made sure students comprehended what they read. In an effort to keep students engaged in the task, Ms. Velo called on pairs at random to share their ideas but always prepared the class ahead of time with a warning so that students did not feel as though they were put on the spot.
Reading Like a Historian: Pyramids
What is the workplace of a Historian like? What does a Historian do? There are many different types of historians, each with a specialty or a specific area of study in which they are experts. These specialties range from a specific time period, It is their job to pore over all of the written documents they can find, and then piece together all of the information they gather to form some kind of historical narrative. They are then able to answer the questions of what happened, who was Answers Document A - Chinesehistorythruchineseeyes Those historians who do not work in colleges or universities may work as archivists , helping collect and preserve important historical documents, or may work with government agencies and be involved in helping to preserve buildings. They may also be consultants for the media TV, radio, film, etc. Are you suited to be a historian?
Series Reading Like a Historian: Reading Like a Historian: Sourcing
Historians have distinct personalities. They are curious, methodical, rational, analytical, and logical. Does this sound like you? Take our free career test to find out if historian is one of your top career matches. Take the free test now Learn more about the career test What is the workplace of a Historian like? The workplace of a historian is one of focus and quiet. Many historians spend most of their time in offices at colleges or universities, in libraries, or in classrooms. They may do some travel to historical sites or archives for research purposes. Historians are also known as: Professional Historian. Middle Passage Questions And Answers Teachers should be familiar with the concepts of sourcing, contextualizing, close reading, and corroborating. Further information is available at sheg. The ultimate goal of this lesson is for students to identify the goals of the Revolution so that by the end of the unit they can trace the evolution of the modernization process between and Two worksheets are provided to guide students through the analysis of the documents below: Document Analysis Worksheet I, which should be completed separately for Documents A, B and C, emphasizes sourcing, close reading, and contextualizing.
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Close reading at this point should focus on comprehension of the information in each document. Students should read critically to identify points where they need additional information to understand the document. They then practice contextualization by looking for that information in the textbook and the outline of Chinese history provided in the preceding Contextualization lesson. Factorylifedocumentanalysis-edwingarza-mojica It emphasizes close reading and corroborating. At this point close reading should focus on information in Documents A, B and C that reveals the goals of the Revolution. Such information should be recorded on the chart. Question 3 requires students to read Documents D and E, which are secondary sources that provide interpretations that historians have made of documents similar to those the students have just analyzed. Students should read these professional interpretations only after they have drawn some conclusions of their own by answering Questions 1 and 2.
1.8 Reading like a Historian and the CA CCSS
Answer keys are provided for all worksheets. To prepare students for the essay at the end of the unit, ask them to compare the leadership, goals, and outcome of the Revolution with those of the previous efforts to modernize. How has the process evolved from one effort to the next? The four Reading Like a Historian skills require students to think in ways that are probably new for them in history classes. However, if teachers and students are diligent about following the procedures outlined in this series of lessons, by the end of the unit they should make substantial progress in internalizing these important historical thinking skills.
History Lessons
I was born on October 16 of the lunar calendar in the year in Xiang-shan county of the prefecture of Guangzhou in Guangdong province. When I was small I studied the Confucian classics, concluding this study at the age of twelve. At thirteen, I accompanied my mother to the Hawaiian Islands. There for the first time I saw the wonder of a steamship and the vastness of the ocean. From that time on, I was eager to acquire the knowledge of the West and to fathom the mysteries of nature. That same year my mother returned to China, but I stayed on in Hawaii, supported by my elder brother. Three years later, I entered Oahu College in Honolulu, a school established by Americans and, at the time, the highest institute of learning in the Islands. Initially, my plan was to graduate from this school and pursue specialized studies at a university in the United States.
Reading like a historian guiding questions truman doctrine answers
However, because I was drawn to the teachings of Christ, my elder brother feared I might join the church and, being responsible for me to my parents, ordered me to return to China. After my return home, however, my parents made no demands on me; instead, they left me to my own devices. After remaining at home in the village for a few months, I went to Hong Kong and there again took up the study of English. I was now twenty-six years old. Myers, and Donald G. Drive out the Tartars [Manchu Qing dynasty] … 2. Restore China. Establish the Republic … All our people are equal and all enjoy political rights. The president will be publicly chosen by the people of the country. A constitution of the Chinese Republic will be enacted, and every person must abide by it.
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Equalize land ownership. Its present price shall be received by the owner, but all increases in value resulting from reform and social improvements after the revolution shall belong to the state, to be shared by all the people, in order to create a socialist state, where each family within the empire can be well supported … The above four points will be carried out in three steps in due order. The second period is that of government by provisional constitution. When the military law is lifted in each district, the military government shall return the right of self-government to the local people. Six years after the provisional constitution has been enforced a constitution shall be made. Source: Written in A person always recognizes his parents and never confuses them with strangers.
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Nationalism is analogous to this. This is the root of nationalism. On the other hand, we should recognize that nationalism does not mean discriminating against people of a different nationality. It simply means now allowing such people to seize our political power, for only when we Han are in control politically do we have a nation. If that political control is in the hands of people of another nationality, then there is no Han nation.
Thinking like a historian (video) | Khan Academy
Sample Historical Document Analysis They are not to be carried out at two different times. The aim of the political revolution is to create a constitutional, democratic political system. For example, in antiquity a single man tilling the land could harvest at best enough grain to feed a few people … Now, however, as a result of the development of scientific agriculture, one man can grow more than enough to feed a thousand people because he can use machinery instead of his limbs, with a consequent increase in efficiency. The pursuit of profit is largely true of all the countries of Europe and America. In view of this, everyone in Europe and America should be living in a state of plenty and happiness undreamed of in antiquity.
Reading Like A Historian Answer Key
Factorylifedocumentanalysis-edwingarza-mojica Factory If we look around, however, we see that conditions in those countries are precisely the opposite. Moreover, the rich are extremely few, and the poor extremely numerous. This is because the power of human labor is no match for the power of capital. The major ones, like the abolition of torture, prohibition against traffic in Chinese laborers abroad, abolition of slavery, prohibition against the cultivation and smoking of opium, and encouragement of the initiation of industrial and commercial enterprises and overseas Chinese investment in their homeland, were for the benefit of democratic politics and the development of capitalism. Reading Like A Historian: Civil Rights Act - Document E: An assessment of the Revolution Original The rise of the republic was an epochal event in Chinese history, for it brought an end to more than two thousand years of imperial dynasties.
Series Reading Like a Historian: Reading Like a Historian: Corroboration
Their readiness to cooperate with the old elements, and their favorable treatment of the deposed emperor, paved the way for future warlordism and attempts to revive the imperial system … Source: Historian Immanuel C. An Outline History of China. Beijing: Foreign Languages Press. New York: Oxford University Press. Review the document analysis questions from above and focus on the question: What can I learn about the society that produced this document? My sample analysis of the Hammurabi sample document First, I'll answer some of the specific questions. Who was Hammurabi? This is a factual answer. Hammurabi d. His principal achievement was the unification of Mesopotamia through control of the Euphrates River.
Avoiding common mistakes in historical essays
Why did he create a law code? This is an interpretive answer. The code was a compendium of earlier laws, and he probably created it because he was the ruler, and a uniform code that applied to everyone helped him rule. Stanford History Education Group He probably also created it because of confusion over the use of earlier laws, i. One could also say that he created a law code because he needed one. Now it might seem simple to say that, but one does not create a law against falling into the sun unless that is happening with some frequency and unless you consider it to be a problem. Is this particular law code "fair? Implied is a comparison of Hammurabi's code with your awareness of current law codes.
33 Best Reading Like a Historian Curriculum ideas | teaching channel, primary documents, teaching
Yes, it is fair. There are numerous provisions in the code to attest to the honesty of judges and witnesses. Why is the code so detailed? Because justice is not simple. There are always exceptions to a law or extenuating circumstances. History Lessons Stanford History Education Group If one is going to have a criminal code, then it must cover everything. Look at current criminal codes and how complicated they are. Does the code provide any insight about the administration of justice?
The Inca Empire - Reading Like a Historian by Michelle McCormick
The selected Text Set should be related to the current unit of study. Use these graphics to model the use of the Historical Thinking Skills chart, as in the resources section. Display the first image, and allow students approximately 1 minute to take notes on what they see. Then, display the questions on the second slide. Allow students minutes, in a group, to address those questions and share out responses.
read like a historian
Display the next slide, which includes the caption. Again, give students approximately 1 minute to take notes, then minutes to discuss the next slide's questions. Complete these three for as many images as desired, until students understand the questions. Share the Historical Thinking Skills Chart in resource section below with students, so they see the full chart and what they'll be reading for.
Reading Like a Historian: Corroboration
Group students and assign each group one section of the Historical Thinking Skills Chart to address while reading the selected Newsela text or Text Set. Newsela PRO users can have students answer the chart's questions on the article, using Newsela Annotations. Non-PRO users can use a notetaker sheet, like the one in the Resources section. Student Preparation: View the Historical Thinking Skills Chart and in order to understand the questions that are being asked.
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When creating the assignment, decide whether to provide it at the Newsela Recommended reading level for each student or adjust the reading level to a particular grade for all students. Students should read the article independently, annotating for answers to the questions on their assigned section of the Historical Thinking Skills Chart. PRO users may create annotations on the article. Students should take notes on the "Questions" column of the Notetaker Sheet. Historical Thinking Chart Note-Taker After Reading Implementation Steps After reading, students should share their answers to the chart's questions in their groups and come to consensus on a response to each item. In groups, students should then use the "Prompts" column of the notetaker sheet to write a one-paragraph summary of what they learned about the document by using these questions.
Avoiding common mistakes in historical essays (video) | Khan Academy
Each group should share their summary with the rest of the class. Students should complete a reflection on the Historical Thinking Skills Chart. Non-PRO users can use a Reflection handout like the one in the resources section. Completion of this strategy should be a springboard to independent student completion of Document-Based Questions DBQs.
Reading Like a Historian: Prohibition
Holme Modified Edward Holme was a physician who lived in Manchester England during the first half of the nineteenth century. He was an active member various academic societies and associations and a well-regarded doctor. Washington and W. It is important for us to understand that reading has a significant impact on our lives. We are only human and that is why we all need to know how to read so that we can learn how to learn it and how to use it to our advantage. Ward use to back his claim that factories were unhealthy and unsafe for children?
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He told the house of lords committee about the injuries the children get everyday Document B: Dr. Holme 1. How is the source information for this document similar to and different from document A? What evidence does Dr. Holme use to back his claim about the health of children in factories? Do you think this is convincing evidence? Why might it matter that Mr. Pooley asked Dr. Holme to examine the children at his factory? Podraza's U. Read the text from the 18th Amendment below and answer the 3 questions that follow on a separate sheet of paper. Look at and read through documents A, B, C, and D 3. Answer the reading Document A: Dr. Booker T. Ward Modified Document B: Dr. Document B: Dr. Podraza's … Document B 1.
Thinking Like a Historian with Newsela
Typically, their electoral success is minimal-to-none. However, some ideas of their platforms are often absorbed by the major parties. In essence, their legacies are found in some of the policies enacted by administrations of subsequent mainstream politicians. The Populists were no different. The late s represented their heyday. They achieved some success at the state levels through such legislation as Granger laws and by electing some governors. At the national level, Congress even seated members from their ranks. They were unable to achieve electoral success in the presidency, however. Their best chance in this realm came in , when the Democrats nominated a champion of many Populist ideals in trumpet-voiced William Jennings Bryan. SHEG has produced a series of lesson plans, called Reading Like an Historian, that utilizes primary sources as the driving factor behind achieving student interaction with the past. These inquiry-based lessons are posted on their website.
Reading Like a Historian Curriculum
Nat Turner understood his rebellion as an act of Several years rolled round, in which many events occurred to strengthen me in this my belief. At this time I reverted in my mind to the remarks made of me in my childhood, and the things that had been shewn me—and as it had been said of me in my Turner How Nat Turner Explained The Slave Rebellion He Led I now began to prepare them for my purpose, by telling them something was about to happen that would terminate in fulfilling the great promise that had been made to me—About this time I was placed under an overseer, from whom I ran away—and after remaining in the woods thirty days, I returned, to the astonishment of the negroes on the plantation, who thought I had made my escape to some other part of the country, as my father had done before. After this revelation in the year , and the knowledge of the elements being made known to me, I sought more than ever to obtain true holiness before the great day of judgment should appear, and then I began to receive the true knowledge of faith.
How to Analyze a Primary Source – History – Carleton College
History Lessons And I wondered greatly at these miracles, and prayed to be informed of a certainty of the meaning thereof—and shortly afterwards, while laboring in the field, I discovered drops of blood on the corn as though it were dew from heaven—and I communicated it to many, both white and black, in the neighborhood—and I then found on the leaves in the woods hieroglyphic characters, and numbers, with the forms of men in different attitudes, portrayed in blood, and representing the figures I had seen before in the heavens. And now the Holy Ghost had revealed itself to me, and made plain the miracles it had shown me—For as the blood of Christ had been shed on this earth, and had ascended to heaven for the salvation of sinners, and was now returning to earth again in the form of dew—and as the leaves on the trees bore the impression of the figures I had seen in the heavens, it was plain to me that the Saviour was about to lay down the yoke he had borne for the sins of men, and the great day of judgment was at hand.
Reading Like Historian Curriculum Overview - Reading: Improving Historical Reading & Writing
Nat Turner's Insurrection About this time I told these things to a white man, on whom it had a wonderful effect—and he ceased from his wickedness, and was attacked immediately with a cutaneous eruption, and blood oozed from the pores of his skin, and after praying and fasting nine days, he was healed, and the Spirit appeared to me again, and said, as the Saviour had been baptised so should we be also—and when the white people would not let us be baptised by the church, we went down into the water together, in the sight of many who reviled us, and were baptised by the Spirit—After this I rejoiced greatly, and gave thanks to God. Reading Like A Historian: Nat Turner And on the 12th of May, , I heard a loud noise in the heavens, and the Spirit instantly appeared to me and said the Serpent was loosened, and Christ had laid down the yoke he had borne for the sins of men, and that I should take it on and fight against the Serpent, for the time was fast approaching when the first should be last and the last should be first.
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Nat Turner Lesson One-hundred and eighty-five years ago this week, in the early hours of Aug. Turner was soon captured and the uprising was suppressed. But in the weeks immediately afterward, Americans everywhere clamored to know something that may now seem obvious: Why had he done it? Nearly two centuries later, the legacy of that question is still evolving. Nat Turner Teacher Resources In November of , shortly before to his execution, Turner gave a jailhouse confession, to attorney Thomas Gray, to answer the question. The story began, Turner said, in his childhood, when he had an experience that seemed to his family an indication of the powers of prophesy. The Spirit that spoke to the prophets in former days—and I was greatly astonished, and for two years prayed continually, whenever my duty would permit—and then again I had the same revelation, which fully confirmed me in the impression that I was ordained for some great purpose in the hands of the Almighty.
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