Geography,+Culture,+and+What+Historians+Do

=__Class 7__= =A7: 8/24= > > =D7&F7 8/2=
 * You will be presenting your Family History Projects, including your Timeline, uploaded sources, and an oral presentation of ONE event from your family history. You will also be doing a reflection activity.
 * Take up "Many Hats of a Historian"
 * Timeline of world history events [[file:Turning Points in Pre-Renaissance World Clean copy.pages]]
 * Take up "Many Hats of a Historian"

=__Class 6__= When you applied APPARTS to the letter of Gregory VII, it was clear that some of you were confusing the Holy Roman Empire, founded in 800 CE and covering most of modern Germany, Holland, Belgium, Switzerland, France, with the classical Roman Empire, which collapsed in 476CE. Holy Roman Empire was not holy, not Roman, and not an empire! The Pope was based, (most of the time, at least) in Rome, which was not part of the Holy Roman Empire!

= = If you're still confused about primary/secondary sources, here's a [|website on primary and seondary sources] =A6: 8/22= = = =D6: 8/23 and F6: 8/24=
 * Timeline of world history events [[file:Turning Points in Pre-Renaissance World.pages]]
 * Take up APPARTS "The Black Death, 1348"
 * You will be presenting your Family History Projects, including your Timeline, uploaded sources, and an oral presentation of ONE event from your family history. You will also be doing a reflection activity.
 * [[file:WH Unit 1 rubric(2).pages]]

= = =__Class 5__ A and D: 8/19, F: 8/22=

>
 * It looks like many of you need more practice applying APPARTS, so here's another chance to get it right before I record your grade. Use the article [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://boylehist9.phoenix.wikispaces.net/file/view/The+Black+Death%2C+1348%282%29.pdf"]] [|The Black Death, 1348(2).pdf], a first-hand account of the Plague epidemic that swept Europe in 1348, decimating the population.

**Family History Assignment**
You will have the opportunity to demonstrate the roles and skills of the historian with this task. You will need to select __**ONE**__ turning point from your time line. This assignment is due at the beginning of next class and you will be required to present it to your classmates in a gallery walk. You will also be required to write a reflection on this assignment next class.

**GOAL:** Use tools of a historian to research and gain an appreciation for your personal family history

**ROLE:** Historian

**AUDIENCE:** Your classmates

**SETTING:** Museum exhibit

**PRODUCT:** You will need to select 1 artifact (unwritten source), 1 written source, 1 interview (of which at least one is primary source) from your chosen episode/event.

**STANDARD:** your grade will be based on a rubric showing your ability to...


 * organize turning points in chronological order and identify significance
 * distinguish between primary and second sources
 * justify choices of sources
 * draw inferences from sources and demonstrate fidelity to the sources
 * reflect on ability to fulfill roles of the historian and improvements that could be made

You will select 3 sources that represent your chosen family event and present these to your classmates while recounting the event.

You will need to upload the following on your personal gallery page before __class 6 if you are in D or F block__ (D: 8/23, F: 8/24) or __class 7, 8/24 if you are in block A.__
 * Picture of source (//in addition to// posting a photo,you can bring it to class if it is not too fragile or valuable ) + uploaded podcast of interview (if in Korean, please include a brief translation)
 * Brief description of source
 * Source type (primary or secondary)
 * Short explanation of the source’s significance to the event
 * Written or oral (e.g. podcast) recount of the event with direct reference to all of the sources

= = =__Class 4__ A: 8/17; D & F: 8/18=

__Examining the Roles of an Historian__
To help you get a deeper understanding of what a historian is, read the article "The Many Hats of a Historian" from BBC.com. Complete definitions for each word as used in the article, **in your own words**, and thoughtfully answer questions 1-8, provided below. Your answers must be typed and submitted at the beginning of the next class. Make sure you include your FULL name on all assignments, plus a title (ïn this case it would be "The Many Hats of a Historian") and the date it is DUE (Class 4 A: 8/17; D & F: 8/18)

Vocabulary
 * heretical
 * faggot
 * Eucharist
 * abstain
 * penance
 * beseeching
 * source


 * 1) In section 1, //Heretical Beliefs//, the historian gives his account of a historical event. What is happening to Hogsflesh? What is the historian's “story” or main point of the article?
 * 2) What are the roles of a historian defined by John Arnold? Do you agree or disagree with his assumptions? Can you think of any other roles?
 * 3) What is meant by “treat(ing) their sources with fidelity?” Remember to put your response in your own words. Why is it important to remember this when reading historical references?
 * 4) How can a single event be interpreted in more than one way? Can you think of an event in your life that historians could interpret with differing points of view?
 * 5) Talk to a family member or friend about something that happened to you both a long time ago. Examine how you both remember the incident and write about it. With that in mind, when attaching meaning to history, is it possible for a historian to be completely objective? Use examples from the incident you just discussed to reinforce your response.
 * 6) What problems may arise when historians practice subjective history? In what ways may subjective history be beneficial to the study of history? Think back to the incident you just discussed with your family member or friend. Why did it make sense for you to remember the event the way you did and for the other person to remember it the way he or she did? What does this tell us about history?
 * 7) Why is every historian "a storyteller?" If all historians are storytellers and there are myriad versions of every story, can we trust historians? Why or why not?
 * 8) How did your view of history and historians change based on this reading? How will you approach history now that you have explored these views?

=__Class 3__ A: 8/12; D & F 8/16=

__Sources__
Historians "build" their "story" (history) using sources; they don't just "make it all up". What kind of sources? They can be //written//, eg. diaries, letters, government documents, legal contracts, steles (look it up!), shopping lists, inventories... all KINDS of written sources can be useful to an historian! Or they can be //unwritten// sources, like artifacts, photographs, burial mounds, even human bodies!

But we can also categorize sources as either PRIMARY sources or SECONDARY sources. A primary source is one (either written or unwritten) which was created in the time period we want to know about. A secondary source (again, it can be either written or unwritten), is created AFTER the time period being studied.

Can you give an example of each if, for example, we wanted to learn about the Cheosun dynasty of Korea?


 * Primary, written || Secondary, written ||
 * Primary, unwritten || Secondary, unwritten ||

__How to Read a Primary Source Effectively: APPARTS__
The following strategy is adapted from Advanced Placement (AP) History courses to help students interpret primary sources more effectively. If you begin looking at primary sources in the same way, you will become more successful in analyzing and synthesizing primary sources in this class and social studies classes in the future. Please commit this mnemonic device to memory.

Author: Who created the source? What do you know about the author? What is the author’s point of view?

Place and Time: Where and when was the source produced? How might this affect the meaning of the source?

Prior Knowledge: Beyond information about the author and the context of its creation, what do you __already__ know about the era/topic that would help you further understand the primary source?

Audience: For whom was the source created and how might this affect the reliability of the source?

Reason: Why was this source produced at the time it was first made?

The Main Idea: What point is the source trying to convey?

Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.

= = =__Class 2__ A: 8/10; D: 8/11; F: 8/12=

A BRIEF History of the World 0:57 - 5:09 media type="youtube" key="M3FtapkiKWI" height="349" width="425"

__Culture__
Now that you're look at the world in a new way, I want you to start thinking about "culture". What IS it? In the global society of the 21st century, what does it mean to understand someone else's culture? How does that mesh with your own cultural identity? What do we mean by the term "civilization", and is it correct, or useful, to speak of other cultures as "civilized" or "uncivilized"? "Developed" or "Developing"? "First", "Second" or "Third World"? All of these ways of labeling the world have certainly been used in the past, and indeed still are being used.

We will begin with a look at the concept of CULTURE and all its aspects...

//Start by reading and list the "strange" aspects of this culture. Also, list as many attributes of culture as you can think of on the back side of the article or on a separate sheet of paper. Be prepared to discuss in class!//

__What is an historian__?
For the next couple of classes we will be exploring the question of what a historian is and how they "create" history. Today we will start off by watching a video from a very famous historian. While watching this movie clip think of the following questions:

What perspective is the historian coming from? Is the historian accurate with his observations? Why or why not? Is there bias in this historians statements? What does this scene and our class have in common?

Movie Clip = = =__Class 1__ A&D: 8/9; F: 8/10= > [|D Block] > [|F Block] > > > > or like this... > = = =__Class 0__ 8/8=
 * [|A Block]
 * Collect textbook //Modern World History// from book room
 * Photos
 * Access online textbook at [|www.classzone.com]
 * Review prior world history knowledge
 * world map drawing exercise
 * there is no "up in space"
 * we use "North, South" etc. for talking about the world, not "up", "down", "above", or "below"
 * all maps are distortions because they take a 3-dimensional object and try to express it in only 2 dimensions -- size, shape, distances can be distorted depending on which projection is used
 * as students of world history, it is important to know world geography
 * How would your "worldview" be altered if all the maps you had seen since childhood looked like this:
 * Introductions
 * The class wiki
 * The syllabus

__Introductory Unit: Global Culture and Roles of the Historian__

** Students will understand that... **

 * there is a relationship between culture, geography and history.
 * history is a discipline which uses a variety of tools for the analysis of primary and secondary sources.
 * several historical thinking skills are necessary in the study of world history.

**Essential Questions**

 * Why is an understanding of culture necessary in order to understand history?
 * How do historians work with primary and secondary sources to build the story of history?
 * What are the roles of a historian?
 * What Habits of Mind are utilized in the approach to world history?
 * Why is an understanding of geography necessary to understand world history?