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How do you develop MAKING HISTORICAL CONNECTIONS in this course?

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How do you develop MAKING HISTORICAL CONNECTIONS in this course?

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How do you develop CHRONOLOGICAL REASONING in this course?

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How do you develop CHRONOLOGICAL REASONING in this course?

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How do you develop CREATING & SUPPORTING A HISTORICAL ARGUMENT in this course?

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How do you develop CREATING & SUPPORTING A HISTORICAL ARGUMENT in this course?

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How do you develop ANALYZING HISTORICAL SOURCES & EVIDENCE // SOURCING in this course?

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How do you develop ANALYZING HISTORICAL SOURCES & EVIDENCE // SOURCING in this course?

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What understanding about CORROBORATION do you develop?

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What understanding about CORROBORATION do you develop?

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What understanding about CONTEXTUALIZATION do you develop?

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What understanding about CONTEXTUALIZATION do you develop?

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How do you utilize CLOSE READING in this course?

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How do you utilize CLOSE READING in this course?

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Understand the society in which an event takes place is critical to understanding the causes and effects of the event. Students were asked to look at different primary sources or readings.

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Students were regularly asked to find connections between historical events, empires, units - in writing and discussions.

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Students were regularly asked to find connections between historical events, empires, units - in writing and discussions.

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Connecting racial disparities to redlining, other political factors

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(Think Lab) - Looking for Patterns of Continuity and Change over time:

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(Think Lab) - Looking for Patterns of Continuity and Change over time:

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- Project implementation over 8 weeks and collecting qualitative and quantitative data to measure impact
- Weekly reflections to help students process and document changes in their own thinking relating to project's focus topic
- Reaching out to community experts as primary sources
- Exhibition of work to teach others about the project's process and where it falls within the larger context of their focus topic.

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Use of writing in the formats of Short Answer Questions, Long Essay Questions, and Document Based Questions help students build historical thinking into their writing.

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Teaching chronologically, use of timelines and events/concepts within their chapter readings help them identify chronology within US History.

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Looking at graphs/maps side by side and seeing how trends change over space and TIME.

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Cause and effect is a common thinking skill as we plow through the centuries of world history - often included in prompts for essays, SAQs, quizzes

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Cause and effect is a common thinking skill as we plow through the centuries of world history - often included in prompts for essays, SAQs, quizzes

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Understanding sourcing and perspectives helps them analyze history with a lens of evidence rather than how they feel. Arguments to support a Thesis is important in LEQ & DBQ.

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Writing an argument based on what the documents are "telling" them.

Giving them a prompt and a set of possible pieces of evidence and having them discuss why they believe that's the best piece of evidence to support that argument.

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Using a primary or secondary source once a week in different forms of stimuli (Text, Cartoon, Graph, etc) is embedded within whole class activities & lectures.

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Looking into the arguments used in a primary source document to support an argument.

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Modeling thinking, small group analysis of documents. Using Jamboards to discuss documents, Waterfall comments.

Asking students to discuss why a source IS NOT reliable given a certain prompt, but might be reliable for a different prompt/question.

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Historical Connections: Cause and Effect

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Historical Connections: Cause and Effect

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Students are able to practice while they read different historical texts.

Students begin to make their own inferences of the effects something can have based on previous examples, experiences, historial events, etc.

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Modeling thinking, small group analysis of documents. Using Jamboards to discuss documents, Waterfall comments.

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Taught and revisited in Q1, students show understanding through the writing of DBQ where they are asked to use multiple sources to support a Thesis (response to a prompt)

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using different major events that represented power structures and how these affected society.

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Finding evidence for an argument was a close reading skill we worked on, but reasoning that evidence into an argument is something that needs work...modeling strong essays, or SAQ answers more often is required I believe

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Finding evidence for an argument was a close reading skill we worked on, but reasoning that evidence into an argument is something that needs work...modeling strong essays, or SAQ answers more often is required I believe

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looking at how different events not only impacted society during that historical time period but how we see the impacts today.

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They use different dialogue/collaborative opportunities (Ex. socratic seminars) as a way to develop and enforce their arguments before/during/after they write.

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Context is NOT just chronological, but also thematic. Use of political, economical, environmental, etc. so students can find ways to understand history through multiple perspectives as well as in context of historical events.

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Modeling thinking, small group reading. Asking for a golden sentence in relationship to a specific prompt.

Using reading practice quizzes where they select evidence from close ended responses and explain why.

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We dipped into corroboration (needed for DBQs) but it is a skill that still confuses some students. Looking at different sets of documents (not always 7 at a time), giving them time in groups to discuss their choice of groupings and then having class discussions would help

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We dipped into corroboration (needed for DBQs) but it is a skill that still confuses some students. Looking at different sets of documents (not always 7 at a time), giving them time in groups to discuss their choice of groupings and then having class discussions would help

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developing their argument and use textual evidence to support.

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Students are expected to have good comprehension for reading. CLOSE reading is used for whole class activities but more referenced than step by step followed.

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Students are using all of their historical thinking skills to create present thinking skills.

Seniors in AP Government will on a smaller scale practice how to bring together multiple sources, but using sources to understand government better.

Many of the skills are from context to causation are used to develop their own personal points of views.

The use of multiple skills is important for students to be successful. And although not explicitly referenced in rubrics, the expectations of implied execution of the skills within their writing is immensely important.

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Contextualization is a requirement on essays, often an innate skill for some students  - but for others something that we still need to work on, many students lacking the content reading to fulfill that element of the essay rubric

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Contextualization is a requirement on essays, often an innate skill for some students  - but for others something that we still need to work on, many students lacking the content reading to fulfill that element of the essay rubric

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Putting historical events in context through timelines and more "popular" (more commonly know by students) historical events.

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Use more feasible examples to extrapolate valuable information from different sources.
For example, use historical art pieces, graphs, charts, etc. versus a longer text.