ASE SS 01: US History Packet

Steve Schmidt [email protected] abspd.appstate.edu

Today’s Quote

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ― John Quincy Adams

Where Can I Find this Packet? It’s OK to write in this packet! You can find everything from this workshop at abspd.appstate.edu Look under teaching resources, adult secondary resources.

Agenda

8:30 – 10:00 Evidence Based History Teaching Historic Scene Investigation

10:00 – 10:15 Break

10:15 – 11:45 Bull Run: History from Different Perspectives

11:45 – 12:45 Lunch

12:45 – 2:00 Linking Content to Students’ Lives Homestead Simulation

2:00 – 2:15 Break

2:15 – 4:00 Analyzing Secondary Sources/Websites Oral History Project

Students Learn Best When They:  Connect new content with what they already know

 Link content with their own lives and contemporary issues

 Actively engage in posing questions and coming to their own conclusions

 Have multiple opportunities to study the same content. This builds the brain’s neural pathways.

 Talk with their peers to help to create ideas and points of view

 Use multiple modes of learning: visual, movement, verbal, social

 Use reading and study strategies they have been taught

Source: (Bransford, Brown, & Cocking, 1999)

Professor Griffith Shows How to Teach a History Class

1. He starts with a mystery (The gun that fired a shot heard clear around the world)

2. He shows enthusiasm for his subject!

3. He tells stories – what history is all about!

4. He checks to see that his learners are engaged in the material

5. He encourages questions and discussions

6. He tells students where they can learn more

A Tale of Two Classrooms:

Where History is Boring: Where History is Exciting:

Preparing Students for Post-Secondary Success 2 In his paper Redefining College Readiness, David Conley says that a college-ready student “understand(s) what is expected in a college course, can cope with the content knowledge that is presented, and can take away from the course the key intellectual lessons and dispositions the course was designed to convey and develop.”

For the social sciences like history, students should know “the scientific methods shared across the social sciences emphasize interpreting sources, evaluating evidence and competing claims, and understanding themes and the overall flow of events within larger frameworks or organizing structures. Being aware that the social sciences consist of certain “big ideas” (theories and concepts) that are used to order and structure all of the detail that often overwhelms them can help students to construct mental scaffolds that will assist them in thinking like social scientists.” Source: (Conley, 2007) How can we help our students build these skills?

Writing Prompts that Build Higher Level Thinking Skills

Archeologist 2215 Archeologists love to dig in the dirt! They never know what they might uncover as they sift through the earth.

We can learn a great deal from what archeologists find. Artifacts can show us how people may have lived, the food they may have eaten, their religious customs, or what they used for currency. Since archeologists were not around at the time, they do have to make some educated guesses, so it is also possible for them to make mistakes! For proof of this, Google: motel of the mysteries.

Imagine that your team is part of a group of archeologists from the year 2215. At the dig site, you found the following items that you placed in a bag for later analysis. What do the items tell us about the people who used them? Use your conclusions to write a report for the National Museum of American History.

Items Needed: Plastic bag filled with various items

The Pilgrims Are Coming!

3 Two people can see the same event in very different ways. We have records of many of the early European settlers about their experiences with Native Americans. We have far fewer accounts from the Native American perspective.

What about the other side of the story? You are to consider the arrival of the Europeans from the perspective of Native Americans. Speaking as a Native American, you will write a diary entry that records your thoughts, insights, and predictions. Adapted from: Take 5 for Language Arts (Hagler)

Why Use Primary Sources? Primary sources provide a window into the past produced by people who lived during that period. Bringing students into close contact with these unique, often profoundly personal, documents and objects can give them a very real sense of what it was like to be alive during a long-past era. Primary sources:

1. Engage students  Primary sources help students relate in a personal way to events of the past and promote a deeper understanding of history as a series of human events.

 First-person accounts of events helps make them more real, fostering active reading and response.

2. Develop critical thinking skills  In analyzing primary sources, students move from concrete observations and facts to questioning and making inferences about the materials.

 Questions of creator bias, purpose, and point of view may challenge students’ assumptions.

3. Construct knowledge  Inquiry into primary sources encourages students to wrestle with contradictions and compare multiple sources that represent differing points of view, confronting the complexity of the past.

Adapted from loc.gov Historic Scene Investigation (HSI) Lesson

The Understanding Primary Sources graphic organizers can be used to help students 4 unpack any primary source. A primary source is an original historical document such as a letter or diary entry. Primary sources are one of the main tools that historians use to help them understand the time period they are studying.

Directions 1. Discuss the question, “Who writes history?” Mention the quote, “The winners write the history books and the losers get the leavings.” Discuss examples we may see in American History such as the Settlers/Native Americans, the Civil War,etc.

2. Play the video The Danger of a Single Story. Discuss the four questions in The Danger of a Single Story handout.

3. Students will need the HSI:What Really Happened at Lexington on April 19, 1775? handout and the Understanding Primary Sources graphic organizers.

4. Model for students how to use the graphic organizer by first showing the Amos Doolittle example. Then go through one or more of the documents together. Students can then work in pairs and then individually to complete the other four graphic organizers.

5. When students have completed all the exhibits, have them complete the HSI Drawing Conclusions worksheet in small groups. Make sure they give reasons for their rankings.

6. As a class, discuss the HSI Drawing Conclusions worksheet.

5 The Danger of a Single Story The Danger of a Single Story can be found by Googling: Danger of a Single Story or clicking on: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en

Questions to Discuss:

1. What is “the single story”? What examples does the speaker give of a single story?

2. Explain and react to the statement: “The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.”

3. How does “The Danger of a Single Story” relate to studying history?

4. Where have we seen single stories in U.S. history?

6 Understanding Primary Sources What is it? (Letter, diary, speech, drawing, Who made it? newspaper article, etc.) Amos Doolittle Lithograph (type of print)

When was it created? Where was it made? May 1775 Probably in New Haven, Connecticut

Why was it created? What does it say or show? (Summarize in a few sentences in your own words) To sell to the public to earn a profit. It shows British troops firing on the Lexington Militia who are running away from them and not returning fire. The British troops are in formation while the militia seems to be in chaotic retreat.

Questions/Comments: Further research showed the prints sold well. Historians consider this an accurate portrayal of the battle.

Understanding Primary Sources What is it? (Letter, diary, speech, etc.) Who made it?

When was it created? Where was it made?

Why was it created? What does it say or show? (Summarize in a few sentences in your own words)

Questions/Comments:

| ASE 01: US History Understanding Primary Sources What is it? (Letter, diary, speech, etc.) Who made it?

Questions/Comments:

Understanding Primary Sources What is it? (Letter, diary, speech, etc.) Who made it?

Questions/Comments:

| ASE 01: US History Historical Scene Investigation – Drawing Conclusions

After researching each of the documents, rank them in order of accuracy with 1 being the most accurate and 5 being the least accurate:

What are your reasons for ranking the documents as you did?

What do you think really happened at the Battle of Lexington? Why?

Linking Content with Students’ Lives

| ASE 01: US History How do we help students relate to events that happened hundreds of years ago? One way is to relate events happening then in a more modern context.

Colonial Taxation Why were the American Colonists so upset about the British taxing tea? A relatable modern context would be a tax that the government puts on ______.

The Declaration of Independence The Declaration of Independence is really the ultimate ______letter.

The Cold War The United States and the Soviet Union battling each other in a war or words and ideas with occasional “hot war” fighting (Korea, Vietnam) is just like a ______war.

What other examples of linking content to students’ lives are there?

America: The Story of Us

Google: America: The Story of US History Channel

 Nine hours of video to supply history background

 Episode guides and lesson plans are available

 Rebecca Whitman, an instructor at Wayne Community College, has developed questions that go along with each episode. Find these resources at: whitmansacademics.weebly.com/my-curriculum--course-material.html

Keeping Students Engaged During Videos:

1. Generate excitement by creating a mystery before watching. This can be done by simply asking a good question.

2. Have students fill out a viewing guide as they watch.

3. Give students a reason for watching. “As you watch, be thinking about . . . “

4. Who says we have to watch the whole video at once? Pause every 10 to 15 minutes and have students’ talk and write about what they have seen.

5. Pause the video and have students write for one minute about what they learned. Declaration of Independence Matching

| ASE 01: US History This is an activity students can use to learn more about the Declaration of Independence’s content. Students will first match each of the five section headings with the text of a shortened copy of the Declaration. After discussing each section, students are then asked to write a summary of each section in modern day language.

This activity is available on the ABSPD website at: www.abspd.appstate.edu/us-history-resources-colonial- period-1877

WIOA and Digital Literacy

Building Digital Literacy: The Mecklenburg Declaration

| ASE 01: US History One of the dates on the North Carolina flag, May 20th 1775, is the date that the Mecklenburg Declaration of Independence was supposedly passed. If the Mecklenburg Declaration is real, it would be the first statement of independence by the American colonies preceding the US Declaration of Independence by over one year. Historians debate to this day whether the Mecklenburg Declaration is real.

Your mission is to examine secondary sources about the Mecklenburg Declaration to determine if it is real. Use this graphic organizer and the applying the CRAAP test rubric to help determine your sources’ credibility.

Website Real/Not Why? How Credible is the Real? Website? Why?

History.com

Did North Carolina issue the first declaration of independence?

Mecklenburg Historical Association

www.meckdec.org/ declaration

Historic Rural Hill

www.ruralhill.net/ Declaration.asp

Ron E. Lewis Library Thinking Critically about Web Information—Applying the CRAAP Test*

| ASE 01: US History When you search the Web, you’re going to find a lot of information…but is it credible and reliable? Use this guide to help you determine this for yourself. Give your Web page a score based on this point system. Is your Web source credible and reliable or is it a bunch of … ? SCORE

Checking for C-R-A-A-P! POINTS: 0 1 2 3 Currency or Timeliness How important is it for your There is no indication The site was The site was created, The site was created, topic to have recent of when the site was created is over 5 revised or updated revised or updated information? Science, created or updated. years ago with no within the last 5 within the last 2 technology, and health date given for years. If they are years. If they are information need to be as updating. citing sources, they citing sources, they recent as possible. If yes, are also recent. are also recent. how current is the information? Relevance Is this the information you It mentions my topic It provides some It provides most of It is exactly on the need for your topic? briefly but not much information, but it’s what I need, but I subject, is the right Consider the type of else. Or it isn’t the not enough, or it’s still need more or amount of information information needed type of information I not the right type of another type of and the right type of (primary sources or need. Or it isn’t information. information. information. secondary sources) enough information. statistics, history or background information. Authority. Locate the author or There is either no Author is named Author is named but The author’s sponsor and Google the author, or the author but with no the degree of credentials are given name to find out more. is possibly a student credentials. Or the expertise is not that and clearly indicate What else have they or an ordinary person organization is of high. that he/she is an published on the topic? Are publishing on the Web questionable expert. there any credentials for without expertise. Or authority. Web Or, the Or the organization is the person to establish the organization is groups can name organization, is well-known and highly them as expert? Is it the not known. Text themselves with well-known, and but credible on the topic. main organization that errors indicate the names that sound the degree of provides information about author is not an like other credible expertise on this a topic? expert. organizations. subject is not clear. Accuracy There is a vague There is a general There is a good list of Are there any sources cited Information is reference to the statement about the sources that can be for the information? provided with no information source. source of the located. Images/ Are images/photos labeled indication as to where Assumptions must information but not photos are labeled and credited? it comes from. be made as to the enough to locate it. and sources given. source. Purpose The purpose of the The purpose of the The purpose of the The purpose of the Is the information fact or page is to present a page is to sell or page is to educate page is to provide opinion? Is it stating a point biased point of view, promote something, or to offer mostly information of a of view, promoting an idea, sell or promote an but it also provides factual information. scholarly, academic or service or product? If you idea, service or some good factual Or expressed at least high quality. need opinions, then consider product. It is not a information. Or opinion is logical Evidence for opinion is the author’s authority, their factual or balanced expressed opinion is presenting enough factual, presented as use of logic and provision of point of view. The somewhat logical evidence for the numbers in charts, evidence for their opinions. opinion is either not and presents some opinion. graphs, tables, or backed up with facts evidence. statistics or adequate or the facts are evidence for the distorted. opinion.

Score Total/Meanings: 0 to 3 points Very 4 to 7 points OK 8 to 11 Good 12 to 15 Excellent questionable for info, but source to use source to use and source. Don’t use. don’t cite it. and cite. cite. *This rubric uses a modified version of the CRAAP Test created by Meriam Library at California State University-Chico. Oral History Interview Tips

Before the Interview

Decide whom you want to interview. Why did you choose this person?

Think about the questions you should you ask. Page 13 | ASE 01: US History Five Tips for Good Interviews

1. Ask What Questions Ask questions that begin with the word what:

 What did you do?

 What happened next?

 What did you think of that?

Avoid questions that can be answered with a yes or no:

Ask: What did you think of her? instead of Did you like her?

Ask: What was the most exciting part? instead of Were you excited?

2. Listen: Really Pay Attention to What People Say and How They Say It

3. Follow Up Ask follow up questions when you hear things that do not make sense or you want to get more information.

Ask: What did you mean by that?

4. Repeat Events Back Repeat events in your own words

Say: “So he asked you to dance, what happened next?”

5. Use Silence Wait, listen, do not be afraid of the silence. Sometimes this leads to the best part of the interview!

Source: Adapted from National Public Radio

Homestead Act Lesson Students experience history when they can live as people did years ago. This activity will help students find out what it was like to live as a Great Plains homesteader in the 1870s.

Introduce the lesson by saying: “Have I got a deal for you! I’m going to give you 160 acres of land for free (well, almost free, there is an 18 dollar fee). But there’s a catch: you have to build a house at least 16 feet

| ASE 01: US History by 20 feet, farm the land, and live there for five years. If you can the land is yours. If you can’t, you lose the land.

“By the way, this land has never been farmed before. The roots of the prairie grass may run deep. You have a steel plow and two horses to help you plow.” Ask students to brainstorm: “In order to survive on their new land, what would settlers have to do?” (Answers could include: digging a well for water, making a house and barn for animals, breaking up the soil to plant crops, finding a place to buy supplies, etc.).

Show and discuss the video America the Story of US: Heartland from the 10:50 to 17:38 mark. (This video can be found on YouTube or www.history.com (for cable customers) or Netflix. Before watching, ask students to be ready to discuss the many challenges that homesteaders faced.

Have students mark out a 16 by 20 foot area on the floor. Ask them to imagine living there with a family of 6 people. Then tell them that not many trees grow on the prairie so they would have to make their homes out of sod, bricks made out of dirt and roots. Watch the video Sod House to get a full view of what is was like to live in a “soddy” www.youtube.com/watch?v=fdsCjtky6ZQ Before watching, ask students to be prepared to discuss the good and bad things about living in a sod house. (Good: cool in summer, warm in winter, cheap to build, Bad: insects, mice, snakes, rain leaks in)

Have students create a skit that acts out the section of text “Life on a Homestead” (page 18). Discuss: What options a family would have if they lost their entire crop for the year?

To play the Homestead Simulation Game, you will need to make copies of the Homesteading Income Chart (page 20) and the Homesteading Profit/Loss (page 19) handouts and cut out the Fate Cards on page 21. Students can play the game in pairs.

Directions: Start with the Homesteading Income Chart. Each year players decide how to use their land. They can grow wheat or raise cattle, horses, or sheep. They have a total of 4 ways to use the land such as grow 4 units of wheat or do 1 unit each of wheat, cattle, horses, and sheep or any other way that adds up to 4. Once they decide how to use their four units, roll the dice to see what kind of year it is. The Homesteading Income Chart shows how each roll of the dice corresponds to a certain type of year: 1, 4 and 5 are normal, 2 is bumper, 3 is lean, and 6 is drought. Plan out each year, roll the dice, and put the results in the chart. Below is an example:

Crop Year Year 1 Year Year 2 Year Year 3 Year Year 4 Year Year 5 Type 1 Results 2 Results 3 Results 4 Result 5 Results Plan 1 Plan 3 Lean Plan 6 Plan s Plan 5 Normal Drought 4 Normal Norm al Cattle 1 $50 2 $20 1 - $40 2 $120 1 $50 Horses 1 $30 2 $10 0 0 1 $30 Sheep 1 $30 0 2 - $30 0 1 $30 Wheat 1 $50 0 1 - $20 2 $130 1 $55 Once students complete the dice rolling for each of the five years and fill in the Homesteading Income Chart, have them do the Homesteading Profit/Loss sheet. (It is a good idea to model how to fill out both sheets before students start playing the game.)

On the Homesteading Profit/Loss sheet, have students fill in the results for each year. In the example below, the money earned from cattle, horses, sheep and wheat is filled in based on the results from the Page 15 | ASE 01: US History Homesteading Income Chart. Then draw a fate card and put the result in the chart. Draw a fate card for every year. There is a cost of $50 for the first year for the house and $75 each year for supplies.

In each year, add up the profit, subtract each negative amount and put the result in the year balance. In years 2 – 5, take the year balance and add/subtract it from the total balance of the year before. Please see the example below:

Homestead Profit/Loss Example Farming Years Year 1 Year 2 Year 3 Year 4 Year 5

Cattle $50 $60 $10 $100 - $40

Horses $30 $40 $5 $70 - $40

Sheep $30 $40 $5 $70 - $15

Wheat $50 $65 0 $100 - $20

House - $50

Fate $50 $25 0 -$100 -$20

Supplies - $75 - $75 - $75 - $75 - $75

Year Balance $85 $155 -$55 $165 -$210

Total Balance $85 $240 $185 $350 $140

Have students talk and then write about whether they would have stayed on as a homesteader with all the challenges they faced. More information about the Homestead Act is on page 17.

Homestead Simulation Game adapted from O’Donnell

Fascinating Fact: About 10 percent of all homesteaders in the West were single women!

What was the Homestead Act? The Homestead Act of 1862 has been called one of the most important pieces of Legislation in the history of the United States. Signed into law in 1862 by Abraham Lincoln after the secession of southern states, this Act turned over vast amounts of the public domain to private citizens. 270 million acres, or 10% of the area of the United States, was claimed and settled under this act.

| ASE 01: US History A homesteader had only to be the head of a household or at least 21 years of age to claim a 160 acre parcel of land. Settlers from all walks of life including newly arrived immigrants, farmers without land of their own from the East, single women and former slaves came to meet the challenge of "proving up" and keeping this "free land". Each homesteader had to live on the land, build a home, make improvements and farm for 5 years before they were eligible to "prove up". A total filing fee of $18 was the only money required, but sacrifice and hard work exacted a different price from the hopeful settlers.

The Filing Process People interested in Homesteading first had to file their intentions at the nearest Land Office. A brief check for previous ownership claims was made for the plot of land in question, usually described by its survey coordinates. The prospective homesteader paid a filing fee of $10 to claim the land temporarily, as well as a $2 commission to the land agent.

With application and receipt in hand, the homesteader then returned to the land to begin the process of building a home and farming the land, both requirements for "proving" up at the end of five years. When all requirements had been completed and the homesteader was ready the take legal possession, the homesteader found two neighbors or friends willing to vouch for the truth of his or her statements about the land's improvements and sign the "proof" document.

After successful completion of this final form and payment of a $6 fee, the homesteader received the patent for the land, signed with the name of the current President of the United States. This paper was often proudly displayed on a cabin wall and represented the culmination of hard work and determination. The Homestead Act remained in effect until it was repealed in 1976, with provisions for homesteading in Alaska until 1986.

Homesteading by the Numbers 10: Percentage of U.S. land given away under the Homestead Act, about 270 million acres!

30: Number of states in which homestead lands were located.

40: Percent of homesteaders that "proved up" on their claims and earned the deed from the government.

45: Percent of Nebraska's acres distributed under the Homestead Act (Largest of any state)

123: Years the Homestead Act was in effect (1863-1986).

160: Number of acres in a typical homestead claim.

4,000,000: Approximate number of claims made under the Homestead Act.

11,000,000: Acres claimed in 1913, the peak year of homestead claims.

93,000,000: Estimated number of homesteader descendants alive today.

Source: Todd Arrington (2007), Homestead National Monument of America Life on a Homestead In her Little House on the Prairie series, Laura Ingalls Wilder describes life in a sod house on the banks of Plum Creek with her Ma (Caroline), Pa (Charles), and sisters Mary and Carrie:

Walnut Grove, Minnesota 1875 Page 17 | ASE 01: US History “A cloud was over the sun. It was not like any cloud they had ever seen before. It was a cloud of something like snowflakes, but they were larger than snowflakes, and thin and glittering. Light shone through each flickering particle.

Plunk! Something hit Laura’s head and fell to the ground. She looked down and saw the largest grasshopper she had ever seen. Then huge brown grasshoppers were hitting the ground all around her, hitting her head and her face and her arms. They came thudding down like hail.

The cloud was hailing grasshoppers. The cloud was grasshoppers. Their bodies hid the sun and made darkness. Their thin, large wings gleamed and glittered. The rasping whirring of their wings filled the whole air and they hit the ground and the house with the noise of a hailstorm.

Laura tried to beat them off. Their claws clung to her skin and her dress. They looked at her with bulging eyes, turning their heads this way and that. Mary ran screaming into the house. Grasshoppers covered the ground, and there was not one bare bit to step on. Laura had to step on grasshoppers and they smashed squirming and slimy under her feet. Grasshoppers were thick under her petticoats and on her dress and shawl. She kept striking them off her face and hands.

“The wheat!” Pa shouted. He dashed out the back door and ran toward the wheat-field. Pa drove around the field, throwing out little piles of stuff as he went. Ma stooped over one, then a thread of smoke rose from it and spread. Ma lighted pile and pile. Laura watched till a smudge of smoke hid the field and Ma and Pa and the wagon.

The grasshoppers were eating. You could not hear one grasshopper eat, unless you listened very carefully while you held him and fed him grass. Millions and millions of grasshoppers were eating now. You could hear millions and millions of jaws biting and chewing.

Pa was not downstairs next morning. All night he had been working to keep the smoke over the wheat, and he did not come to breakfast. He was still working.

The willow trees were bare. In the plum thickets only a few plum pits hung to the leafless branches. The nipping, clicking, gnawing sound of the grasshoppers’ eating was still going on.

“It’s not use, Caroline,” Pa said. “Smoke won’t stop them. They keep dropping down through it and hopping in from all sides. The wheat is falling now. They’re cutting it off like a scythe and eating it, straw and all.” He put his elbows on the table and hid his face with his hands.

“Never mind, Charles,” Ma said. “We’ve been through hard times before. There’s no great loss without some gain.” Source: On the Banks of Plum Creek, Wilder (1937)

Homesteading Profit/Loss Farming Years

Year 1 Year 2 Year 3 Year 4 Year 5

Cattle

| ASE 01: US History Horses

House - $50

Supplies - $75 - $75 - $75 - $75 - $75

Year Balance

Total Balance

Homesteading Profit/Loss Example Farming Years Year 1 Year 2 Year 3 Year 4 Year 5

Cattle $50 $60 $10 $100 - $40

Horses $30 $40 $5 $70 - $40

Sheep $30 $40 $5 $70 - $15

Wheat $50 $65 0 $100 - $20

House - $50

Fate $50 $25 0 -$100 -$20

Supplies - $75 - $75 - $75 - $75 - $75

Year Balance $85 $155 -$55 $165 -$210

Total Balance $85 $240 $185 $350 $140

| ASE 01: US History Homesteading Income Chart You have 4 sections of land to decide how to use each year. Roll the dice to see if you have a drought, lean, normal, or bumper crop year and fill in your results. See the example at the bottom of the page.

Crop Year 1 Year 1 Year 2 Year 2 Year 3 Year 3 Year 4 Year 4 Year 5 Year 5 Type Plan Results Plan Results Plan Results Plan Results Plan Results Cattle Horses Sheep Wheat

Roll of Die 1 2 3 4 5 6 Land Crop Type Normal Bumper Lean Normal Normal Drought Type Cattle $50 $100 $10 $60 $50 Pay $40 Prairie Horses $30 $70 $5 $40 $30 Pay $40 Sheep $30 $70 $5 $40 $30 Pay $15 Wheat $50 $100 $0 $65 $55 Pay $20 Example: Crop Year 1 Year 1 Year 2 Year 2 Year 3 Year 3 Year 4 Year 4 Year 5 Year 5 Type Plan Results Plan Results Plan Results Plan Results Plan Results 1 Normal 3 Lean 6 Drought 4 Normal 5 Normal Cattle 1 $50 2 $20 1 - $40 2 $120 1 $50 Horses 1 $30 2 $10 0 0 1 $30 Sheep 1 $30 0 2 - $30 0 1 $30 Wheat 1 $50 0 1 - $20 2 $130 1 $55

20 You You You sell r bec som well om e goe e You hire out your son to work on a neighbor’s farm. He earns $50. she s sick ep dry. with and It typh cattl will oid You A All sell fire you a swe r cow eps cattl Your home, all your crops, and all your animals are destroyed in a prairie and in e fire. You must pay $400 to replace everything. a fro are hor m kille se the d in You A You r swa win belo rm the ved of gra Bandits come at night and steal all your horses. Unc gra nd le ssh priz Ern opp e at est ers the

21 You A You are torn r 15 able ado yea to blo r Your mule and two horses are killed after wandering off in a dust storm. sell ws old It will cost $75 to replace them. som dow dau e n ght quilt you er

22 Integrating Data Presented in Different Ways One challenging task for our students is how to take information presented in different forms, decide what is important, and use that information in answering questions. Here are several techniques we can use to help students:

Think Alouds With a think aloud, an instructor models what is going through their mind as they do a certain task. We can show students the strategies we use as we tackle understanding different types of data.

Jigsaw Learning Divide the class into small groups. First create expert groups. These groups focus on just one piece of data (chart, graph, or map) and study it until they become an expert. Then create a mixed group where experts on each piece of data share their findings.

Interviews Have students become experts on one piece of data. Have other students interview them about that piece of data so everyone will understand it.

Let’s use these methods to tackle the questions on the next two pages:

History Humor

23 Questions 1 to 3 are based on the following information: 1824 Presidential Election Results

Twelfth Amendment to the United States Constitution “The person having the greatest Number of votes for President, shall be the President, if such number be a majority of the whole number of Electors appointed; and if no person have such majority, then from the persons having the highest numbers not exceeding three on the list of those voted for as President, the House of Representatives shall choose immediately, by ballot, the President. But in choosing the President, the votes shall be taken by states, the representation from each state having one vote; a quorum for this purpose shall consist of a member or members from two-thirds of the states, and a majority of all the states shall be 24 necessary to a choice.”

1. Which of the following statements about the Election of 1824 is true? A. John Quincy Adams received a majority of the popular vote B. Henry Clay received a majority of the electoral votes C. William Crawford won the most states D. Andrew Jackson received the most popular votes

2. According to the Twelfth Amendment to the Constitution: A. The Senate chooses the who the President will be in a tie election B. The House of Representatives chooses the President if no candidate receives a majority of electors C. If no candidate receives a majority of electors, each state has 3 votes to choose the President D. The candidate with the largest number of popular vote wins

3. Based on the data shown above, who should win the 1824 presidential election? A. Andrew Jackson B. John Quincy Adams C. William H. Crawford D. The House of Representatives will decide the winner Questions 4 and 5 are based on the chart, graph, and map shown below: United States – 1860 United States - 1860 Northern Southern States States Population 22,300,000 9,100,000*

Factories 110,000 18,000 Shipping 4,600,000 290,000 Tonnage Workers 1,300,000 110,000 Cotton 43,000 5,344,000 Production (in bales) Wheat and 698,000,000 314,000,000 Corn Production * Includes 3,500,000 slaves

25 4. Which of the following statements is most true based on the chart, graph, and map?

A. The South was better prepared for war than the North in 1860 B. The North was better prepared for war than the South in 1860 C. Because of its lower population density, the North had more available men to fight D. Because of its larger manufacturing base, the South could make more weapons

5. Which of the following statements is most true based on the chart, graph, and map?

A. The South had a higher slave population, more cotton production, and more wealth than the North B. The North had more large farms, wheat and corn production, and higher population density C. The South had more cotton production, large farms, and higher population density D. The North had more railroad mileage, shipping tonnage, and higher population density Exit Ticket

1. What are the two most important ideas that I learned in class today? ______

______

2. What question(s) do I still have? ______

______

26 ______

______

Resources Historical Scene Investigation Google: Historical scene investigation This website builds students’ critical thinking skills while helping them learn how to tackle understanding primary source documents. It helps students with argument writing as they learn how to back their arguments with evidence from the text. Cases covered include Jamestown Starving Time, Antonio: A Slave, and Dropping the Atomic Bomb.

Teachinghistory.org This website has outstanding resources for teaching history including teaching materials, history content, and best teaching practices.

Research Base: Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How people learn: brain, mind, experience, and school. Washington, DC: National Academy Press.

Conley, D. T. (2007). Redefining college readiness. Eugene, OR: Educational Policy Improvement Center.

Hagler, K. (2012). Take 5 for language arts: 180 bell ringers that build critical-thinking skills. Mankato, MN: Maupin House.

Ogle, D., Klemp, R., & McBride, B. (2007). Building literacy in social studies: strategies for improving comprehension and critical thinking. Alexandria VA: Association for Supervision and Curriculum Development. Answer Key

Pg. 6 1. The single story is hearing only one side of a story and thinking that it is the only story.

Examples:

 The speaker’s view of the world from British and American children’s books  Fide, the domestic help, was poor so the speaker thought his family could do nothing  The speaker’s roommate thought all Africans could not speak English, did not know how to use appliances, and listened to tribal music  The speaker thought all Mexicans were undocumented immigrants who snuck across the border

2. Stereotypes put all people who are part of one race/religion/nationality together and make judgements about them.

27 3. Too often history books only give one side of the story. Historically, history books were white male dominated and only told about famous leaders and battles. History is only complete when we can get all sides of the story. When we only hear one side of the story, it is easy to make judgements without hearing all the facts

4. A great example is the treatment of Native Americans. Many history books only talk of the colonial settlement and ignore the Native Americans’ side of the story.

Pg. 9 As long as students give their reasoning, all rankings can be justified.

Historians usually rank diaries as being reliable since they were never meant for publication and people were usually very honest in them.

One ranking could be:

1. Source 1: Diary from Lieutenant Barker – This diary account was never meant for publication. He also admits that his men “without any orders rushed in upon them.” This is an honest admission from an officer who was part of the best-trained army in the world.

2. Source 5: Lithograph – This was created from eyewitness accounts soon after the battle.

3. Source 3: Deposition of Captain Parker – This was sworn legal testimony, but Captain Parker had strong motivation to protect himself since this is more than 1 year before the colonies declared independence.

4. Source 4: Deposition of Lexington Militia – This was sworn legal testimony, but these men were trying to protect themselves. 25% of the militia were related to Captain Parker so they may have been trying to protect him too.

5. Source 2: Colonel Smith’s report to General Gage – This is a report to a superior officer. A junior officer has strong motivation to make himself look good to his superiors.

Pg. 10 Colonial Taxation – Tax on Wi-Fi

Declaration of Independence – “Dear John” break up letter

Cold War – gang war

Pg. 12

History.com - A reliable source that presents a balanced view of the issue

28 Mecklenberg Historical Association – Since this is the hometown of the Mecklenberg Declaration, they are a more biased source, wanting to make their ancestors look good

Historic Rural Hill – This is the least reliable source because it is a small local group and its seems very biased toward the authenticity of the Mecklenberg Declaration

Pg. 23 1. D 2. B 3. D

Pg. 24 4. B 5. D