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Rethinking history curricula: an innovative history curricula for California's students
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Rethinking history curricula: an innovative history curricula for California's students
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Running Head: RETHINKING HISTORY CURRICULA 1 RETHINKING HISTORY CURRICULA: AN INNOVATIVE HISTORY CURRICULA FOR CALIFORNIA’S STUDENTS by By Jaime Binks Caldwell A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2017 Copyright 2017 Jaime Binks Caldwell RETHINKING HISTORY CURRICULA 2 Table of Contents Abstract 6 Chapter One: Literature Review 7 Statement of the Problem 7 Learner Characteristics 10 Causes 11 Reliance on Textbooks 13 Lack of Culturally Relevant Curricula 14 Solutions 15 Existing Curricula 17 TCI: History Alive 18 Stanford History Education Group 20 DBQ Project 22 Summary 23 Chapter Two: Curriculum Description 24 Learner Description and Context 25 Prior Knowledge Required 25 Prior knowledge required by students 25 Prior knowledge required by teachers 26 Theoretical Framework 27 Research Based Practices 28 Strategies that work for ELL Students 29 Need for culturally relevant curricula 29 Cooperative learning 30 Anticipatory questioning 31 Opportunities for practice 32 Developmentally Appropriate Strategies for Adolescents 32 Cognitive and intellectual development 33 Moral development 33 Socio-emotional development 34 Design Justification and Acknowledgment of Designer Bias 34 Common Core Ready 34 Culturally Responsive Curricula 35 Developing Critical Consciousness 36 Curricula Outcomes 36 Description of Curriculum Assessments 37 Description of Curriculum Activities 39 Summary 41 References 42 Appendix A: Definition of key Concepts 53 HistoriCAL Thinking Curriculum 55 Scope and Sequence Chart 56 Curriculum Outcomes 58 Curriculum Outline 60 RETHINKING HISTORY CURRICULA 3 Unit 1: Introduction to Historical Thinking Skills 64 Hidden History Journal 65 1.1 Introduction to Claims and Evidence 69 1.1.1 Historical Thinking Skills Presentation 72 1.1.2 Checking For Understanding Activity 75 1.2 Evaluating Evidence 75 1.2.1 Student Handout on Primary and Secondary Sources 79 1.2.2 What Evidence can we Trust? Student Activity 81 1.2.3 Checking for Understanding: Exit Slip 84 1.3 Analyzing Evidence 86 1.3.1 Claims, Evidence and Analysis Student Activity 88 Unit 2: The Roman Empire 93 Rome Hidden Histories Journal 94 2.1 Building Context of the Roman Empire Lesson Plan 100 2.1.1 Rome: Context of Empire and Geography 102 2.1.2 How to read History: Context of Empire 104 2.2 Julius Cesar DBQ Lesson Plan 106 2.2.1 Caesar DBQ Question and Historical Evidence 109 2.2.2 DBQ Pre-writing Scaffold 113 2.2.3 Outline Scaffold for writing (Rome) 115 2.2.4 Rubric to assess student’s Historical Essay 117 2.3 Rome as a Site of Encounter Lesson Plan Lesson Plan 118 2.3.1 Rome as a Site of Encounter 120 2.3.2 Source Readings Placards 122 2.3.3 Google Presentation Template 127 Unit 3: Islamic Civilizations During the Middle Ages 130 Hidden History Journal (Islam) 131 3.1 Deconstructing Misconceptions of Islam Lesson Plan 134 3.1.1 Anticipatory Guide Handout/ Half slip 136 3.1.2 Anticipatory Guide Response Guide 137 3.1.3 Evidence Placards: Deconstructing Misconceptions 140 3.2 Examining Primary and Secondary Sources Lesson Plan 149 3.2.1: Determining issues with reliability Close Reading 151 3.3 Golden Age of Islam DBQ Lesson Plan 155 3.3.1 Golden Age of Islam DBQ Text and Questions 157 3.2.2 Outline Scaffold for Writing (Islam) 162 3.3.3 Essay and Peer Evaluation Guide (HistoriCAL) 165 Unit 4: West African Kingdoms in the Middle Ages 167 Hidden Histories Journal (Medieval West Africa) 168 4.1 Rise of Medieval African Kingdoms Lesson Plan 173 4.1.1 Rise of African Kingdoms Student Activity 175 4.1.2 Searching the Internet Checklist (HistoriCAL) 181 4.1.3 Presentation: Internet Research 185 4.1.4 (Example) Research Notes Template 189 4.2 Medieval African Society and Culture Lesson Plan 190 4.2.1 West African Society and Culture 192 RETHINKING HISTORY CURRICULA 4 4.3 Mansa Musa Mini DBQ Lesson Plan 195 4.3.1 Mini Mansa Musa DBQ 197 Unit 5: The Aztec Empire 202 Hidden Histories Journal (Aztec) 203 5.1 Reconstructing Aztec History Lesson Plan 207 5.1.1 Student Placards to Print or Share digitally 209 5.1.2 Analyzing Primary Sources of the Aztecs 212 5.2 Examining Aztec Culture Lesson Plan 215 5.2.1 Level of Sources Checklist (HistoriCAL) 217 5.2.2 Aztec Culture through Historical Research 219 5.3 Human Sacrifice Aztec DBQ Lesson Plan 219 5.3.1 Aztec DBQ Text and Questions 221 5.3.2 Aztec Essay Scaffold and Template 225 Unit 6: South Asia, Gupta Empire 228 Hidden Histories Journal (Medieval India) 229 6.1 Textbook Analysis (India’s History) Lesson Plan 233 6.1.1 Analyzing Historical Controversy 234 6.2 Historical Information Lesson Plan 236 6.2.1 Gupta Empire Achievements (HistoriCAL) 238 6.2.2 Student Checklist (HistoriCAL) 240 6.3 Historical Information (Continued) Lesson Plan 242 6.3.1 (With sources) Gupta Empire Achievements 244 6.3.2 (Advanced) Student Handout: Student finds sources 248 Unit 7: East Asia, China and Japan 250 Hidden History Journal (Medieval China and Japan) 251 7.1 Tang and Song Achievements Lesson Plan 254 7.1.1 Part 1: Context of Tang and Song 256 7.1.2 Part 2: Corroboration and Historical Analysis 259 7.1.3 Primary Source Placard Presentation 263 7.2 Quanzhou DBQ Lesson Plan 265 7.2.1 (Part 1) Documents and Text Dependent Questions 267 7.2.2 (Part 2) Student Questions (Corroborating sources) 271 7.2.3 Essay Scaffold and Template: Quanzhou 272 7.3 Samurai Values Analysis Lesson Plan 275 7.3.1 Student Samurai Values 277 7.3.2 Samurai Influences Text Analysis 279 Unit 8: Sites of Encounter 281 Hidden Histories Journal (Sites of Encounter) 282 8.1 Mongols, Multiple Perspectives Lesson Plan 285 8.1.1 Establishing Context 287 8.1.2 Mongol Primary and Secondary Sources 289 8.1.3 Analyzing Multiple Perspectives Essay Scaffold 292 8.2 Medieval Trading Cities Lesson Plan 296 8.2.1 Medieval Trade Cities 297 8.3 Deconstructing Religious Intolerance Lesson Plan 299 8.3.1 Rise of Religious Intolerance 301 RETHINKING HISTORY CURRICULA 5 Unit 9: Global Convergence (Link to Folder) 305 Hidden Histories Journal (Global Convergence) 306 9.1 Impacts of the Columbian Exchange Lesson Plan 311 9.1.1 The Columbian Exchange: Examining its Impact 313 9.1.2 Columbian Exchange Recipe Project 316 9.2 European Advantages Lesson Plan 317 9.2.1 Primary and Secondary Sources 319 9.2.2 Essay Scaffold and template (Spanish Advantages) 321 9.3 Atlantic Slave Trade Lesson Plan 324 9.3.1 Primary and Secondary Sources 326 Unit 10: Age of Ideas 330 Hidden Histories Journal (Age of Ideas) 331 10.1 Multiple Perspectives of the Reformation 335 10.1.1 Multiple Perspectives of the Reformation 337 10.2 Different Perspectives of the Renaissance 340 10.2.1 Different Perspectives of the Renaissance Handout 342 10.3 Student Generated DBQ 347 10.3.1 Student Generated DBQ Reading and steps 349 10.3.2 DBQ Essay Scaffold (Student Generated DBQ) 353 RETHINKING HISTORY CURRICULA 6 Abstract A re-evaluation of history curricula is needed for secondary schools to address the weaknesses of how history is being currently taught in California’s schools. Research shows that existing history curricula relies on rote, dyadic methods of instruction, is not culturally relevant, does not teach students to “think like a historian” and current curricula does not emphasize higher-level critical thinking skills. In order to address the weaknesses of current curricula, a new history curricula was developed based on research, entitled HistoriCAL Thinking Curriculum. HistoriCAL Thinking Curriculum offers an academically rigorous curriculum designed specifically for California’s diverse student population. HistoriCAL Thinking Curriculum incorporates culturally responsive pedagogy and teaches historical-thinking skills that will increase student motivation and achievement. RETHINKING HISTORY CURRICULA 7 CHAPTER ONE: LITERATURE REVIEW The literature review examines reasons why social studies education in secondary school is often rated as student’s most disliked subject and why history is not being appropriately taught in California, in particular for California’s diverse student population. Following a discussion on learner characteristics, literature is reviewed about the fundamental causes of why history courses are not teaching students how to properly engage in the historical-thinking process (thinking how a historian would). In order to address weaknesses in social studies education solutions are proposed based on the literature. The proposed curricula entitled HistoriCAL Thinking Curriculum will address the weaknesses in social studies curricula by making content culturally relevant for students, foster and develop historical-thinking skills, and to encourage deep meaningful inquiry. Lastly, three of the most widely used social studies curricula in California will be discussed to determine their overall effectiveness and outline the need for a new, innovative and culturally relevant curricula. In sum, Chapter 1 lays out the argument, bolstered by research why HistoriCAL Thinking Curriculum is needed. Statement of the Problem Researchers have consistently found that students have negative attitudes towards their history classes in secondary school and found that social studies has been commonly rated as their most disliked subject (Chiodo & Byford, 2004; Fertig, 2005; Zhao & Hoge, 2005). Student’s negative attitudes toward history largely stems from the way history and historical skills are taught. Most history classes teach rote skills like memorizing names, dates and places, over-utilizing the textbook and dry didactic lectures (Fertig, 2005; Zhao & Hoge, 2005). Rote skills like memorization and repetition are not only boring for students but do not encourage true historical thinking that requires critical thinking to solve problems, formulate inferences, RETHINKING HISTORY CURRICULA 8 calculating likelihoods and make decisions (Sternberg, Roediger & Halpern, 2007). Another reason why students dislike their history classes is that students do not see the relevancy or importance of their history classes. According to Zhao and Hoge (2005) more than 95% of students do not think their social studies classes were relevant to their personal lives. The lack of perceived relevancy becomes problematic because research has demonstrated that if students do not see the relevance or value in a course of study students are more likely to be less motivated to sustain learning and master new skills (Ambrose, Bridges, DiPietro, Lovett & Norman, 2010). Social studies content across grade levels should foster and develop higher-order level thinking. Instead of students merely reconstructing past events, history curricula should teach skills required to interpret information derived from various sources, analyze conflicting interpretations, identify bias, make connections over time and space, and determine credibility of sources (Bain, 2011; Waring & Robinson, 2010; Wineburg, 2001). By developing these critical thinking skills students can reconstruct the past but also critically evaluate the implications and nuances of historical events. Instead of relying on the textbook interpretation, that are usually disconnected facts and lack scholarly debate, educators should help students understand that history is multifaceted and complex. New history curriculum is needed to provide many opportunities to interpret events and reconstruct the past from a vast variety of sources (VanSledright, 2002; Viator, 2012; Wade, 2001; Wineburg, 2001). By addressing the deficiencies of the current history curricula in secondary school classroom students will be better prepared for college and career readiness. Providing a curriculum that encourages higher-order thinking skills is needed to promote critical thinking and problem solving that is required in college and the workplace (Darling-Hammond, 2007; Koenig, 2011). The workplace demands of the 21st century do not require rote skills like memorization RETHINKING HISTORY CURRICULA 9 and recall but depend on the ability to effectively evaluate, analyze, collaborate, and think creatively; therefore, curricula in the social sciences need to evolve to reflect these new demands (Darling-Hammond, 2007; Koenig, 2011; Levy & Murnane, 2004). Critical thinking is not just required in the workplace but is a vital characteristic of competent citizens in a global, multicultural and democratic society (Barton & Levstik, 2004). In an attempt to bring some consensus to history curricula, curriculum frameworks were produced by states in the late 1990’s that accompanied mandated standardized tests (e.g., The No Child Left Behind Act, NCLB) to ensure “alignment” across American classrooms (Ross, 2014). Along with these new frameworks (e.g., CA state standards) textbooks were standardized to reflect the needs of the State frameworks (Ross, 2014). The standardization of content and the pressure of state tests created two major effects in the classroom: coverage of content and the dissemination of factual knowledge (memorization) became a priority over deep critical analysis and the textbooks became the main sources of information (Lavere, 2008; Neumann, 2012; Wineburg, 2011). Since 2010 in California there has been a shift to the Common Core state standards and the development of new tests (e.g., Smarter Balanced Testing System) that are designed to measure whether underlying concepts have been taught and learned, rather than reflecting mostly test-taking skills (McClellan, Joe, & Bassett, 2015). With the addition of Common Core State Standards and change in how students are assessed school districts have been trying to implement new programs that reflect the new changes demanded by Common Core standards, shifting from a multiple choice testing culture to curricula that emphasizes rigor and critical analysis that requires high-order thinking skills (Wilhoit, 2012). Therefore, a social studies RETHINKING HISTORY CURRICULA 10 curriculum is needed to reflect the new changes in California’s education that focuses on critical thinking skills and deep inquiry. A new way is needed to teach history content and historical skills in California. By developing a curriculum that will teach higher-level critical thinking skills and make the content relevant to students lives will sustain student motivation and ultimately increase student achievement. In the following section, the learner characteristics that this curriculum will target will be discussed and outline which strategies have been shown to increase student achievement for California’s students. Learner Characteristics HistoriCAL Thinking Curricula was developed for California’s racially and ethnically diverse student population. The four largest groups in California’s public schools consist of 53% Hispanic or Latino students, 25% White, 8% Asian and 6% African-American students (CA Dept. of Education, 2015). Students of color comprise more than half of the student population but current history curriculum does not address or reflect their unique and varied experiences (Cole, 2008). HistoriCAL Thinking Curriculum addresses and support the specific needs of California’s student body, and its fundamental goal is to increase student achievement and student retention, especially for students of color. HistoriCAL Thinking Curriculum is designed for all of California’s students, but emphasizes a culturally relevant curriculum that supports ethnically and socioeconomically diverse learners. By developing culturally responsive social studies curricula for a targeted population will address the unique needs of California’s student population, which will in turn improve student academic achievement. In the following section the causes of why there is a lack RETHINKING HISTORY CURRICULA 11 of curriculum that is rigorous, culturally appropriate and emphasizes critical thinking skills in social studies will be discussed. Causes Social studies curricula in America has long been a contentious and controversial subject for policy makers and educators (Ross, 2014). Stanley and Nelson (1994) define social education as the “study of all human enterprise over time and space” (p. 266). Creating a curriculum covering thousands of years of human existence becomes based on value judgments- which part of history do we (society) deem most important to teach our students (Ross, 2014). In addition to the breadth and complexity of the content, another question arises: what is the role of social studies in a democratic society? Trying to define history’s intended or unintended purpose in schools is divisive. Should social studies classes be incubators for patriotism and instilling civil virtues or should curriculum acknowledge inequity racialized and gendered patterns of privilege and oppression (Noffke, 2000)? Due to these looming questions social studies curriculum field in general is an elusive subject to pin down, and is typically defined by a lack of consensus and contentiousness over its goals and methods (Ross, 2014). Due to the emphasis on testing policies outlined in the NCLB act, social studies courses in secondary school have tended to rely on lower-level thinking as defined by Anderson, et al. (2001) revised Bloom’s (1956) taxonomy of cognitive skills. The lowest level emphasizes knowledge, which is the ability to memorize and recall facts and comprehension, which refers to understanding these ideas (Fertig, 2005). However, to think historically students require higher- order thinking skills outlined in two-thirds of Bloom’s taxonomy, characterized by application, analysis, synthesis and evaluation. Most history curricula in elementary and secondary level rely on the textbook and history content is presented as inventories of famous people and key events RETHINKING HISTORY CURRICULA 12 in which students are expected to memorize (knowledge); only utilizing memorization and being able merely describe an event or person in history, not historical interpretation that requires higher-level thinking (Anderson, et al., 2001; Bain, 2011; Fertig, 2005; Wade, 2009; Wineburg, 2001; Viator, 2012). With the transition to Common Core, current history content and historical skills are not keeping pace with the sweeping educational changes. A vast majority of history curricula and teaching practices still emphasize rote thinking skills and overreliance on the textbook (Marker, 2014; Mayer, 2006; Neumann, 2012; Wineburg, 2011). Emphasizing rote thinking skills have produced many unintended consequences. For example, students do not see the relevance of the content in their lives and do not believe history is not important for their future (Fernandez, Massey, & Dornbush, 1976). Students are not motivated to master new content or skills, because of the way it is presented (Zhao & Hoge, 2005). And, student’s historical skills and education is fragmented, ambiguous and confusing (Wineburg, 2011). The pressure of tying Federal and State funding to achievement and measuring student outcomes through multiple-choice assessments has created the negative effect on teachers’ motivations by taking away teachers capacity to choose curricula content and instead teach to the test (Mathison & Freeman, 2003). With the pressure of tying funding to achievement has led to curriculum being rote, repetitive and watered down (Darling-Hammond, 2007). This is pervasive in history education- as elementary students move onto middle school and high school, the only distinguishing feature of history as a discipline is that to master history one just needs to memorize chronology, facts and dates (Conklin, 2011; Fertig, 2005). Many high school students, for example, maintain, an unchanging and systematic vision of history. For students, social studies just revolve around facts, students memorize the facts, and all this somehow improves the RETHINKING HISTORY CURRICULA 13 present (Bain, 2000). Research has shown that learners do not copy or absorb ideas from the external world but must construct concepts through active and personal experimentation and observation (Piaget, 1970). New knowledge cannot simply be consumed through memorization, but rather it must be built upon through problem-solving activities and feedback (Beetham & Sharpe, 2014). Reliance on Textbooks Research indicates that current social studies instruction typically relies on the classroom textbook (Marker & Mehlinger, 1992; Neumann, 2012; Ross, 2014). Around two-thirds of all social studies teachers rely on and use a textbook as the dominant resource (Marker, 2014). This reliance on the textbook is characterized by a teacher-centered model that aims at the transmission of “factual” information through didactic lecture, reading, and note taking (Ross, 2014). Relying on the textbook as the primary instructional system focuses on information transmission and coverage of content, rather than on higher-order thinking skills like analysis, interpreting and creating (Lavere, 2008; Neumann, 2012). Lavere (2008) found that in thirteen (middle school and high school texts) textbooks examined 91% of nearly seven hundred questions were recall questions. Lavere’s (2008) research demonstrates that if teachers rely on the textbook as the principal sources of information students will be only utilizing and mastering lower-level thinking skills. Loewen (1995) observes that textbooks create a “rhetoric of certainty” and discourages critical analysis of events, facts and issues included in textbooks. Students are therefore encouraged to memorize history not to think or question historical interpretations (Loewen, 1995). This format of instruction develops passive learning, which research shows is not effective teaching (Downey & Levstik, 1991; Levstik & Burton, 2001). Students must be RETHINKING HISTORY CURRICULA 14 regularly put in positions to exercise critical judgment, investigation and deep inquiry to become active learners and to think historically (Whelan, 2014; Wineburg, 2011). Lack of Culturally Relevant Curricula Textbooks do not only emphasize rote skills and dry content but they also maintain social and economic hierarchies, perpetuate racism and do not represent students of color (Loewen, 1995; Marker & Mehlinger, 1992; Ross, 2014). Therefore, students of non-European descent do not see the relevance in their lives and merely reinforces narrowly-defined national citizenship and ideology, as meaningless and irrelevant to their lives, often expressing that their History classes are “stupid” (Rierson, 2006, p. 288). In California, White students only make up 25% of currently enrolled students; therefore, a majority of students are not being represented in the social studies curricula (Cole, 2008; US Department of Education, 2015). By under representing California’s ethically diverse population in history curricula is problematic because implementing a rigorous multicultural education curriculum and pedagogy encourages and sustains learner motivation (Bennett, 2001; Lucas, Villegas & Freedson-Gonzales, 2008). Bennett (2001) suggests a culturally responsive pedagogy, in which incorporates a student’s culture, language, history and heritage. By incorporating student’s heritage is related to a stronger academic performance and may keep children in school longer (Bennett, 2001). In conclusion, attempts at reform are being made at the State and Federal level to address the problems of NCLB such as shifting to Common Core State Standards and the new “Smarter Balanced” tests that don’t rely on lower-order thinking. However, the teaching practices and strategies in social studies are still relying on the didactic, dogmatic lecture, over-reliance of the textbook and the exclusion of culturally relevant curricula (Bennett, 2001; Cole, 2008; Lavere, 2008; Lucas, Villegas & Freedson-Gonzales, 2008; Neumann, 2012). Therefore, new solutions RETHINKING HISTORY CURRICULA 15 must be developed to address the underlying causes of rote, dyadic teaching that excludes culturally appropriate pedagogy. Solutions History curricula is needed to encourage students to think historically (Wineburg, 2001). To “think historically” involves interpreting and analyzing historical artifacts and critique narratives of the past. Evidence indicates that skills that are required for historical thinking are not being consistently taught and practiced in class and students are missing a foundation in middle grades that would serve them in high school and college (Bain, 2011; Fertig, 2005; Waring & Robinson, 2010). The critical thinking skills needed for historical analysis must be consciously taught and consistency practiced (Rudd, 2007). In order to cultivate historical thinking history curricula must provide many opportunities for higher-order thinking such as problem solving, critical thinking and decision-making. For students to master these historical skills, history curricula should incorporate standards-based problem-solving exercises to build fluency and automaticity (Ambrose, Bridges, DiPietro, Lovett & Norman, 2010). Historians, researchers and curriculum specialists agree that history teachers must encourage students to think historically rather than just teaching historical content. Teaching students how to think historically means history teachers should not “teach to the test” (emphasizing rote memorization), rely on the textbook as the primary source of information, use recitation and lecture as the principal means of teaching content, and implement curricula that is not culturally relevant (Halpern, 2007; Waring, 2010; Wineburg, 2001). Wineburg (2001) identifies three analytical skills that would help students to interrogate the text: sourcing in which the students analyze the source and its purpose, contextualization in which students place the document in appropriate time/geographical context, and corroboration in which students RETHINKING HISTORY CURRICULA 16 compare the accounts of multiple sources against each other. Historical-thinking skills demand that the reader must interrogate the text and corroborate what is read against multiple sources (usually primary sources); in comparison textbooks presents historical knowledge that is fixed and dogmatic (Reisman, 2012). Reisman (2012) explains the importance of shifting this balance of power, in which the student is empowered to construct historical knowledge instead of being presented information by a teacher or textbook that seems dogmatic and final. By shifting this balance now students can question the information, source and event. By equipping students with skills like how to closely read the text, motivates and empowers students to take charge of their learning while simultaneously developing critical thinking skills and building historical content knowledge (Reisman, 2012; Wineburg, 2011. Curricula utilizing Wineburg's three heuristics (e.g., sourcing, contextualization and corroboration) instead of relying on traditional methods and curricula in history have been successful at engaging students. A study conducted by Reisman (2012) found that implementing analytical skills such as sourcing, contextualizing and close reading improved their reading comprehension and even were shown to increase their history test scores. Studies conducted by Nokes and colleagues (2007) and Reisman (2012) found that using background knowledge to interrogate, and then reconcile, historical accounts from multiple texts was more effective and increased student achievement than rote, didactic lecture. Another concern is the current classroom-ready curriculum that is available that utilizes Wineburg’s (2001) heuristics are individual lessons (that can typically be completed in 1-2 classes) that are disconnected from the each other (e.g., Beyond the Bubble and DBQ Project), they do not build upon historical thinking skills over time, and/ or do not explicitly teach how to think historically (e.g., History Alive!). RETHINKING HISTORY CURRICULA 17 New curriculum is needed to address the inadequacies of historical literacy instruction and improve existing curricula. Research has shown that students need to cultivate and practice historical thinking skills, such as how to analyze a primary source, evaluate multiple perspectives of historical events, determine credibility and reliability of sources and engage in authentic history assessment (Reisman, 2012; Waring & Robinson, 2010). Students need to be exposed to culturally relevant curricula and content to foster relevance and for them to make connections in their own lives (Ambrose et al., 2010; Choi, 2013). Finally, to foster true historical thinking curriculum must stimulate and sustain inquiry. Through students’ own questions and experience with the text they will “discover the selective, value-laden and controversial qualities of history, rather than just memorizing the past” (Fertig, 2005, p. 5). By developing curriculum that incorporates the strengths of the reviewed curriculum students will develop necessary skills to think-historically and enhance their critical thinking skills. In the following section existing social studies curriculum will be reviewed for their overall effectiveness, their strengths and their weaknesses in respect to learner achievement. Existing Curricula HistoriCAL Thinking Curriculum was developed to address the deficiencies of the social studies curriculum. Companies such as the Teachers’ Curriculum Institute: History Alive! Stanford History Group (SHEG), and The DBQ Project each have attempted to address the problems that have plagued social studies curricula. History Alive! curricula was designed with the intention of engaging students through visuals and physical interaction. SHEG developed individual lessons that teach key historical thinking skills by analyzing primary and secondary source documents with guided questions. The DBQ Project task students with analyzing primary and secondary sources, and students develop a thesis and essay based on the evidence to answer RETHINKING HISTORY CURRICULA 18 a guided document based question. In this section existing social studies curricula will be reviewed based on their effectiveness, their strengths and weakness and analyze their curricula outcomes. TCI: History Alive History Alive! was developed in the early 1990’s by founder, Bower who holds a PhD in social science education from Stanford University. History Alive! is one of the most used history curricula in the Unites States for the past twenty years and is available for purchase for individual teachers, schools and school districts (Teachers’ Curriculum Institute, 2016). Currently twelve school districts have purchased the curricula in California (Teacher’ Curriculum Institute, 2016). The curriculum consists of textbooks, teacher handouts, visual placards (online and paper) and an interactive notebook in which students can respond to guided questions and take notes. History Alive! utilize six strategies: 1) Interactive slides lectures; 2) skill builder activities, utilizing maps, cartoons, graphing and analyzing primary sources; 3) Experimental exercises, in which students “recreate a historical situation;” 4) Writing for understanding; 5) Response groups, in which students receive historical information and discuss questions; and 6) problem solving group work where students work in small groups on “challenging projects, such as preparing a dramatization or drawing a visual metaphor to represent a historical period” (Teachers’ Curriculum Institute, 1999, pp. 16, 28). The goals of History Alive! is to engage students multiple intelligences, connect history to their own lives, and foster critical thinking (Teacher's Curriculum Institute, 2010). Their learning outcomes are based on historical/content subject matter. For example, in 6th Grade History, “The Rise of Sumerian City States” students will be able to identify and describe the location and physical setting of Mesopotamia, including the Tigris and Euphrates river system, analyze RETHINKING HISTORY CURRICULA 19 geographic problems affecting ancient Mesopotamians and evaluate potential solutions (Teacher's Curriculum Institute, 2010). A majority of studies conducted to test the effectiveness of the TCI curriculum was conducted by the company itself and the founder and director Bert Bower or sponsored the research, except for one experiment conducted by Fogarty (2006) for a PhD dissertation. In the studies conducted by TCI, they measured the effectiveness of the curriculum by utilizing a pretest and posttest of historical content knowledge based on each of the State’s standardized tests and by testing a control and test group. TCI’s studies reported that with the groups that was exposed to the TCI: History Alive! Curriculum students improved their State test scores, ranging from 4-24% improvement (Teachers’ Curriculum Institute, 2016). Fogarty (2006) conducted a descriptive case study to test the effectiveness of TCI History Alive! and examined one classroom in the southeast of the US in a college preparatory tenth grade world history course with twenty-three students, a majority of whom were White. Fogarty (2006) found that student’s content knowledge remained at a basic level of understanding and that students developed historical knowledge but not historical understanding (Fogarty, 2006). Fogarty’s (2006) research found that students did not question the sources that were provided and did not modify their own beliefs based on evidence. Students were also unable to provide rich, detailed interpretations of events and actions that they learned. Fogarty (2006) found that the group work and role-playing exercises facilitated student engagement and visual displays on information (pictures, maps and cartoons) helped students recall information. Fogarty’s (2006) research demonstrates that while students are learning historical content, like names, dates and events they are not actively engaging in the historical thinking process. Engaging in the historical thinking process which is defined by Wineburg (2011) requires students to evaluate, judge, RETHINKING HISTORY CURRICULA 20 analyze and interpret information rather than just consume and memorizing facts differs from the learning outcomes of History Alive! curricula. Stanford History Education Group Stanford History Education Group (SHEG) was founded in 2002 by Wineburg, Monte- Sano and Martin and has gone through many iterations, the most recent that was launched was “Beyond the Bubble” which provides middle school educators free self-contained document based curricula, utilizing primary and secondary sources for middle school. SHEG’s lessons are now a collaboration amongst many educators at Stanford and other top tier universities. According to SHEG online the Reading Like a Historian curriculum has passed 2.1 million downloads and is used in all 50 states and in 127 countries and partnered with various governmental agencies, such as the US Department of Education and Library of Congress (2015). Stanford History group is an online collection of lessons that consist of 73 U.S History lessons, 37 world history lessons and 5 lessons in the introduction to historical thinking provides teachers the opportunities to augment their existing curriculum by utilizing primary and secondary sources and practice four key history thinking skills: sourcing, contextualization, corroboration, and close reading. SHEG’s lessons revolve around a central historical question in which students evaluate primary and secondary sources by responding to text-dependent questions or graphic organizers and then students are asked to answer the central historical question utilizing evidence from the documents. The primary goal of SHEG’s lessons is for students to engage students in history inquiry and practice utilizing historical thinking skills. Historical inquiry teaches and asks students to evaluate sources, determine credibility and RETHINKING HISTORY CURRICULA 21 reliability of sources contextualize information and corroborate multiple sources to determine accuracy. The learning outcomes vary depending on the historical content and lesson, but each outcome revolves around the four history skill sets: sourcing, contextualization, corroboration, and close reading. For example, for the Battle of Thermopylae lesson students examine four historians' estimates of the number of participants in this battle and students will be able to consider how the historians used evidence to support their historical claims (SHEG, 2015). Nokes, Dole and Hacker (2007) conducted an experimental classroom study to determine the effectiveness of utilizing historical reading instruction using primary sources. Reisman (2012) specifically tested the effectiveness of SHEG’s Reading like a Historian lessons in the classroom and found significant effects on treatment groups. Nokes, Dole and Hacker (2007) found instruction with multiple documents had significant effects on students’ content retention and sourcing. Findings from this study indicate that teachers can use multiple texts without compromising content knowledge and simultaneously teaching historical heuristics. Reisman (2012) conducted a quasi-experiment control design study in San Francisco with 236 eleventh graders which measured the effects of a 6-month intervention on four dimensions: 1) students’ historical thinking; 2) their ability to transfer historical thinking strategies to contemporary issues; 3) their mastery of factual knowledge; and 4) their growth in general reading comprehension. Reisman (2009) found that students in the treatment classrooms, using the Reading like a Historian lessons significantly outperformed compared to their counterparts in factual knowledge and reading comprehension. Reisman’s (2009) findings indicate that teaching students how to develop and utilize historical thinking skills like sourcing, contextualization, RETHINKING HISTORY CURRICULA 22 corroboration and inquiry help students to think critically about history, gain content knowledge and improve reading. DBQ Project The DBQ Project was developed by two high school teachers Roden and Brady in 2000. It was developed as an extension of the Document-Based Question (DBQ) exercise from History Advanced Placement (AP) exams and DBQ’s that were grade level appropriate. Hundreds of school districts across the country have purchased the program. The DBQ Project offers two lesson variations, a longer version called “DBQs”, which consists of 14-26 documents (primary and secondary sources) and a shorter version called “Mini- Q’s” which typically have 3 to 7 documents for students to analyze (students answer text- dependent questions and the longer version also has a “clean version” where students analyze the documents without prompts). Each lesson takes 3 to 5 days to complete and students produce an argumentative essay as a final product answering the Document-Based Question utilizing evidence from the text sets. The goals of the curricula are to develop student’s higher-level critical thinking skills by investigating primary and secondary sources and investigating history from a variety of perspectives (The DBQ Project, 2015). The learning outcomes outlined by the DBQ project consist of the following: students will be able to analyze primary and secondary sources, students will be able to identify point of view and assess its importance as they weigh evidence, students will wrestle with conflicting perspectives and look for ways in which different documents support claims, students will be able to use factual evidence to write evidence-based, argumentative essays (The DBQ Project, 2015). There has not been an experimental peer-reviewed study conducted on the effectiveness of The DBQ Project Curricula. However, some research indicates that programs that use RETHINKING HISTORY CURRICULA 23 multiple data sets, lessons structured with a guiding question and scaffolded writing increase student achievement and historical literacy. Wiley and Voss (1999) found that historical subject matter was enhanced when college students were provided multiple sources and were instructed to write arguments instead of narratives or summaries. Wiley and Voss’ (1999) findings were confirmed by De La Paz (2005) who found that students who used document sets (primary and secondary sources), were guided by a historical question to focus inquiry, and had appropriate scaffolds wrote longer, more persuasive and more historically accurate historical essays than the control group. The lack of scholarship and research of The DBQ Project’s curriculum is problematic in determining its overall effectiveness in teaching historical thinking skills. The DBQ Project highly scaffolds the writing process but does not explicitly teach how to analyze and interrogate the documents. Overall, each curriculum offers some learning strategies that are shown to increase student academic performance. However, each curriculum fails to emphasize culturally relevant pedagogy (or consistent ELL scaffolding), SHEG and DBQ Project does not offer complete units of study that build historical thinking skills over time, and only highlight or focus on historical thinking skills in isolation and disconnected from one another (e.g. one lesson only focuses on essay writing or sourcing a document), and finally only a few studies have been conducted to assess their overall effectiveness and the little research that has been conducted have found mixed results in foster deep historical inquiry and improvement of student’s critical thinking skills. Summary The research and findings discussed in this chapter demonstrates that there is a need for an innovative, culturally-responsive curricula that fosters true historical-thinking and embraces RETHINKING HISTORY CURRICULA 24 California’s diverse student population. The enduring problem is that most students do not like their social studies classes, particularly because of the dry direct-instructional approach, students don’t see the relevancy or importance of the content in their lives (Reisman, 2012), and the historical content is not reflective of their unique cultural experiences (Cole, 2008; Loewen, 1995; Marker & Mehlinger, 1992; Ross, 2014). In addition, students are not being taught history appropriately, students are being taught to consume information such as names, dates and events but not being instructed in how to think like a historian (Bain, 2011; Fertig, 2005; Halpern, 2007; Reisman, 2012; Robinson, 2010; Rudd, 2007; Waring, 2010; Wineburg, 2001). With the demand on of the new Common Core State standards and the introduction of the Smarter Balanced States assessments, new social studies curricula is needed to teach skills such as close reading, how to source documents, use evidence to support claims, contextualize and interpret events (Waring, 2010; Wineburg, 2001). HistoriCAL Thinking Curriculum will address the weaknesses of current curriculum, use motivational theory to stimulate and sustain motivation, incorporate culturally responsive pedagogy for California’s diverse student population, teach historical-thinking skills and in turn will increase student achievement and ultimately change student’s perceptions of their history class. CHAPTER TWO: CURRICULUM DESCRIPTION HistoriCAL Thinking Curricula is needed in order to keep pace with the new changes required by Common Core state standards, to make curricula culturally relevant for California’s diverse student body and to develop students’ historical thinking skills. Current history curricula and pedagogy for intermediate schools are not adequately preparing students to think critically and instead history classes are overemphasizing rote skills like memorization and relying on textbooks as the primary source of information (Loewen, 1995; Wineburg, 2001). In addition, RETHINKING HISTORY CURRICULA 25 students’ motivation and investment in History classes is compromised because students do not find the subject matter and how it’s taught relevant to their lives or to their culture. Finally, new history curricula is needed to teach “historical-thinking” skills which teaches students to interpret and analyze historical artifacts and critique narratives of the past. Current social studies curricula does not teach skills that a historian would need to reconstruct the past and these skills are not constantly practiced or mastered. HistoriCAL Thinking Curriculum addresses the weaknesses of current history curricula. The overall purpose of HistoriCAL Thinking Curriculum is to develop a culturally-relevant curriculum that is focused on developing Historical-thinking skills. Chapter two will examine HistoriCAL Thinking Curriculum’s theoretical framework, its learner outcomes and curriculum assessments and activities will be outlined and discussed. Learner Description and Context HistoriCAL Thinking Curriculum is designed to target California’s ethnically and socioeconomically diverse student population. By incorporating elements of a student’s heritage, culture, and personal experience will motivate students, engage them and make the content more meaningful to their lives; which will lead to improved academic outcomes (Bennett, 2001; Darling-Hammond, 2007; Lucas, Villegas & Freedson-Gonzales, 2008). Prior knowledge required Prior knowledge required by students. HistoriCAL Thinking Curriculum is intended for intermediate school students in 7th grade academic level in California K-12 schools. California Social Studies academic classes at this level consists of students in self-contained classes which focus on different time periods in history. Seventh grade history curriculum covers the Middle Ages (Medieval Era) starting from the Fall of Rome to the Age of Exploration, to Impact of Ideas (500-1800’s CE). The 7th grade history curriculum is all new content and RETHINKING HISTORY CURRICULA 26 therefore students will be bringing in very little background knowledge about the content: however HistoriCAL Thinking Curriculum’s design taps the students prior knowledge by asking questions that connect to their own lives and make medieval history seem more relevant to their lives. HistoriCAL Thinking Curriculum’s readings, tasks and activities have a range of levels of difficulty, ranging from 5th Grade reading Level (565L-910L: which refers to the lexile range that is appropriate for students between fifth and ninth grades) to twelfth grade reading level (940L to 1210L), therefore this curriculum targets a range of abilities from below grade level to advanced learners. HistoriCAL Thinking Curriculum includes many materials that involve students analyzing dense primary sources, but are chunked for student’s accessibility. In addition, some assignments offer graphic organizers to help students organize their ideas as well as suggestions for teachers to tailor the lesson for English Learners. Each reading and task is designed for EL students to grasp the complex language without sacrificing comprehension and content. Prior knowledge required by teachers. HistoriCAL Thinking Curriculum provides an in-depth, rigorous and exciting curriculum that is entirely classroom ready. While HistoriCAL Thinking Curriculum is a very comprehensive curricula it is not intended as a self-sustaining course; rather, HistoriCAL Thinking Curriculum should be utilized to supplement and enhance existing curricula and textbooks. HistoriCAL Thinking Curriculum also provides teachers with a technological component that may be challenging to implement for some teachers because of lack of access to technology or lack of familiarity or comfort with technology. Therefore, HistoriCAL Thinking Curriculum provides detailed instructions and many printable assignments for teachers that do not want or RETHINKING HISTORY CURRICULA 27 cannot implement the technology component. For teachers who are very comfortable with technology and a majority of their students have access to the Internet and devices can use HistoriCAL Thinking Curriculum with ease. Teachers who hold a single subject history credential and are interested in implementing a more culturally relevant and rigorous curricula in their classroom can successfully utilize HistoriCAL Thinking Curriculum in their classroom. Each lesson comes with clear and detailed directions for each activity and can be implemented in full or teachers can choose to use part of the lesson depending on their student’s needs. HistoriCAL Thinking Curriculum follows California State Content Standards (New and Revised 2017 Standards) and Common Core standards (in ELA and Social Studies) so teachers can seamlessly implement the lessons and activities at any point of the year or use the entire curriculum in their classroom. Theoretical Framework HistoriCAL Thinking Curriculum utilizes sociocultural theory as its theoretical framework developed by Vygotsky (1978). Vygotsky (1978) the founder of sociocultural theory, found that students learn through culture and shapes their cognitive development. Vygotsky (1978) found that social factors contribute to cognitive development; this stands in contrast to Piaget’s (1970) theory that cognitive development is cultivated through fixed-universal stages. For Vygotsky a student’s development is developed through the relationships with peers and adults. Student’s “outer” interactions (e.g. students experiences in the classroom) gradually become internalized, as Vygotsky puts it, “It is through others that we develop into ourselves” (1981, p. 161). Therefore, HistoriCAL Thinking Curriculum offers many opportunities for students to engage with their peers and the teacher in productive and positive ways. RETHINKING HISTORY CURRICULA 28 HistoriCAL Thinking Curriculum utilizes Vygotsky’s (1978) Zone of Proximal Development (ZPD) in which suggests that teachers use cooperative learning exercises and tailored explicit teaching to provide the appropriate assistance to help provide the right amount of instruction to achieve a difficult task. Utilizing ZPD scaffolds new content for students and encourages students to work together to solve difficult problems. Using collaboration and guided practice rather than relying on lectures, note-taking and individual practice helps students achieve and complete difficult tasks (Galperin, 1982). Therefore, HistoriCAL Thinking Curriculum changes the role of the teacher from a “sage on a stage” to a coach that guides the students to grasp the concepts and content. Expanding on Vygotsky’s work on sociocultural theory, Galperin (1982) analyzed that mental processes emerge in the context to meaningful, goal-oriented activities. Galperin (1982) found that students acquire content when three practical solutions are implemented in the classroom, orientation to the task such as advance organizers or anticipatory sets; use of models to help students visualize the learning outcome or expectations, and use of educational dialogue, which academic concepts and metacognitive thinking is communication amongst peers and teachers. Haenen, Schrinemakers and Stufkens (2003) recommend for history teachers to utilize Galperin’s (1982) approach in the classroom because historians are continuously reinterpreting the past and every generation understands historical events differently. History classes, therefore need to rely on students’ own construction abilities; which means that the teacher must guide students and provide many opportunities to reconstruct the past. Research-Based Pedagogical Practices HistoriCAL Thinking Curriculum utilizes developmentally appropriate research-based practices to guide its overall design and development. Each lesson is designed purposefully to RETHINKING HISTORY CURRICULA 29 address the unique needs of young adolescents (middle school, ages 10-14). Since California has a significant population of ELL students, HistoriCAL Thinking Curriculum incorporates appropriate ELL strategies, such as cooperative learning, anticipatory questioning and many opportunities for practice to increase student achievement. In addition HistoriCAL Thinking Curriculum is designed based on student's cognitive development, moral development and social-emotional development in mind. Strategies that work for ELL Students and a Diverse Student Population California currently serves 25% or 1.4 million English Language Learners in public schools, and 85% of the classified English language learners speak Spanish at home (Hill, 2012). Therefore, incorporating ELL strategies are important in the design of HistoriCAL Thinking Curriculum. The design of the curriculum will support all students, with additional scaffolds and design modifications to help ELL students. Research shows that cooperative learning opportunities, stimulating motivation through questioning and guidance using graphic organizers and many opportunities for practice helps ELL students learn and master new content. Need for culturally relevant curricula. Developing culturally relevant pedagogy is vital for fostering and sustaining student motivation and engagement. Research has shown that by incorporating culturally relevant pedagogy is an effective means of meeting the academic and social needs of culturally diverse students (Gay, 2000; Howard, 2001; Howard, 2003). History curricula should reflect the varied and unique cultural, ethnic, racial, linguistic and social-class background and experiences. In school districts that serve a large proportion of first and second- generation American families and students, curriculum should be tailored to reflect their experiences. RETHINKING HISTORY CURRICULA 30 Researchers have found that the most common instructional approach to educate students of color students have been the direct instructional model in which a teacher instructs the students at the same time and in control of the classroom discussion and decision making (Haberman, 1991; Waxman, Huang, & Padrón, 1995; Waxman, Padron & García, 2007). In the direct instruction format teachers rely on very basic skills like seatwork, worksheets, lecture and rote drills. Some researchers have argued that these instructional practices constitute a “pedagogy of poverty” (Haberman, 1991; Waxman, Huang, & Padrón, 1995), because they focus on low-level skills and passive instruction. According to research there are a number of effective strategies for educating a diverse student population. Teachers who incorporate culturally responsive teaching, implement cooperative learning environments, encourage academic conversations and cognitively guided instruction with technology enriched instruction has shown to improve academic performance (Peregoy & Boyle, 2000; Tharp, 1997; Waxman, Padron & García, 2007). To eliminate the “pedagogy of poverty” HistoriCAL Thinking Curricula will address the deficiency with a rich, stimulating and relevant curriculum for California’s Latino students (Haberman, 1991; Waxman, Huang, & Padrón, 1995). Cooperative learning. Cooperative learning in heterogeneous groups fosters language acquisition in ways that whole class (direct instruction) cannot. For example, small groups create more opportunities to interact in English, small groups allow for repetition of key vocabulary, real world language usage, and includes opportunities for feedback and correction (Kagan, 1995; Zehler, 1994). Whereas in large group discussion ELL students may feel intimidated by their fluent English speaking peers, opportunities to practice language is reduced and clarification of vocabulary is more likely to occur. HistoriCAL Thinking Curriculum design facilitates RETHINKING HISTORY CURRICULA 31 cooperative learning by developing projects and assignments in which heterogeneous cooperative learning occurs weekly, which is shown to have a significant effect on student learning (Marzano, Pickering, & Pollock, 2001). Anticipatory Questioning. Activating prior knowledge or stimulating motivation with a question, prompt or cue has shown to help all students, especially ELL students (Hill & Flynn, 2006; Orlich, Harder, Callahan & Gibson, 2001; Woolfolk, 2001). HistoriCAL Thinking Curriculum will stimulate student motivation and develop deep inquiry by asking higher level questions that are both culturally relevant, provocative and accesses prior knowledge at the beginning of every lesson which will also serve as a segue into new content. Research has shown that anticipatory sets and/or advance organizers increase student achievement and help sustain motivation (Marzano, Pickering & Pollock, 2001; Schuck, 1969). To grab student’s attention and to bolster motivation, which is intended to sustain student’s engagement, each lesson should begin with a “hook” (Ambrose et al., 2010). These hooks would be composed of a short time-structured activity that is content related and simultaneously an opportunity to practice historical-thinking skills. These anticipatory sets will consist of varying and novel tasks, for example: analyzing a painting, posing a controversial question, an anticipatory guide, etc. For example, in Unit 3: Southwestern Asia and Islamic Empire, Lesson 1, entitled “Deconstructing Misconceptions of Islam” students will be introduced to the unit by completing an anticipatory guide about Islam, based on their prior knowledge. By the end of the lesson, after they have analyzed evidence they will check their original answers and determine if their original conceptions about Islam were accurate. Opportunities for practice. In order to master a new historical skill, like sourcing a document or analyzing multiple perspectives of a historical event, research shows that students RETHINKING HISTORY CURRICULA 32 must have many opportunities to practice that new skill. For example, students reached 80% proficiency after practicing the skill approximately 24 times (Anderson et. al., 2001; Newell & Rosenbloom, as cited in Marzano, et al.). Sousa (2006) recommended practice can be “rehearsed” by different types of methods, such as paraphrasing, note-taking, predicting, student generated questions and summarizing. HistoriCAL Thinking Curriculum allows students to practice the core historical-thinking skills on a daily basis and build on to them over the course of the year. Built within the anticipatory sets (called the “Hidden History Journals”) students will be tasked with a prompt in which will exercise new skills acquired in previous lessons in novel ways, while simultaneously examining the lives of people that are rarely mentioned in textbooks. Historical-thinking skills, such as corroboration, contextualization, close reading, evaluating historical evidence and sourcing a document need to be consistently practiced. Teaching historical skills in isolation will not be sufficient for students to master these challenging cognitive tasks. Therefore, HistoriCAL Thinking Curriculum teaches historical- thinking skills and builds mastery through practice over time, and introduces more depth and complexity over the progression of ten units. Building and practicing historical-thinking skills is incorporated in the HistoriCAL Thinking Curriculum by starting each class time with short structured activity that aims at developing one or two historical skills that are content related. For example in Unit 4: Medieval African Kingdoms, in Lesson 3: Mansa Musa DBQ, students will practice evaluating reliability and credible sources (taught in Unit 1, 2 and 3) by determining who was the richest person who ever lived. Developmentally Appropriate Strategies for Adolescents During middle school years students are situated between childhood and adolescence and this time students experience rapid and significant developmental change. HistoriCAL Thinking RETHINKING HISTORY CURRICULA 33 Curriculum utilizes developmentally appropriate strategies to engage and sustain learning for middle school students, in particular in regards to intellectual development, moral development and social-emotional development. Cognitive and intellectual development. Students between the ages of 10-14 have a relatively underdeveloped prefrontal cortex which controls functions like inhibition of impulses, reflection, and planning (Giedd, 2004). Therefore, the curriculum is designed intentionally to direct surging emotional impulses to more productive channels, like inquiry, socialization and help develop their metacognitive abilities. During early adolescence students develop intellectually, such as developing and displaying metacognition and independent thought (Kellough & Kellough, 2008; Manning, 2002). Typically, students are eager to learn about topics they find interest, useful and personally relevant (Brighton, 2007). HistoriCAL Thinking Curriculum will provide a varied assortment of meaningful and relevant educative activities which engages and challenges students. HistoriCAL Thinking Curriculum guides young adolescents to use their new cognitive and intellectual abilities in productive, meaningful ways. Moral development. During early adolescence students many of the attitudes, beliefs and values develop remain with them for life (Brighton, 2007). With increased intellectual development comes moral development, in which during this time students tend to be idealistic, possess strong sense of fairness, start considering the rights and feelings of others and start considering complex moral and ethical questions (Kellough & Kellough, 2008; Kohlberg, 1983; Scales, 2010). Therefore, HistoriCAL Thinking Curriculum incorporates activities that will foster higher levels of moral reasoning such as examine moral and ethical dilemmas, understand consequences of choices, examine concepts of fairness, justice and equity. RETHINKING HISTORY CURRICULA 34 Social-emotional development. Early adolescents tend to have a strong need to belong to a group and often experiment with new behaviors as they search for their personal identity (Scales, 2010). HistoriCAL Thinking Curriculum will address young adolescent’s social and emotional needs by providing many occasions for positive collaborative peer interaction and create stimulating social interactions such as group discussions and opportunities for peer collaboration. Design Justifications and Acknowledgement of Designer Bias In 7th grade, students are in self-contained history classes that are required by the state of California to follow California State Content Standards which outlines the required coursework the instructor should cover for each academic year. In addition, with the adoption of Common Core state standards in English and Language Arts (ELA) outlines new framework school districts should be adopting which focuses on regular practice with complex texts and their academic language, reading, writing, and speaking grounded in evidence from texts, and building knowledge through content-rich nonfiction. Therefore, HistoriCAL Thinking Curriculum will adopt the CA State Content Standards and emphasize the key shifts outlined in the Common Core State standards. Common Core Ready HistoriCAL Thinking Curriculum was intentionally designed to reflect the new Common Core State standards. HistoriCAL Thinking Curriculum will focus on historical content, like names, dates and events in history (following CA State Content Standards) but only as a vehicle to teach historical-thinking skills. For example, in 7th grade students will learn about Medieval Africa and Mansa Musa by reading primary source documents (complex texts), develop a thesis about Mansa Musa’s Hajj to Mecca and defend their thesis in a structured argumentative essay. RETHINKING HISTORY CURRICULA 35 Therefore, HistoriCAL Thinking Curriculum emphasizes historical-thinking skills, while simultaneously teaching historical content. HistoriCAL Thinking Curriculum was developed because there is a need for an innovative, culturally-responsive curricula that fosters true historical-thinking. The curriculum was intentionally designed to focus on practicing and developing skills rather than solely just focus on the content. Once students learn how to “think like a historian” they will be equipped to think critically across disciplines and grade levels. Culturally Responsive Curricula HistoriCAL Thinking Curriculum was intentionally designed to be culturally responsive for California’s ethnically and socioeconomically diverse student population. HistoriCAL Thinking Curriculum utilizes Moll, Amanti, Neff, and Gonzalez’ (2005) “funds of knowledge” in which is defined as a student’s historically accumulated and culturally developed bodies of knowledge and skills that students bring to the classroom. According to the “funds of knowledge” framework, it advocates that Latino students bring a wealth of knowledge from their unique family and background that may be very different from their American counterparts. HistoriCAL Thinking Curriculum taps into student’s rich funds of knowledge, legitimizes their culture and experiences. In addition, HistoriCAL Thinking Curriculum fosters cultural competency by utilizes Landson-Billings (2003) research which recommends teachers incorporate students culture into curricula to make connections with students and create a positive learning environment. RETHINKING HISTORY CURRICULA 36 Developing critical consciousness HistoriCAL Thinking Curriculum employs students to analyze the multiple experiences and varied perspectives of historical events; this demands students to examine individuals and communities and consider race, gender, language, religion, socioeconomic status and many other different human experiences. By emphasizing all perspectives this deconstructs the status quo and requires students to critically examine history, from all points of view. Utilizing Freire's (1970) “pedagogy of the oppressed” HistoriCAL Thinking Curriculum encourages to critically deconstruct historical narratives. This means students will not just be receptacles of knowledge and rather HistoriCAL Thinking Curriculum encourages student to develop critical consciousness and requires them to dismantle and disentangle historical events and discover the truth for themselves. For example, In Unit 9, Lesson 3 students examine the transatlantic slave trade by critically analyzing the California State Standards (reading) and evaluate the how enslaved people are being portrayed. Students will then read about the real lived experiences of enslaved people, in their own words. Students will then be able to write an improved narrative that encompasses a wide range of lived experiences that was originally missing in the original CA Standard. This lesson allows students to deconstruct an existing narrative and reassemble it augmenting the narrative with primary and secondary sources. Curriculum Outcomes HistoriCAL Thinking Curriculum’s 7th Grade Medieval World History curricula consists of ten learning outcomes which emphasize evaluating evidence in order to write a historiography and is supported by historical-thinking skills. By the end of each unit students will be able to: RETHINKING HISTORY CURRICULA 37 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 3. Describe the importance of contributions from past civilizations and cultures. 4. Relate and connect the values, social customs and traditions of the past to the student’s personal experiences. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Description of Curriculum Assessments To assess students’ progress in developing historical thinking skills and acquisition of content students are assessed in multiple ways throughout the course of the curriculum. Research has shown that history as a discipline has been taught to just to memorize chronology, facts, events and dates (Conklin, 2011; Fertig, 2005). Teaching history as something that can just be recalled and memorized (like names and dates) suits assessing students by using multiple-choice tests. However, HistoriCAL Thinking Curriculum’s main goal is to teach historical-thinking skills, therefore multiple-choice tests are not conducive to assessing whether students acquired a skill. HistoriCAL Thinking Curriculum instead will utilize a range of assessment tools to accurately gauge whether or not students and learning, developing and mastering the content and historical-thinking skills. Over the course of the 7 th Grade curricula, seven units will include an opportunity to write an essay based on historical evidence. The seven essays will be the best form of assessment to gauge student’s progress and teachers will be able to analyze student growth over the course of the year. The evidence based historical essays will require students to analyze primary and RETHINKING HISTORY CURRICULA 38 secondary sources, develop a thesis and support their thesis with evidence and analysis in a five paragraph essay. These essays will demonstrate their understanding of the content and also their understanding of key historical thinking skills: sourcing, contextualization, and evaluating evidence. In each subsequent unit the task (essay prompts) becomes more challenging, with opportunities to practice and employ the historical-thinking skills that students have learned along the way such as researching historical documents, evaluating credibility and reliability of sources, and analyzing complex historical text. In addition, students will be asked reflection prompts (embedded in Hidden History Journals) throughout the course that requires them to analyze events and controversies in history and connect them to current events. This requires them to practice contextualization, identifying bias, consider multiple perspectives, changes over time, ethics, etc. and bridges history to the present and makes history class seem more relevant to their lives. This form of assessment is displayed in an ongoing student portfolio (if students have access to devices and internet, or the questions can be printed out) entitled “Hidden History Journals.” In every unit students will have a new “Hidden History Journal” in which allows students to practice the new skills they have learned, uncover “histories” (narratives) that are marginalized or forgotten (women, the poor, children, enslaved people, religious and ethic minorities, and conquered people). Students will also be asked questions that relate to their own life and lived experience, thus legitimizing the learner and sustaining motivation. Research has shown that student portfolios and reflections journals, like the Hidden History Journals are an “authentic” assessment that measures the construction and meaning over time (Tierney, Carter & Desai, 1991; Walker, 1991). In the Hidden History Journals students will also be able to practice the historical thinking skills that were taught during that unit or lesson, thereby reinforcing that skill. RETHINKING HISTORY CURRICULA 39 Description of Curriculum Activities HistoriCAL Thinking Curriculum encourages students to “think historically” (Weinberg, 2001) meaning they will learn how to study and evaluate history like a historian. In order to cultivate this historical thinking HistoriCAL Thinking Curriculum provides many opportunities for higher-order thinking such as problem solving, critical thinking and decision-making. For students to master these historical skills, HistoriCAL Thinking Curriculum incorporates standards-based problem-solving exercises to build fluency and automaticity (Ambrose, Bridges, DiPietro, Lovett & Norman, 2010). HistoriCAL Thinking Curriculum utilizes ongoing student portfolios called “Hidden History Journals.” The Hidden History Journals use anticipatory “hooks” at the beginning of lessons, and allow students to learn about people’s histories that are rarely mentioned in the textbook. The goals of the Hidden History Journals are to spark inquiry and sustain motivation through the more challenging content, to make history more culturally relevant and to shed light on historically marginalized groups. Digital portfolios allow students to organize information, highlight skills and showcase their work (Waters, 2007). Research has shown that by incorporating culturally relevant pedagogy is an effective means of meeting the academic and social needs of culturally diverse students (Gay, 2000; Howard, 2001; Howard, 2003; Landson-Billings, 2003). By reaffirming students culture and heritage will help stimulate and sustain student motivation. HistoriCAL Thinking Curriculum offers many student activities that are differentiated for English Language Learners and/or GATE identified students. Every lesson comes with a “lesson overview” that guides the instructor on how to implement the activities as well as guidance for differentiation for different student populations. In the lesson overviews teachers will have access to the State Standards, lesson outcome, estimated length of time of the activity, essential RETHINKING HISTORY CURRICULA 40 questions and big ideas and tips and suggestions how to implement in the lesson within a diverse classroom. HistoriCAL Thinking Curriculum offers challenging and rigorous activities that are classroom ready and can be implemented in classroom where there is no technology available or for classrooms that have little access to technology. However, there are some lessons where access to the internet is required, to allow students to conduct historical research on the internet. HistoriCAL Thinking Curriculum offers a multitude of classroom activities that focus on developing historical thinking skills while simultaneously acquiring historical content. HistoriCAL Thinking Curriculum includes ten units: 1. Introduction to Historical Thinking Skills 2. The Roman Empire 3. Islamic Civilizations in the Middle Ages 4. West African Kingdoms in the Middle Ages 5. The Aztec Empire 6. South Asia: The Gupta Empire 7. East Asia: China and Japan in the Middle Ages 8. Sites of Encounter 9. Global Convergence 10. Age of Ideas In each unit, three lesson plans with activities are included and should be used in tandem with an existing curricula or textbook. HistoriCAL Thinking Curriculum offers teachers lessons that teach students how to “think historically” and critically evaluate primary and secondary sources; while simultaneously including the voices of groups that are largely underrepresented in RETHINKING HISTORY CURRICULA 41 historical text. All of the units and lessons include activities that require students to practice sourcing documents, evaluating evidence, developing theses, and conducting research and writing like a historian. Summary HistoriCAL Thinking Curriculum will address the deficiencies of current history curriculum by utilizing developmentally appropriate strategies, incorporate culturally responsive pedagogy, designing content and activities tailored California student’s unique and varied experiences, and developing curriculum outcomes that reflect the need for students to acquire content knowledge but also historical skill sets. HistoriCAL Thinking Curriculum offers a rich, exciting, and challenging curriculum that will stimulate, motivate and get students interested and passionate about history. Not only will students enjoy the classroom activities but they will learn how to understand and evaluate history like a historian. RETHINKING HISTORY CURRICULA 42 References Anderson, L.W. (Ed.), Krathwohl, D.R. 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Retrieved from http://ldtprojects.stanford.edu/~educ39105/paul/articles_ 2006/Constructing%20arguments%20from%20multiple%20scores- Tasks%20that%20promo%20understanding%20and%20not%20just%20memory%20for %20text.pdf Zehler, A. (1994). Working with English Language Learners: Strategies for elementary and middle school teachers. NCLEA Program Information Guide Series (No.19) RETHINKING HISTORY CURRICULA 52 Zhao, Y., & Hoge, J. D. (2005). What elementary students and teachers say about social studies. The Social Studies, 96(5), 216-221. Retrieved from http://search.proquest.com.libproxy2. usc.edu/docview/274796135?accountid=14749 RETHINKING HISTORY CURRICULA 53 Appendix A: Definitions of Key Concepts Contextualization. Students must situate the document and its events in time and place. Students must be encouraged to brainstorm the document's historical context, piecing together major events, themes, and people that distinguish the era or period in which the document was created (Wineburg, 2001). Corroboration. Wineburg (2001) defines this as identifying details across multiple sources to determine points of agreement and disagreement. Culturally Relevant Pedagogy. Incorporating multicultural education curriculum and pedagogy encourages and sustains learner motivation (Lucas, Villegas & Freedson-Gonzalez, 2008; Bennett, 2001). Bennett (2001) suggests a culturally responsive pedagogy, which incorporates student’s culture, language, history and heritage is related to a stronger academic performance and may keep children in school longer. Historical Thinking Skills. Historians, researchers and curriculum specialists agree that history teachers must encourage students to think historically rather than just teaching historical content. History curricula to not teach merely historical content, such as names, dates and places but rather for students to learn how to think like a Historian. Historical Thinking requires students to approach history texts and information (primary and secondary sources) in ways that a Historian would. Historians gather evidence and make conclusions based on the amount of evidence is afforded. Historians utilize three main heuristics: corroboration, contextualization, and sourcing in an attempt to understand what occurred in the past. Relevance. Applying historical thinking to student’s everyday lives not only encourages student motivation but also is imperative to make connections across spatially and through time. Bain (2001) emphasizes the need to make connections across and among the personal, national, RETHINKING HISTORY CURRICULA 54 regional, interregional and global scales of time and space. Many times students are “present- minded” meaning they only see historical content through modern lenses, but creating connections also develops “Historical Empathy” in which situates the learner to ‘stand in someone else’s shoes.” Sourcing. Students must consider the document’s author and its creation (Wineburg, 2001). The ability to source a document will help students find an author's credentials, identify when a primary source was written (in most instances), and speculate about the intended audience. Medieval World History Scope and Sequence Chart I= Introduced R= Reinforced M=Mastered Hidden Histories (Student Journal) Curriculum Units Curriculum Outcomes Unit 1: Introduction to ‘Historical thinking skills’ Unit 2: Roman Empire and Christendom Unit 3: Southwestern Asia and Islamic Empire 4: West Africa Unit 5: Americas Unit 6: South Asia Unit (India) Unit 7: East Asia (China and Japan) Unit 8: Sites of Encounter in the Medieval World Unit 9:Global Convergence Unit 10: Impact of Ideas 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. I (lesson 1, 2 & 3) I (Lesson 2 & 3) R (Lesson 1 & 3) R (Lesson 1 & 3) R (Lesson 1) R (Lesson 2 & 3) R (Lesson 1, 2 & 3) M (Lesson 1, 2 & 3 ) M (Lesson 1, 2 & 3) M (Lesson 1, 2 & 3) 2. Analyze multiple historical accounts and consider different perspectives. Hidden Histories Hidden Histories I (Lesson 2 & 3) Hidden Histories R (Lesson 1, 2 & 3) Hidden Histories R (Lesson 3) Hidden Histories R (Lesson 1) Hidden Histories R (Lesson 1) Hidden Histories R (Lesson 1, 2 & 3) Hidden Histories R (Lesson 1 & 3) Hidden Histories M (Lesson 1, 2, 3) Hidden Histories M (Lesson 1 & 3) 3. Describe the importance of contributions from past civilizations and cultures. I (Lesson 1 & 3) R (Lesson 3) R (lesson 2) R (lesson 2 & 3) R (Lesson 1) M (Lesson 1) M (Lesson 2) Medieval World History 4. Relate and connect the values, social customs and traditions of the past to the student’s personal experiences. Hidden Histories I (Lesson 1& 3) Hidden Histories I (Lesson 3) Hidden Histories I (Lesson 2 & 3) Hidden Histories I (Lesson 1& 3) Hidden Histories R (Lesson 2) Hidden Histories Hidden Histories R (Lesson 1 & 3) Hidden Histories I (Lesson 1, 2 & 3) Hidden Histories R (Lesson 1) Hidden Histories M (Lesson 2) 5. Evaluate evidence and utilize that evidence to support a claim or thesis. I (Lesson 1, 2 & 3) I (lesson 2 & 3) R (Lesson 3) R (Lesson 1, 2 & 3) R (Lesson 3) R (Lesson 2 & 3) R (Lesson 2 & 3) R (lesson 1& 3) M (Lesson 2 & 3) M (Lesson 3) 6. Create an original critical narrative and support with appropriate historical evidence. I (lesson 2) R (lesson 3) R (Lesson 3) R (Lesson 3) R (Lesson 2 & 3) R (lesson 1) M (Lesson 2 & 3) M (Lesson 3) Medieval World History Unit Outcome 1 Outcome 2 Outcome 3 Unit 1: Historical Thinking Skills Students will be able to write an accurate claim about themselves and support the claim with evidence. Students will determine which sources are credible and reliable by critically evaluating the strengths and weaknesses of different sources. Students will analyze various pieces of evidence on social media, develop a claim and utilize evidence to support a claim through historical analysis. Unit 2: Rome 300 CE- 1200 Students will examine why the study of Rome is important by learning how to analyze historical evidence (Primary and secondary sources). Students will evaluate the reasons why Caesar was assassinated by creating a thesis and supporting their thesis with historical evidence in an essay. Students will analyze multiple secondary sources to determine how Rome was a site of Encounter and examine how all Romans lived. Unit 3: Southwestern Asia; Islamic Empire 300 CE-1200 Students will determine if claims about Islam are accurate by analyzing secondary sources and rewrite the claim (if necessary) to make the claims accurate. Students will critically analyze the authenticity of Ibn Battuta's account by analyzing how reliable his account was. Students will evaluate why the time period under the Abbasid dynasty referred to as the Golden Age of Islam by creating a thesis and support their thesis by writing a historical essay with evidence. Unit 4: West Africa, 900 CE-1600 (Ghana, Mali) Students will identify which resources on the internet are credible and reliable sources to use to determine how Ghana and Mali became powerful empires during the 300-1600’s. Students will select credible and reliable online sources in order to determine how culture and society was organized in Medieval Africa. Students will evaluate the credibility and reliability of online resources to determine if Mansa Musa was the richest person in history. Unit 5: Americas, 300 CE to 1490 (Aztec Empire) Students will evaluate the sources historians use when they reconstruct the past of the Aztecs by analyzing and interpreting archaeological artifacts, pre-hispanic codices and post-colonization codices. Students will conduct historical research on aspects of Aztec culture and will compare their lives and culture with the Aztec experience. Students will analyze the purpose and role of human sacrifice in Aztec society by developing an original thesis and and support their thesis by writing a historical essay with appropriate evidence. Unit 6: South Asia, 300 CE-1200 (Gupta Empire) Students will investigate a current debate in California about how India is represented in textbooks by reading a current event. Students will determine why the time period under the Gupta Empire is referred to as the Golden age of India by paraphrasing and summarizing historical information. Students will determine why the time period under the Gupta Empire is referred to as the Golden age of India by researching primary and secondary sources and paraphrasing and summarizing historical information to answer a historical Medieval World History question. Unit 7: East Asia, 300 CE to 1300 (Tang and Song Dynasties and Japan) Students will corroborate archeological artifacts (primary sources) by researching and analyzing contributions from the Tang and Song Dynasties. Students will corroborate the accounts of Ibn Battuta, Marco Polo and Zhao Rugua comparing their experience in Quanzhou and determine what life was like in Quanzhou during the middle ages. Students will evaluate values, social customs and traditions of Japan to the student’s personal experiences by comparing their lives with Samurai warriors during the middle ages. Unit 8: Sites of Encounter in Medieval World, 1200-1490 (Mongols and sites of encounters) Students will evaluate the differing perspectives of the Mongols by creating a thesis and support their thesis by writing a historical essay with evidence from primary sources. Students will identify and explain the significance of the strategic locations Trade cities in the development of commerce and trade across Afro-Eurasia. Students will investigate the rise of religious intolerance in the Iberian peninsula in the late 1400’s by analyzing primary sources. Unit 9: Global Convergence, 1450-1750 (Voyages, Columbian Exchange, Trade Networks; Colonialism in Americas & Atlantic World) Students will analyze multiple historical perspectives about the “columbian exchange” and determine the effects on different communities. Students will evaluate the reasons why the Spanish Conquistadors were able to conquer the Aztec Empires by analyzing primary and secondary sources, create a thesis and defend their thesis with historical evidence. Students will analyze the California State History Standards about the Atlantic Slave trade and determine what and who is missing by reading primary and secondary sources and finding corroborating evidence. Unit 10: Impact of Ideas, 1500-1750 (Spread of Religions; Reformation; Renaissance, Scientific Revolution, Enlightenment) Students will investigate the course and consequences of the Reformation around Europe by analyzing the experiences of Kings, Catholics, Protestants, women and clergy. Students will analyze the the multiple perspectives of the Renaissance by analyzing various interpretations of the Renaissance and determine if the time period is mischaracterized. Students will develop a DBQ question and create an original thesis and support their thesis with historical evidence by writing a historical essay. Outline of 7th Grade Medieval HistoriCAL Thinking Curricula Unit 1: Introduction to Historical Thinking Skills 1.0 Hidden Histories Journal 1.1 Introduction to History, Claims and Evidence Lesson Plan 1.1.1 Claims, Evidence, Primary and Secondary Sources Presentation 1.1.2 Exit Slip 1.1.3 Scaffolded/ Modified Exit Slip 1.2 Evaluating Evidence Lesson Plan 1.2.1 Evaluating Primary and Secondary Sources (HistoriCAL) 1.2.2 Reliability and Credibility Placards/ Presentation 1.2.3 Exit Slip on Evaluating Evidence and Answer Key 1.3 Analyzing Historical Evidence Lesson Plan 1.1 How to "Analyze Evidence" Unit 2: The Roman Empire 2.0 Rome Hidden Histories Journal 2.1 Building Context of the Roman Empire Lesson Plan 2.1.1 Rome: Context of Empire and Geography 2.1.2 How to read History: Context of Empire 2.2 Evaluating Julius Caesar’s Leadership and Assassination DBQ Lesson Plan 2.2.1 Caesar DBQ Question and Historical Evidence 2.2.2 DBQ Pre-writing Scaffold 2.2.3 Outline Scaffold for writing (Rome) 2.2.4 Rubric to assess student’s Historical Essay 2.3 Rome as a Site of Encounter Lesson Plan Lesson Plan 2.3.1 Rome as a Site of Encounter Text Dependent Questions 2.3.2 Source Readings Placards 2.3.3 Google Presentation Template Unit 3: Islamic Civilizations During the Middle Ages 3.0 Hidden History Journal (Islam) 3.1 Deconstructing Misconceptions of Islam Lesson Plan ★HistoriCAL Thinking Curricula 3.1.1 Anticipatory Guide Handout/ Half slip 3.1.2 Anticipatory Guide Response Guide (to accompany Evidence Placards) 3.1.3 Evidence Placards: Deconstructing Misconceptions (Sources) 3.2 Critically Examining Primary and Secondary Sources Lesson Plan 3.2.1: Ibn Battuta's Account, determining issues with reliability Close Reading 1.2.1 Evaluating Primary and Secondary Sources (HistoriCAL) 3.3 Golden Age of Islam DBQ Lesson Plan 3.3.1 Golden Age of Islam DBQ Text and Questions 3.3.2 DBQ Pre-Writing Scaffold 3.3.3 Essay Scaffold and Template (Golden Age of Islam) 3.3.4 DBQ Essay Rubric 3.3.5 Essay and Peer Evaluation Guide (HistoriCAL) Unit 4: West African Kingdoms in the Middle Ages 4.0 Hidden Histories Journal (Medieval West Africa) 4.1 Rise of Medieval African Kingdoms (Identifying Sources) Lesson Plan 4.1.1 Rise of African Kingdoms Primary and Secondary Sources 4.1.2 Searching the Internet to Answer a Historical Cuestion Checklist (HistoriCAL) 4.1.3 Presentation: How to Conduct Historical Research on the Internet 4.1.4 (Example) Research Notes Template 4.2 Medieval African Society and Culture (Practice Researching Sources) Lesson Plan 4.2.1 West African Society and Culture (Practice Researching) 4.1.2 Searching the Internet to Answer a Historical Cuestion Checklist (HistoriCAL) 4.1.3 Presentation: How to Conduct Historical Research on the Internet 4.3 Mansa Musa Mini DBQ Lesson Plan 4.3.1 Mini Mansa Musa DBQ Unit 5: The Aztec Empire 5.0 Hidden Histories Journal (Aztec) 5.1 Reconstructing Aztec History through Primary Sources Lesson Plan 5.1.1 Student Placards to Print or Share digitally 5.1.2 Analyzing Primary Sources of the Aztecs 5.2 Examining Aztec Culture Through Historical Research Lesson Plan 5.2.1 Level of Sources Checklist (HistoriCAL) 5.2.2 Examining Aztec Culture through Historical Research 5.3 Human Sacrifice Aztec DBQ Lesson Plan 5.3.1 Aztec DBQ Text and Questions ★HistoriCAL Thinking Curricula 5.3.2 DBQ Evidence Scaffold 5.3.3 Aztec Essay Scaffold and Template 5.3.4 DBQ Grading Rubric Unit 6: South Asia, Gupta Empire 6.0 Hidden Histories Journal (Medieval India) 6.1 Textbook Analysis (India’s History) Lesson Plan 6.1.1 Analyzing Historical Controversy (California State Standards) 6.2 Quoting, Paraphrasing and Summarizing Historical Information Lesson Plan 6.2.1 Gupta Empire Achievements: How to Quote, Paraphrase and Summarize Historical Information (HistoriCAL) 6.2.2 How to Quote, Paraphrase and Summarize Checklist (HistoriCAL) 6.3 Quoting, Paraphrasing and Summarizing Historical Information (Continued) Lesson Plan 6.3.1 (With sources) Gupta Empire Achievements 6.3.2 (Advanced) Student Handout: Student finds sources 6.2.1 Gupta Empire Achievements: How to Quote, Paraphrase and Summarize Historical Information (HistoriCAL) Unit 7: East Asia, China and Japan 7.0 Hidden History Journal (Medieval China and Japan) 7.1 Tang and Song Achievements Lesson Plan 7.1.1 Part 1: Context of Tang and Song 7.1.2 Part 2: Corroboration and Historical Analysis 7.1.3 Primary Source Placard Presentation 7.2 Quanzhou DBQ Lesson Plan 7.2.1 (Part 1) Documents (Primary and Secondary with Text Dependent Questions) 7.2.2 (Part 2) Student Questions (Corroborating sources) 7.2.3 DBQ Evidence Scaffold 7.2.4 Essay Scaffold and Template: Quanzhou 7.2.5 DBQ Rubric 7.3 Samurai Values Analysis Lesson Plan 7.3.1 Student Samurai Values (Primary and Secondary Sources) 7.3.2 Samurai Influences Text Analysis Unit 8: Sites of Encounter 8.0 Hidden Histories Journal (Sites of Encounter) ★HistoriCAL Thinking Curricula 8.1 Mongols, Multiple Perspectives Lesson Plan 8.1.1 Establishing Context 8.1.2 Mongol Primary and Secondary Sources 8.1.3 Analyzing Multiple Perspectives Essay Scaffold 8.2 Medieval Trading Cities Lesson Plan 8.2.1 Medieval Trade Cities 8.3 Deconstructing Religious Intolerance in Medieval Spain Lesson Plan 8.3.1 Rise of Religious Intolerance Unit 9: Global Convergence (Link to Folder) 9.0 Hidden Histories Journal (Global Convergence) 9.1 Impacts of the Columbian Exchange Lesson Plan 9.1.1 The Columbian Exchange: Examining its Impact 9.1.2 Columbian Exchange Recipe Project 9.2 European Advantages Lesson Plan 9.2.1 Primary and Secondary Sources (Spanish Advantages) 9.2.2 Essay Scaffold and template (Aztec) 9.2.3 DBQ Essay Scoring Rubric 9.3 Atlantic Slave Trade (What is missing in our textbooks?) Lesson Plan 9.3.1 Primary and Secondary Sources (Atlantic Slave Trade) Unit 10: Age of Ideas 10.0 Hidden Histories Journal (Age of Ideas) 10.1 Multiple Perspectives of the Reformation 10.1.1 Multiple Perspectives of the Reformation Student Research 10.2 Different Perspectives of the Renaissance 10.2.1 Different Perspectives of the Renaissance Handout 10.3 Student Generated DBQ 10.3.1 Student Generated DBQ Reading and steps 10.3.2 DBQ Essay Scaffold (Student Generated DBQ) 10.3.3 Rubric for writing Historical Essay ★HistoriCAL Thinking Curricula Unit 1: Introduction to Historical Thinking Skills 1.0 Hidden Histories Journal 1.1 Introduction to History, Claims and Evidence Lesson Plan 1.1.1 Claims, Evidence, Primary and Secondary Sources Presentation 1.1.2 Exit Slip to Assess Student Learning 1.1.3 Scaffolded/ Modified Exit Slip to Help Organize Ideas 1.2 Evaluating Evidence Lesson Plan 1.2.1 Evaluating Primary and Secondary Sources (HistoriCAL Handout) 1.2.2 Reliability and Credibility Placards/ Presentation 1.2.3 Exit Slip on Evaluating Evidence and Answer Key 1.3 Analyzing Historical Evidence Lesson Plan 1.1 How to "Analyze Evidence" ★HistoriCAL Thinking Curricula The HIDDEN History Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Your History Introduction to Historical Thinking Skills 1. (Your thoughts) What is “history”? 2. (Connect) What is YOUR history? Choose to answer some of these questions: Who are you? Where are you from? Who is your family? What have you achieved? What WILL you achieve? 3. (Your thoughts) Why is the study of history important? 4. Watch the video: According to the video why do we study history? (List at least 3 reasons) What is Your History? Everyone has a history. What is YOUR history? Consider the following questions and answer the questions you feel comfortable answering (Ask your family members if they know any of these answers): When were you born? Where have you lived in your life? What makes your family unique and special? Does your family have any customs or traditions that you do each year? Do you have any relatives that have accomplished something? What are you proud of? What makes you unique? What is YOUR history? ★HistoriCAL Thinking Curricula Where does history come from? How do historians reconstruct the past? Example: Claim: I am a good cook. Possible Evidence: Samples of my cooking. 1. Claim about yourself (Statement): 2. Evidence to corroborate or prove that statement is correct (A second piece of evidence): 3. What could be some weaknesses of your evidence? 4. What could be some strengths of your evidence? Historical Thinking Skills: What evidence do historians use to reconstruct the past? 1. Historians use EVIDENCE to understand past events. Primary sources are the original sources of information recorded at the time an event occurred. Can you list some examples Primary sources? 2. Secondary sources are documents written after an event has occurred, providing secondhand accounts of that event, person, or topic. Unlike primary sources, which provide first-hand accounts, secondary sources offer different perspectives, analysis, and conclusions of those accounts. Can you list some examples of Secondary Sources? Historical Thinking Skills: Interpreting Evidence Determining Credibility and Reliability of sources ★HistoriCAL Thinking Curricula Credibility and Reliability are VERY similar however there is a difference: Credibility is determining if the SOURCE (who wrote it- are they an expert?) Reliable source is asking is the source trustworthy and is really CLOSE to what really happened? Examples: 1. Dr. Green is a credible source in his writing about his writing about the Fall of Rome because he got his PhD from Harvard and wrote his dissertation about why Rome fell. 2. My best friend Tracy is NOT a credible source about the Fall of Rome because she is 9 years old and doesn't even know what “Rome” is. 3. The Television recording of the 9/11 attacks in New York is a reliable source because it documented exactly what happened on that tragic day. 4. An image of a UFO over the Pyramids of Giza is NOT a reliable source when trying to determine how the pyramids were built. Testing credibility of a source Website and Questions to test Credibility Your response Examine this website: 1. Who is providing the information? 2. Is he/she an expert? (google the name of the author or creator of the website) 3. Should we trust this website? Why or why not? Testing Reliability of a source Scenario Questions to test Reliability Your response Fake Scenario: An ex-german SS Soldier working for the Nazis and famous international historian stated in 1957, “According to the evidence, The Holocaust never happened.” 1. How is the source credible? 2. How is this source unreliable? Practice Evaluating Sources Should we believe everything that we read or watch? No way! 1. What can be wrong about some information on the internet, TV, books or newspapers? ★HistoriCAL Thinking Curricula 2. Why do you think there is a lot of MISinformation on the internet (stuff that is not true)? Consider the following sources and explain some issues of reliability and credibility with them. Source Issues with reliability and/ or credibility Are there any pros/ or benefits from using this source? 1. Wikipedia on Social Media 2. College Video about Social Media 3. Facebook Research Reports about social media 4. Blog for Parents about raising teens Summarize and Reflect 1. How do historians “reconstruct” the past? 2. Why should historians ask questions about the sources before they use them in their analysis of the past? What could be some problems with sources? 3. Why is it important to critically analyze sources and evidence, instead of just “trusting the source?” ★HistoriCAL Thinking Curricula Unit 1: Introduction Historical Thinking Skills 1.1 Introduction to Claims and Evidence Lesson Big Idea and Essential Question: Duration Introduction to historical thinking skills. Big Idea: Everyone and everything has a history. Essential Question: How can you prove something happened? Approximately 2 hours CA State History Standard: HistoriCAL Thinking Skill: Lesson Objective: CCST (Common Core) 2. Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. Students will be able to develop an accurate claim about themselves and support the claim with evidence. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The goal of this two part lesson is twofold, understand the importance of history, as well as their own history; and the second part of the lesson is for students to be able to identify what a “claim” is and how to support “claims” with evidence. By the end of the lesson students should be able to identify what a claim is (a statement) and what evidence is (proof), and that not all evidence is made equal, some evidence may be more reliable and credible than others. Teaching and Learning Activities Part 1 Introduction: 1. Pose the question, “What is history”: Students write their personal response in their Hidden History Journal (Questions 1-4) and discuss with their partners around them. Elicit responses from the classes; students add to their responses. a. Accelerated Learners: Individually or in small groups students create a google slide presentation of events, people, places, that they find “Historically Important.” Students can add videos or images and explain why they matter. b. On a google slide presentation put some images of important historical events and have students discuss why they are important to Unit 1: Introduction Historical Thinking Skills the study of history (See some ideas in resources). 2. Connect to their lives: Students answer the following questions in their Hidden History Journal What is YOUR history? Choose to answer some of these questions: Who are you? Where are you from? Who is your family? What have you achieved? What WILL you achieve? a. Optional: Teacher can share their personal history to model example and to develop rapport and relationship with the class. Cultural Connection (if relevant to teacher): Share your family/ ancestral history, how you became an educator, trials and tribulations you have overcome, and what you look forward to in the future. b. (Transition to Part2): Explain what a “Claim” is. A Claim is a statement that can be proven or disproven with evidence. (Modify the statement to make it more authentic), “I am a good cook.” Ask the students to come up with a list of evidence that would prove that my claim is true. Examples: I could bring in a sample of my cooking. I could interview people who have had my cooking and record their interviews. I could bring in video or pictorial evidence of me cooking etc. (Example in Resources, 1.1.2) 3. (Homework) In their Hidden History Journal students will then write a statement about themselves (Remind them it must a positive statement). Their homework assignment is to bring in a piece of evidence to prove their claim about them is true. (Important note: Remind them that their evidence must abide by school rules and regulations). Part II: Evaluating Evidence Introduction: 1. Students are asked to present their claim (statement) and evidence about themselves to their small group. Each student presents and their partners discuss the “strength” of the evidence they brought (Example: It has their name on it or their picture) as well as the weaknesses of the evidence they brought (Example: the evidence does not have their name, it could have been fabricated). 10-15 minutes and discuss some volunteers’ evidence evidence in class. (Options: Students present to a partner, small groups, or to the entire class. Allow ELL students to practice with a partner before presenting to the entire class). Presentation 2. Presentation on Primary and Secondary Sources (1.1.1 Claims, Evidence, Primary and Secondary Sources Presentation ) 3. Students take notes in their Hidden History Journal on the attributes of primary and secondary sources. Assessing student learning 4. (Optional) Provide students with an envelop of mixed up pictures and statements primary and secondary sources. Within their group students organize the primary and secondary sources into two groups. Teacher circulates to give them feedback if they are correct. 5. (Option for HW) Students make a photo collage of primary and secondary sources online or on paper. 6. 1.1.2 Exit Slip and 1.1.3 Scaffolded/ Modified Exit Slip: Students answer the following questions: How do Historians reconstruct the past? What types of evidence (primary and secondary sources) do they use? What can be some issues that Historians may have with some types of evidence? Resources: 1.1.0 Hidden History Journal 1.1.1 Claims, Evidence, Primary and Secondary Sources Presentation 1.1.2 Exit Slip 1.1.3 Scaffolded/ Modified Exit Slip Unit 1: Introduction Historical Thinking Skills Internet/ Video Resources: Video Link of why history is important Some ideas for images/ videos/gifs to show students, “Why is the study of history important?” A. “Tank man” Video (Tiananmen square protests) B. Michael Jackson, moonwalk (gif) C. Victims of the Holocaust image D. Declaration of Independence Image Historical Thinking Skills How do Historians understand past events? ★HistoriCAL Thinking Curricula Prove it! In this activity you will make a claim about yourself and substantiate that claim with a piece of evidence to prove your claim! ★HistoriCAL Thinking Curricula What is your evidence you brought about yourself? 1. At your group, the person closest to me will start (and go clockwise). Say the statement about yourself (Claim). Example: I am a soccer player. 2. And then show your group your piece of evidence to substantiate (Prove) your claim. 3. The rest of the group: ask questions. Is the evidence strong enough to corroborate (prove) his/her claims? ★HistoriCAL Thinking Curricula How do Historians reconstruct the past? ★HistoriCAL Thinking Curricula 1. Where does history come from? 1. Historians use EVIDENCE to understand past events. a. Primary sources are the original sources of information recorded at the time an event occurred. Examples: First-hand accounts of events, bones, diaries, images, video, Historical documents. ★HistoriCAL Thinking Curricula 1. Where does history come from? 2. Historians use EVIDENCE to understand past events. a. Secondary sources are documents written after an event has occurred, providing secondhand accounts of that event, person, or topic. Unlike primary sources, which provide first-hand accounts, secondary sources offer different perspectives, analysis, and conclusions of those accounts. ★HistoriCAL Thinking Curricula 2. Claims and Evidence Example 1. Claim: Columbus sailed to hispaniola (North America) in 1492. a. How do we know this? 2. EVIDENCE: Columbus wrote letters and diaries about his journey to the new world. These entries provide Evidence of his journey in 1492. Christopher Columbus (1451–1506). Epistola Christofori Colom (Letters of Christopher Columbus). Rome: Stephan Plannck, after April 29,1493. Jay I. Kislak Collection, Rare Book and Special Collections Division, Library of Congress (048.00.00) ★HistoriCAL Thinking Curricula 2. Claims and Evidence Example 1. Claim - the astronauts landed on the moon 2. Evidence - Astronaut Harrison H. Schmitt stands in front of the lunar lander Challenger (LM-12) and the lunar rover, 01:13:58 UTC, 12 December 1972. (Eugene A. Cernan/NASA) ★HistoriCAL Thinking Curricula Additional Corroborating evidence as seen from Earth: Credit: NASA/Goddard/ASU ★HistoriCAL Thinking Curricula Directions: Answer each question below in a paragraph (5 well constructed sentences). Use specific examples from the lesson. Questions: How do Historians reconstruct the past? What types of evidence (primary and secondary sources) do they use? What can be some issues that Historians may have with some types of evidence? _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ ★HistoriCAL Thinking Curricula Modified Exit Slip Directions: Answer each question below in a paragraph (5 well constructed sentences). Use specific examples from the lesson. Don’t forget to capitalize the first letter of sentences, use proper punctuation and proofread your work (read it quietly back to yourself, does it sound right?) Questions: (a) How do Historians reconstruct (know what happened in the past) history? (b) What types of evidence (primary and secondary sources) do they use? (c) What can be some issues that Historians may have with some types of evidence? Possible sentence starters to use: Historians reconstruct historical events by ….. Historians use multiple types of evidence to understand what happened in the past, for example … Not all evidence can be completely reliable or credible, for example... _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ ★HistoriCAL Thinking Curricula Unit 1: Historical Thinking Skills 1.2 Evaluating Evidence Lesson Big Idea and Essential Question Duration Evaluating Evidence: What makes sources credible and reliable? Big Idea: Some evidence is more trustworthy than others Essential Question: What makes a source credible and reliable? Approximately 1 hour CA State History Standard: HistoriCAL Thinking Skill: Student Objective: Common Core State Standards (CCST) 2. Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. Students will determine which sources are credible and reliable by critically evaluating the strengths and weaknesses of different sources. Lesson Overview What do I want my students to learn? (Purpose of Lesson) After students understand what a claim is (lesson 1) students will examine how evidence can be used to prove/ support a claim, but before they do this they need to learn about how some evidence is stronger than others. Students will learn how strong evidence needs to be from credible and reliable sources, and when they are researching evidence to help support claims, the researcher must critically examine each source to determine its trustworthiness. Teaching and Learning Activities 1. In Student’s 1.0 Hidden History Journal students will read the definitions of credible and reliable sources and answer the two questions/ prompts under the section titled: Historical Thinking Skills: Interpreting Evidence Determining Credibility and Reliability of sources (Note the DHMO, is a fake website about Water). Discuss the responses as a class. 2. Distribute the 1.2.1 Evaluating Primary and Secondary Sources (HistoriCAL Handout) and read as a class. On the second page, read “Reading like a historian” and examine the questions historians ask when they consider a source (This will be further explained and taught in Unit 2). 3. Using this Handout students will be shown the 1.2.2 Reliability and Credibility Placards Presentation as a class or in small groups and they will discuss which evidence is stronger (using the handout on sourcing). Students may write their responses on lined paper or in their 1.0 Unit 1: Historical Thinking Skills Hidden History Journal or just discuss in small groups. 4. Students can practice their evaluation skills on their 1.0 Hidden History Journal section titled: Practice Evaluating Sources, by watching a video and reading through some websites to determine their strengths and weaknesses in their Journal and discuss as a class. Assessing Student Learning 5. After students complete their 1.0 Hidden History Journal and analyze the presentation students will complete the short 1.2.3 Exit slip. Their answers must attempt to examine reliability and reliability. Resources: 1.0 Hidden History Journal 1.2.1 Evaluating Primary and Secondary Sources 1.2.2 Reliability and Credibility Placards Presentation 1.2.3 Exit Slip on Evaluating Evidence W hen you examine Primary and Secondary sources consider the following: Primary Sources Questions to Consider Consider the following Who wrote/ produced the source? ❏ Did the person witness or participate in the event? ❏ Do they have special insight into the event that could give us a better understanding? ❏ What was this person’s occupation that may influence their account? ❏ What was this person’s religion, political stance, nationality, ethnicity, social class (etc.) that may influence their account? Why was it written or produced? ❏ Did this person know this information would be seen or read? (Example: newspaper or book) ❏ What was the intention of the source? To provide factual information, to influence people, to criticize someone or something or to intentionally mislead people? What time period was this produced? ❏ How does the time period influence the person's thoughts or actions? ❏ What did most people believe during this time period? ❏ Was their thoughts and actions similar to others at the time? Are there other sources available to corroborate (prove) its details? ❏ Is there additional evidence to support what the person wrote or said? Secondary Sources Questions to Consider Consider the following What type of source is it? Why was it produced? ❏ Why was this source created? Was the source intended to inform people, persuade people, or manipulate people? Is the author biased or one sided? ❏ What is the author’s religion, political stance, nationality, ethnicity, social class (etc.) that may influence their information? Did the author get all the facts rights? What sources did they use? ❏ Where did the author get their information? Are these sources trustworthy or are they biased or one-sided or incomplete? ❏ Are there other sources available to support their accounts? Are they credible? Can we trust them? ❏ Is this person an expert in their field or have a lot of experience about this topic? ❏ Do they have reputations of being trustworthy? ❏ Did they use multiple accounts to inform their work? Do they accurately cite their sources and/ or discuss their methods of they they attained the information? What time period was this produced? ❏ How does the time period influence the person's thoughts or actions? ❏ What did most people believe during this time period? ❏ Was their thoughts and actions similar to others at the time? ★HistoriCAL Thinking Curricula Reading like a Historian Steps: Step 1: Identify and evaluate the source Source: Gibbon, Edward. History of the Decline and Fall of the Roman Empire. Volume 1, 1782. 1. When was the source written? Is this a primary or secondary source? 2. (Research) Who is the author? Is he/she a credible source (Are they experts? Have they written books on the subject?) 3. What does the title tell us about the source? Infer from the title, what is the book about? 4. Could the author have bias (one sided) or have a reason to exaggerate, lie or mislead the reader? 5. Could the author be accidently mistaken or not present the full historical truth about the historical event? Step 2: Define unknown terms 1. Use context clues to guess the meaning of some terms 2. (Research) Use the internet to define key terms and write the synonyms/definitions in the margins (side) of the source or document. Step 3: Identify the main idea 1. In the margins, try to identify the main idea of the text. What is the whole paragraph about? Step 4: Identify the purpose of the text 1. Why did the author write the text? Is it to educate people? Is the purpose to convince someone of something? Where in the book is it located (Introduction, Conclusion)? 2. If it is a primary source: Why did someone write this down? Is it a journal or something that is private? Or, was it meant to be seen by someone? 3. If it is a secondary source: Is this a historical analysis (History book)? What primary sources did the author use? Step 5: Form questions 1. What unanswered questions do you have about the author or the text? 2. What cannot be answered from this text? ★HistoriCAL Thinking Curricula What evidence can we trust? If we make a claim, can any evidence be used to support it? Or is some evidence more trustworthy than others? How can we “judge” evidence? ★HistoriCAL Thinking Curricula Review: 1. What is a Claim? 2. What is evidence? 3. What types of evidence do historians use to recreate the past? ★HistoriCAL Thinking Curricula Directions: We will be evaluating which evidence is STRONGER to support a claim. In your small groups you will be given a placard with the “Claim” and two pieces of evidence from TWO different sources. Pick which source you think is more TRUSTWORTHY than the other to support your claim and explain why your group things so on a piece of paper. ★HistoriCAL Thinking Curricula (Example) Claim: It is Mary’s Birthday next Monday. Evidence #1: Mary’s birth certificate with her name and date of birth. Evidence #2: Mary’s friend Michael says he knows Mary’s Birthday. Questions to consider: Could it be real? Is it the “right” Mary? Questions to Consider: How long has Michael known Mary? Has Mary always been telling the truth about her age? Could Michael be lying about her “real” age? ★HistoriCAL Thinking Curricula Claim: The primary fall of Rome was due to Barbarian (outside) Invasion. Evidence #1: A college student’s report using historical evidence indicates the main reason for the fall of Rome was outside invaders. Evidence #2: Bryan Ward-Perkins, an archeologist and famous historian of the Roman empire, writes a published book entitled, “The Fall of Rome and the End of Civilization in 2005 providing archeological evidence of Barbarian invasions of Rome. 1 ★HistoriCAL Thinking Curricula Claim: Islam is the second largest religion in the world. Evidence #1: An Islamic newspaper headline says, “Islam is the second largest religion in the world.” Evidence #2: Data collected from Pew Research center from a variety of sources: surveys, census reports, population registers and other data sources. 2 ★HistoriCAL Thinking Curricula Claim: Mansa Musa was the most wealthiest man in history. Evidence #1: Evidence #2: An Internet blog about Wealthiest people in history. Writings and drawings about Mansa Musa from multiple eye witnesses about his wealth. 3 ★HistoriCAL Thinking Curricula Claim: The Great Wall of China cannot be seen from space. Evidence #1: Ask an astronaut if they saw the Great Wall of China from space. Evidence #2: Read the study published by NASA which used multiple measurements to determine if you could see the Great Wall from space. 4 ★HistoriCAL Thinking Curricula Claim: Montezuma (Aztec King) was killed by His own people. Evidence #1: A Spanish report on how the Aztec King died. Note: The Spanish invaded Montezuma’s city. Evidence #2: Multiple eyewitness accounts of both Native Aztecs and visitors from a neighboring city. 5 ★HistoriCAL Thinking Curricula Evaluating Sources Exit Slip Directions: Circle five of the BEST sources that may possibly be credible/ reliable sources to use for information about a historical event. Do not circle the sources that may be questionable or NOT credible/ reliable. a) A renowned expert with a PhD from a recognizable university b) A high school or college student’s research paper c) A movie published by a major motion picture distributor about an event d) An eyewitness written account of an event e) Archaeological/ historical evidence found at the site of the event f) A diary entry from an eyewitness the day of the historical event g) An opinion blog on the internet h) A not-for profit research institute that conducts empirical studies (based on evidence) Short Response Directions: Of the five sources you selected why do you believe that they are more trustworthy than the other sources. Be specific and use examples from our class activities. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ★HistoriCAL Thinking Curricula Answer Key: Exit Slip Directions: Circle five of the BEST sources that may possibly be credible/ reliable sources to use for information about a historical event. Do not circle the sources that may be questionable or NOT credible/ reliable. Short Response Directions: Of the five sources you selected why do you believe that they are more trustworthy than the other sources. Be specific and use examples from our class activities. Answers will vary. ★HistoriCAL Thinking Curricula Unit 1: Historical Thinking Skills 1.3 Analyzing Evidence Lesson: Big Idea and Essential Question: Duration: How to Analyzing and interpret Evidence Big Idea: Historians use evidence to defend claims Essential Question: How do you defend a claim with evidence? Approximately 1 Hour (with Homework to finish analysis) CA State History Standard: HistoriCAL Thinking Skill: Student Objective: Common Core State Standards (CCST) 2. Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 5. Evaluate evidence and utilize that evidence to support a claim or thesis (Historiography). Students will analyze various pieces of evidence on social media, develop a claim and utilize evidence to support a claim through historical analysis. Lesson Overview What do I want my students to learn? (Purpose of Lesson) Now that students understand what a claim is and the strengths and weaknesses of different types of sources/ evidence students will need to learn how to connect the two. The goal of the lesson is to teach students how to paraphrase evidence they found and logically connect it to their thesis to convince the reader their claim is accurate and well supported. Teaching and Learning Activities 1. Read the first page of the 1.3. 1 How to "analyze evidence" Student Analysis . As a class you can discuss what they think some possible answers are to the Research Question: What are the effects of teenagers using social media? As a class discuss the evidence and discuss how it can answer the research question. a. Optional: Students determine if that evidence is accurate (anecdotally) and complete the optional activity, determining how many of their “friends” on social media they have never met. 2. Students read through four pieces of evidence about social media use (2 are positive effects and 2 are negatives effects of social media Unit 1: Historical Thinking Skills use). Direct students to highlight 1-3 sentences that are the most convincing pieces of evidence to answer the research question a. Optional: As a class/ or in groups discuss the evidence and make a list of the positive and negative of social media use by teenagers. Ask which side is most convincing? Does the positives outweigh the negative effects or vise versa? Assessing Student Learning 3. Students will then pick a side and develop a thesis/ claim based on which piece of evidence is the strongest and most compelling. They will write their thesis/claim, select one piece of evidence and complete the 1.3.1 How to "analyze evidence"(Note there are two different versions, one as a graphic organizer). Resources: 1.3. 1 How to "analyze evidence" Student Analysis Claim, Evidence and Analysis Historians conduct research and search for credible and reliable sources to help reconstruct the past. They start off with a question (example: Why did this event happen?) and when they find enough credible and reliable evidence they develop a claim (example: This event happened because of ____.) Then they explain how that evidence defends and supports their claim. This last step is called historical analysis. What is Historical analysis? Historical analysis summarizes the evidence, but more importantly it connects the evidence to your Thesis statement (Claim). How does that evidence suitable and appropriate to defend your thesis (Claim)? Example Topic: Teens and social Media Research Question: What are the effects of teenagers using social media? Thesis: Teenagers who use social media tend to withdraw and isolate themselves from physical interaction with their peers. Evidence: “More than half of teens have made at least one new friend online. Fully 57% of teenagers have met a new friend over the internet, with nearly three-in-ten teens (29%) saying they have made more than five friends this way. But most of these relationships remain online, with a majority (77%) of all teenagers saying they have never met an online friend in person” (Pew Research Center, 2015) . Analysis part 1, Summary of Evidence: According to Pew Research, it shows that teenagers have made many “friends” online but in most instances they have never actually met their “friends” in person. Analysis part 2, Connect to Thesis: It appears that teenagers are being more sociable, by connecting with new people, but they do not physically interact with their online friends in person. Therefore, some teenagers may be isolated and lonely even though they have many “friends” on social media. ★HistoriCAL Thinking Curricula© Optional Activity Student Task (Optional): Check your social media accounts. a. How many people do you know REALLY well (Family and friends who you have known over 2 years) __________________ b. How many people are “acquaintances,” people who know, but don’t see or hang out with on a regular basis? _______________ c. How many people you have never met in person, but you feel like you know a lot about them based on the photos and information they share? _______________ d. How many people you “follow” are celebrities or people you will probably never meet? ______________ E. Total of all “friends”: _______________ Add up B & C & D=____________________and divide by total (E) number of “friends”: _____________ Multiply that number by 100=__________________is the percentage of the friends that are not truly “friends” (in the physical sense). Question: Is your personal experience similar or different to the evidence presented above (from Pew Research)? “...But most of these relationships remain online, with a majority (77%) of all teenagers saying they have never met an online friend in person.” ★HistoriCAL Thinking Curricula Student Activity Directions: You will consider different evidence, develop a thesis sentence and analyze the information about social media and teens. Topic: Teens and social Media Research Question: What are the effects of teenagers using social media? Evidence (Highlight 1-3 sentences that are the most convincing pieces of evidence to answer the research question) Does this article cite positive or negative effects of social media use? 1) “Half of all teens reported feeling addicted to their mobile devices, and 28 percent said their parents are addicted too, according to a nationally representative survey of 1,200 parents and children conducted by the non-profit media advocacy organization Common Sense Media. From the parents’ perspective, 59 percent of them feel that their teens are addicted to their mobile devices, and 27 percent feel that they themselves are addicted, too.” Source: Common Sense Media in The Huffington Post, 2016. 2) “Their enhanced contact with peers is remarkable, and contrary to fears, teens connect online mostly with people who are already in their offline life and report that their online interactions do not affect the extent of their face-to-face ones.” Excerpt From: Kaveri Subrahmanyam and David Šmahel. “Digital Youth.” Springer Science in Business Media, 2011. 3) “Just as adult women are often subject to more frequent and intense harassment online, teen girls are substantially more likely than boys to experience uncomfortable flirting within social media environments. Fully 35% of all teen girls have had to block or unfriend someone who was flirting in a way that made them uncomfortable, double the 16% of boys who have taken this step.” Source: Pew Research Center, “Teens, Technology and Romantic Relationships”, 2015 . 4) “A complicated picture of the effects of technology on family relationships is emerging. Teens report that the Internet has not changed the amount of interactions with their family and tools such as cell phones and social networking sites may even allow them to keep in touch with relatives and family members, with whom they otherwise would not interact. At the same, they may accelerate teens’ individuation and autonomy from their family and may even be a source of conflict within the home. When teens, as the digital natives, are more knowledgeable about technology than their digital immigrant parents are, we may see a reversal of traditional roles that may disrupt family relationships. Excerpt From: Kaveri Subrahmanyam and David Šmahel. “Digital Youth.” Springer Science in Business Media, 2011. ★HistoriCAL Thinking Curricula Student Task: Develop a Caim, Use Evidence and Analyze Quote Topic: Teens and social Media Research Question: What are the effects of teenagers using social media? Thesis/ Claim: (Example for evidence 1) Social networking among teenagers leads to social media addiction. Your Claim or thesis: _______________________________________________________________________ ________________________________________________________________________________________. According to _______________________________, “(Insert part of a quote here that proves your thesis statement) ________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________.” This indicates that (summarize what it means in your own words) ____________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________. (Now connect it your your research question/thesis) Therefore, this shows _____________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________. ★HistoriCAL Thinking Curricula Student Task: Develop a Claim, Use Evidence and Analyze Quote Modified Topic: Teens and social Media Research Question: What are the effects of teenagers using social media? Thesis/ Claim: Evidence: According to source, it states, “________.” Summary of evidence: This evidence indicates... Analysis: This evidence supports the claim because … Analysis help: Connect the evidence to your thesis and research questions. How does the evidence “prove” that your thesis/claim is accurate? ★HistoriCAL Thinking Curricula Unit 2: The Roman Empire 2.0 Rome Hidden Histories Journal 2.1 Building Context of the Roman Empire Lesson Plan 2.1.1 Rome: Context of Empire and Geography 2.1.2 How to read History: Context of Empire 2.2 Evaluating Julius Caesar’s Leadership and Assassination DBQ Lesson Plan 2.2.1 Caesar DBQ Question and Historical Evidence 2.2.2 DBQ Pre-writing Scaffold 2.2.3 Outline Scaffold for writing (Roman Empire) 2.2.4 Rubric to assess student’s Historical Essay 2.3 Rome as a Site of Encounter Lesson Plan Lesson Plan 2.3.1 Rome as a Site of Encounter Text Dependent Questions 2.3.2 Source Readings Placards 2.3.3 Google Presentation Template ★HistoriCAL Thinking Curricula The HIDDEN History In the Roman Empire Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Marginalized groups in Roman Society Introduction to the Roman Empire: Review 1. When you think of the Roman Empire what do you think of? 2. What does the class think of when they think of Rome? Power 1. (Your thoughts) Who typically has Power throughout history? 2. How would you define or explain Power ? 3. How do individuals or groups gain or keep Power ? 4. Have you ever felt that you have been in a position of power (like in school, sports, family, relationships, games etc.)? If so, when? If you have not been in a position of power how did that make you feel? 5. What can be the dangers of having too much power? Dictatorship of Rome (Political Power) ★HistoriCAL Thinking Curricula 1. What kind of government do we have in America? How do we select our leaders (Like the President)? 2. What makes a good leader? 3. What makes a bad leader? 4. Define “Dictator”using the internet: 5. Name some dictators throughout history (Past, Present or Fictional)? People of Rome: Rome as a site of encounter 1. Many people have called America “a melting pot” of people and customs. What does the phrase “melting pot” mean to you? 2. What are some strengths or positives of having a “melting pot” society? Teenagers of Rome 1. What is it like to be a teenager today? What are some positives about living in the 21st century and what are the negative aspects about living in the 21st century? 2. Watch Both videos on what it was like to be a teenager in Rome: Video 1 and Video 2 : What was it like to be a young teenager in Rome (Males and Females?) ★HistoriCAL Thinking Curricula 3. What are the major differences between your experience in America versus Rome? 4. What are the major similarities between your experience in America and in Rome? Who was on the Margins? (Off to the side in Roman Society) Slaves, Gladiators, Christians and Jews Slaves in Ancient Rome: “According to PBS “Most slaves during the Roman Empire were foreigners and, unlike in modern times, Roman slavery was not based on race. Slaves in Rome might include prisoners of war, sailors captured and sold by pirates, or slaves bought outside Roman territory. In hard times, it was not uncommon for desperate Roman citizens to raise money by selling their children into slavery. All slaves and their families were the property of their owners, who could sell or rent them out at any time. Their lives were harsh. Slaves were often whipped, branded or cruelly mistreated. Their owners could also kill them for any reason, and would face no punishment. Romans accepted slavery as the norm (as Normal).” Source: PBS, online. Source: PBS “The Roman Empire in the 1st Century.” PBS online . 1. Why do you think civilizations like Rome had slavery? 2. How or why could a society “accept slavery as normal”? 3. What is your reaction to how people who were forced to be slaves in the Roman Empire? 4. In this Video :It describes the brutal lives of Roman Slaves. What was life like for these people? ★HistoriCAL Thinking Curricula 5. Slavery in inherently violent. What could make a society accept violence as “normal”? Gladiators “According to Ancient Encyclopedia Online , “Gladiators most often came from a slave or criminal background but also many prisoners of war were forced to perform in the arenas...There were special gladiator schools set up throughout the Empire, Rome itself had three such barracks and Capua was particularly famous for the gladiators produced there. Agents scouted the empire for potential gladiators to meet the ever-increasing demand and fill the training schools which must have had a phenomenal turnover of fighters. Conditions in the schools were similar to any other prison, small cells and shackles for all, however, the food was better (e.g. fortifying barley) and trainees received the best possible medical attention; they were, after all, an expensive investment.” Source: Mark Cartwright. “Gladiator,” Ancient History Encyclopedia. Last modified November 06, 2012. http://www.ancient.eu /gladiator/. 6. Many sources “glorify” gladiators. What do you think the “real” lives of these gladiators were like? What do you think the people who were forced to fight felt, experienced and thought about being a “gladiator”? Christians Christians were commonly targeted by Emperors and demonized in the Roman empire. Many historians believe Christians were targeted because they did not take part in ritual sacrifice (like the Romans did), the religion was spreading quickly and Emperors were afraid Christianity would pose a challenge to their rule. The emperor Nero was particularly cruel to Christians, according to the Roman writer Tacitus writes about the brutal treatment under Nero: “In their very deaths (Christians) they were made the subjects of sport: for they were covered with the hides of wild beasts, and worried to death by dogs, or nailed to crosses, or set fire to, and when the day waned, burned to serve for the evening lights." Source: Tacitus. The Annals, XV: 44 . Tacitus recalled this events a few years after. Note: He was a non-Christian, who did not like Christians and Jews, 55-115 C.E. 7. What are your reactions to what Nero would do to a religious group? ★HistoriCAL Thinking Curricula 8. Have other religions been treated cruelly throughout history? 9. Are some religions treated differently in our society or world today? Why do you think people are treated differently based on their religion? 10. Why do you think an Emperor (or person in power) would be afraid of a religious group? Jewish Communities “Jews have lived in Rome for over 2,000 years, longer than in any other European city. They originally went there from Alexandria, drawn by the lively commercial intercourse between those two cities. They may even have established a community there as early as the second pre-Christian century, for in the year 139 B.C. the pretor (ruler) Hispanus issued a decree expelling all Jews who were not Italian citizens.” Source: Jacobs, Joseph and Schulim Ochser. “Rome.” Jewish Encyclopedia Online, originally published in 1906. 11. How were the Jewish people of Rome treated under the Roman ruler Hispanus? Summarize and Reflect 1. Who had power in Roman Society? 2. Who did not have power in Roman Society? 3. Why do you think there is less written about the people NOT in power? ★HistoriCAL Thinking Curricula 4. Do you see any patterns or parallels throughout history? 5. Do you think history would be told differently if it was told the people NOT in power? Or would it be the same story as someone in a position of power? Explain your reasoning. 6. Look in your TEXTBOOK. What does the textbook primarily focus on in Roman history? Is there any people missing? (Look at the titles of the Roman sections). 7. What questions or reactions do you have about Roman Society? About Power? ★HistoriCAL Thinking Curricula Topic: Roman Empire 2.1 Building Context of the Roman Empire Lesson Big Idea and Essential Question: Duration: Establishing Context: Geographically Situating the Roman Empire and how to read like a historian Big Idea: Every place has a particular location and a unique set of physical and human characteristics. Essential Question: How did the environment and technological innovations affect the growth and contraction of the Roman Empire? Approximately 1 1/2 Hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. 7.1.2. Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 3. Describe the importance of contributions from past civilizations and cultures. (Part 1) Students will examine why the study of Rome is important by learning how to analyze historical evidence (Primary and secondary sources) (Part 2)Students will learn how to read like a historian by analyzing historical text. Lesson Overview What do I want my students to learn? (Purpose of Lesson) The purpose of the lesson is for students to learn what “context” is and how to read historical text. Teaching and Learning Activities 1. (Part 1) Introduce “Context”: Write word on the board. Explain that Context just means “the setting” or “background details” surrounding an event. Explain, “today we will be examining why learning about the Roman Empire is important and review where “Rome” is geographically. 2. Project 2 .1.1 Rome: Context of Empire. On your ELMO and as a class annotate the document. Call on a student to read the “source” first. (Note: The author William Morey was an American historian who specialized in latin and history. Before he was a professor he served in the Civil War, Union army). Instruct students to now highlight the evidence he provides on why the study of Rome is important. 3. Students answer 1-5 in small groups. The goal of Questions 3-4 is to show that there are other great civilizations; however, Morey only cites three civilizations as being “remarkable”. He is essentially ranking civilizations, discuss how this perspective is biased (one sided). 4. (Part 2) Geography of the Roman Empire. Project 2. 1.1 Rome: Context of Empire (Page 2, Geography Reading) on the ELMO. As a class read the introduction. Technically, this should be review from 6th Grade history, so remind students this is a review. Student Task: Students will highlight or underline each location mentioned in the short excerpt by Christopher Kelly. 5. (Student Task) Students will find the following locations using their textbook and/or internet and on a blank map (printed) students will label each location. Topic: Roman Empire Assessing Student Learning 6. Student’s complete map and turn in. 7. Exit Slip: On board write “What is Context” and students will discuss in class and respond in an exit slip. 8. (Optional): (a) Students color map and create a key. (b) Students create a google slide presentation on each location 9. To teach students how to “read like a historian” students will analyze a secondary source from the historian Edward Gibbon 2.1.2 How to read Historically: Context of Empire. As a class read through the directions and the secondary source. Students can read independently and using a device in small groups can make meaning of the underlined words in the reading (look up words online and discuss in a small group or as a class, show students how to write in the margins). Part 2: 10. In the second part of the lesson, students will learn the steps to read a historical source. As a class read the steps and as a class go through every step and write in the margins or on a lined piece of paper. Allow students to look up key words or information about the author. Explain to the students that we cannot just “accept” the information, but rather “interrogate” the text for information. Resources 2.1.1 Rome: Context of Empire 2.1.2 How to read Historically: Context of Empire The Roman Empire: An Introduction to Empire Why is the study of Rome Important? “As we begin the study of Roman history, we may ask ourselves the question, Why is this subject important and worthy of our attention? It is because Rome was one of the greatest powers of the ancient world, and has also exercised a great influence upon nearly all modern nations. There are a few great peoples, like the Hebrews, the Greeks, and the Romans, who have done much to make the world what it is. If these peoples had never existed, our life and customs would no doubt be very different from what they are now. In order, then, to understand the world in which we live to-day, we must study these world-peoples, who may have lived many centuries ago, but who have given to us much that makes us what we are—much of our language, our literature, our religion, our art, our government and law.” Source: Morey, William C. Outlines of Roman History: To the Revival of the Empire by Charlemagne. New York: American Book, 1901. Print. Answer the following questions based on the text above Use the sentence starters for questions 1-2: “According to Historian William Morey … ” 1. What does the historian William Morey claim/argue in the passage above (what is the main idea of the paragraph)? 2. According to William Morey why is the study of Rome Important? 3. William Morey states, “There are few great people …” which three groups does he consider “great”? 1.__________________________ 2._________________________3._______________________ 4. (Discuss with your group and respond to the question) What other groups of people or civilizations do you consider great in History? ( Hint: Think back from 6th Grade History ) 5. (Discuss with your group and respond to the question) What makes a civilization “great” or “remarkable”? ★HistoriCAL Thinking Curricula Geographical Setting Building Background Knowledge Geography: Europe The Roman Empire was one of the largest empires in history. Rome began as just a small walled city on the Palatine hill by the Tiber River in modern day Italy and grew into a mighty Empire. At the Empire’s height under Emperor Trajan, Rome spanned three continents: Europe, Asia and Northern Africa, with almost 60 million inhabitants . Highlight or underline each location as you read. Historian Christopher Kelly described the height of the Empire, “Then the empire stretched from Hadrian's Wall in drizzle-soaked northern England to the sun-baked banks of the Euphrates in Syria; from the great Rhine–Danube river system, which snaked across the fertile, flat lands of Europe from the Low Countries to the Black Sea, to the rich plains of the North African coast and the luxuriant gash of the Nile Valley in Egypt. The empire completely circled the Mediterranean ... referred to by its conquerors as mare nostrum —”our sea.” Source: Kelly, Christopher. Ruling the Later Roman Empire. Belknap of Harvard University Press, 2004. Student Task: Locate the following locations, key points on the map using resources from your textbook or internet. Label on a blank map or insert images into a Google Slide presentation of each location for the Roman Empire. Continents: Europe Africa Asia Oceans and Seas: Mediterranean Sea Atlantic Ocean Black Sea Red Sea Medieval Territories: Italy Gaul Germania Britain Egypt Mesopotamia Macedonia Major Rivers: Danube River Rhine River Cities: Rome Byzantium Alexandria Jerusalem Man Built Structures: Hadrian’s Wall Mountain Ranges: Alps ★HistoriCAL Thinking Curricula How to Read like a Historian Directions: Reading historical sources is a skill that takes time to develop. Each historical source comes with a different author, a different context (time period), a different purpose, and different perspectives. When you read historical evidence (primary and secondary sources) follow these steps to help you make meaning from historical text. Reading like a historian steps: 1. Identify and evaluate the source 2. Define unknown terms 3. Identify the main idea 4. Identify the purpose of the text 5. Form questions Chapter 1: Introduction “In the second century of the Christian era , the empire of Rome comprehended the fairest part of the earth , and the most civilized portion of mankind . The frontiers of that extensive monarchy were guarded by ancient renown and disciplined valor. The gentle but powerful influence of laws and manners had gradually cemented the union of the provinces . Their peaceful inhabitants enjoyed and abused the advantages of wealth and luxury. During a happy period of more than fourscore years , the public administration was conducted by the virtue and abilities of Nerva, Trajan, Hadrian, and the two Antonines. It is the design of this, and of the two succeeding chapters, to describe the prosperous condition of their empire; and after wards, from the death of Marcus Antoninus, to deduce the most important circumstances of its decline and fall ; a revolution which will ever be remembered, and is still felt by the nations of the earth.” Source: Gibbon, Edward. History of the Decline and Fall of the Roman Empire. Volume 1, 1782. ★HistoriCAL Thinking Curricula Reading like a historian steps: Step 1: Identify and evaluate the source Source: Gibbon, Edward. History of the Decline and Fall of the Roman Empire. Volume 1, 1782. 1. When was the source written? Is this a primary or secondary source? 2. (Research) Who is the author? Is he/she a credible source (Are they experts? Have they written books on the subject? What do other historians say about them?) 3. What does the title tell us about the source? Infer from the title, what is the book about? 4. Could the author have bias (one sided) or have a reason to exaggerate, lie or mislead the reader? 5. Could the author be accidently mistaken or not present the full historical truth about the historical event? Step 2: Define unknown terms 1. Use context clues to guess the meaning of some terms 2. (Research) Use the internet to define key terms and write the synonyms/definitions in the margins (side) of the source or document. Step 3: Identify the main idea 1. In the margins, try to identify the main idea of the text. What is the whole paragraph about? Step 4: Identify the purpose of the text 1. Why did the author write the text? Is it to educate people? Is the purpose to convince someone of something? Where in the book is it located (Introduction, Conclusion)? 2. If it is a primary source: Why did someone write this down? Is it a journal or something that is private? Or, was it meant to be seen by someone? 3. If it is a secondary source: Is this a historical analysis (History book)? What primary sources did they use, are they cited? Step 5: Form questions 1. What unanswered questions do you have about the author or the text? 2. What cannot be answered from this text? 3. Do you agree with the author or disagree? Why? ★HistoriCAL Thinking Curricula Unit 2: Roman Empire 2.2 Evaluating Julius Caesar’s Leadership and Assassination Lesson: Big Ideas and Essential Question: Duration: Establishing context of Empire: How did Leaders rise and fall in Rome? Big Idea: Power is present in all forms (Optional) Absolute power can corrupt absolutely Essential Question: How did the Senators justify Julius Caesar's assassination? Approximately 2-3 Hours (2-3 class times) With homework (for writing essay) CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. 7.1.1 Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news). 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create a historical claim/thesis to defend a historical narrative. (Part 1) Students will determine why Caesar was assassinated by analyzing primary and secondary sources. (Part 2) Students will evaluate the reasons why Caesar was assassinated by creating a thesis and supporting their thesis with historical evidence in an essay. Lesson Overview Important Note: This is a macabre lesson (after all it’s about murder). Be cognizant that some students may have trauma in their backgrounds in which they have experienced a loss of a loved one from violence. Preface the lesson for students, by explaining the importance of discussing death and how we should never trivialize or mock death. This is an important lesson about the dangers of dictators, greed, power, risks of leadership, ethics and politics. What do I want my students to learn? (Purpose of Lesson) By the end of the lesson students will analyze primary and secondary sources, develop a claim (thesis) and defend their claim with appropriate historical evidence in a four paragraph essay. Teaching and Learning Activities Unit 2: Roman Empire In 2.0 Unit 2 Hidden Histories Introduce the lesson by having students define “Dictator” and find famous “Dictators” throughout history (They can search online) and write into their student portfolio. Discuss as a class the dangers of dictatorship. Pose questions, like: “Are there any ‘good’ dictators?” “Why would some people support ‘dictators?” “What makes a diacator different than a President?” Explain that they will be learning about one of the most famous dictators of all time, Julius Caesar. (ELLs) Define key terms prior to the lesson: Assassination, justified, just, Senator, dictator, dictatorship, Republic, military ruler. 1. Students conduct research themselves about Julius Caesar's life using the internet and take notes and read the timeline. 2. 2.2.1 Read the student materials (DBQ). As a class read Sources 1-2 and annotate as a class. Depending on the needs of your class, students may answer text dependent questions independently, in groups or as a class. Note: Remember to discuss sources. Why are some sources more believable, reliable or credible than others? a. Highly Scaffolded: Pose the questions as “Why did the Senators want to kill Caesar.”Use the DBQ scaffold to show students how to identify evidence for their claim and utilize the writing scaffold to write the 4 paragraphs. Chunk the text by only working on one source at a time. Discuss each source as class and pose the question after each source, “Why would a senator want to assassinate Caesar based on this source?” 3. After students answer all of the text dependent questions, students will then fill out 2.2.2 DBQ Scaffold and begin writing their 4- paragraph essay to answer the question: How did the Senators justify Julius Caesar's assassination? a. (Accelerated Learners) Students may not be satisfied with the five sources presented, challenge your students to find additional information to determine How did the Senators justify Julius Caesar's assassination? Assessing Student Learning 4. Students use the 2.2.3 outline to help scaffold their writing 5. Students will write a 4 paragraph essay trying to answer the DBQ question, typed up and submitted for grading. 6. 2.2.4 Rubric to assess student’s work Resources c2.0 Unit 2 Hidden Histories 2.2.1 Caesar DBQ Question and Historical Evidence 2.2.2 DBQ Pre-writing Scaffold 2.2.3 Outline Scaffold for writing 2.2.4 Rubric to assess student’s Essay Online Resources 1. BBC Primary History http://www.bbc.co.uk/schools/primaryhistory/romans/city_of_rome/ 2. Gallic War by Julius Caesar http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Caesar/Gallic_War/home.html 3. Classics by MIT (Translations) Plutarch http://classics.mit.edu/Plutarch/caesar.html Optional: Examining current dictatorships allows for students to see the risks and dangers of dictatorships. It also shows the consequences of the lust for power that can corrupt or make people do unspeakable things. Unit 2: Roman Empire History Fun: Discuss republics in fiction (Star wars); and dictatorships in fiction: Harry Potter and Star Wars. Document Based Question: Julius Caesar Question: How did the Senators justify Julius Caesar's assassination? Source: Von Piloty, Karl. The Murder of Caesar. Lower Saxony State Museum, 1865. Building Context (Background) Rome was ruled by a Roman general named Julius Caesar around 2000 years ago. He is a controversial figure in history because of his illustrious military career, his savvy political maneuverings, his writings, his many complicated relationships and of course the way he died. Many people of Rome adored and worshiped Caesar, many despised and feared how he consolidated power and became dictator. He was assassinated in broad daylight by sixty senators. After Caesar was killed, Cassius and Brutus, two of the assassins fled and tried to raise an army to fight Caesar's adopted son Octavian inherited Julius Caesar's fortune and became Rome’s new leader and Marc Anthony (his good friend). Octavian would win the war and become the first Emperor of Rome at the age of eighteen. Your mission: To determine, based on the evidence, How did the Senators justify Julius Caesar's death? ★HistoriCAL Thinking Curricula Establishing Context: Timeline of Caesar's life July, 12th 100 BCE Julius Caesar is born 84 BCE Elected to be a Flamen Dialis (powerful position) with the help of his uncle C. Marius 84 BCE Marries Cornelia (first wife) 80 BCE Won the "civic crown" of oak ‑leaves for saving a Roman's life at the storming of Mitylene. 76 BCE Elected to Tribunus Militum 67 BCE Married (2) Pompeia, Pompey's cousin (they divorce in 62 BCE over the “Bona Dea” scandal). Helped to carry Lex Gabinia, giving Pompey command against the Mediterranean pirates. 62 BCE He became Praetor: suspended by the Senate for opposition but at once restored with an apology. 60 BCE Formed with Pompey and Crassus "The First Triumvirate" (An alliance between the three men in which they ruled together). 59 BCE Married (3) Calpurnia (remains married to help until his death) Caesar's daughter Julia married to Pompey. She dies in 55 BCE in childbirth. 58-51 BCE Caesar leads successful Military Operations in Gaul, Germany and Britain. 49 BCE Senate decreed that Caesar should disband his army: He refused and he crossed the Rubicon river, which meant civil war (he was going to attack Rome). 49- 44 BCE Declares himself dictator and remains dictator until his assassination. 47 BCE Meets Cleopatra and makes her “Queen of Egypt” and gives birth to Caesar's son, nicknamed Caesarion. March 15, 44 BCE Caesar is assassinated by the Senate ★HistoriCAL Thinking Curricula Document Based Question: Julius Caesar Question: How did the Senators justify Julius Caesar's assassination? In other words: What were the reasons why the Senators killed Caesar? Introduction The Assassination of Julius Caesar “...[Caesar] calling in Greek to his brother, bade him come and help. And by this time, finding himself struck by a great many hands, and looking around about him to see if he could force his way out, when he saw Brutus with his dagger drawn against him, he let go Cascas hand, that he had hold of and covering his head with his robe, gave up his body to their blows. And they so eagerly pressed towards the body, and so many daggers were hacking together, that they cut one another; Brutus, particularly, received a wound in his hand, and all of them were besmeared with the blood.” Source: Plutarch: The Assassination of Julius Caesar, from Marcus Brutus (excerpts). Directions: Highlight in YELLOW evidence that indicates that Julius Caesar's assassination would be JUSTIFIED . Highlight in PINK evidence that indicates Julius Caesar's assassination would not be justified. Source 1 While Caesar was in Gaul (trying to gain more territory for the Roman Empire) he ordered some laws to be carried out while he was away (BC 58-521). (Law 1) “Caesar passed a law that grain should hereafter be distributed to the Roman people free of all expense.” (Law 2) “To carry out the second part of his task was not so easy—to remove from the senate its chief leaders.” Source: Morey, William C. Outlines of Roman History: To the Revival of the Empire by Charlemagne. New York: American Book, 1901. 1. Why would the people of Rome like and respect Caesar? 2. Why would the people of Rome not respect Caesar? Source 2 “...And the period of those wars which he now fought, and those many ...expeditions in which he conquered Gaul, showed him to be a soldier and general not in the least inferior to any of the greatest and most admired commanders who had ever appeared at the head of armies. For if we compare him with the Fabii, the Metelli, the Scipios, and with those who were his contemporaries, or not long before him, Sylla, Marius, the Luculli, or even Pompey himself, whose glory, it may be said, went up at that time to heaven for every excellence in war, we shall find Caesar's Actions to have surpassed them all.” ★HistoriCAL Thinking Curricula Source: Plutarch, 75 CE. 3. What is Plutarch’s claim/argument about Julius Caesar? Source 4 “Caesar was proclaimed the Father of his Country and chosen dictator for life and consul for ten years, and his person (body) was declared sacred and inviolable. It was decreed that he should transact business on a throne of ivory and gold; that he should himself sacrifice always in triumphal costume; that each year the city should celebrate the days on which he had won his victories; that every five years priests and Vestal virgins should offer up public prayers for his safety; and that the magistrates immediately upon their inauguration should take an oath not to oppose any of Caesar's decrees. In honour of his birth the name of the month Quintilis was changed to July. Many temples were decreed to him as to a god, and one was dedicated in common to him and the goddess Clemency, who were represented as clasping hands. Thus whilst they feared his power they sought his clemency.” Source: Appian. The Civil Wars, Book II. 165 CE. 4. List three changes Julius Caesar made as Dictator. What change would make you disagree with the most and why (if you were a senator or citizen of Rome)? Source 5 “The arrival of Caesar was welcomed by all the boroughs and colonies with honour and affection beyond belief; for it was his first coming since the glorious campaign against a united Gaul. Nothing was omitted (left-out) that wit could devise for the decoration of gates, roads, and every place where Caesar was to pass. The whole population, with the children, went forth to meet him, victims were sacrificed everywhere, festal couches, duly spread, occupied market-places and temples, so as to anticipate, if possible, the joy of the triumph so long, so very long expected. Such was the magnificence shown by the richer folk, such the eagerness of the humbler sort.” Source: Caesar, Julius. Caesar: Gallic War . 52-51 BCE. 5. Should we trust this source? Why or why not? 6. If this account is accurate, how does this help answer the DBQ? ★HistoriCAL Thinking Curricula What is the Question you will investigate?______________________________________________________________________________________________ Historical Thinking Questions Your Response Establishing Context: 1. When did this event happen? 2. Where did this event happen? 3. What happened and why did it happen? 4. Who was involved? Dissecting the Question: 5. Define 2 important words that are in the question: 6. Rephrase the question in your own words: 1 Finding Evidence: 7. Select three pieces of evidence, or quotes that would help answer the DBQ question. Make sure they would support an answer to your DBQ question. (Ask yourself: Does this evidence help answer the question?) Note: Write the Author’s last name and year of publication at the end, example: “This is a great piece of evidence” (Epictetus, 120). Evidence (Quote from text) and source 1. 2. 3. Develop a Claim/Thesis Based on your Evidence: 8. Based on the evidence, what do you think the answer is to the DBQ question? 2 How did the Senators justify Julius Caesar's assassination? (Why did the senator's murder him?) Paragraph 1 Introduction: Set the stage. When, where, who and what happened? Explain the assassination of Caesar and pose the question: How did the Senators justify Julius Caesar's assassination? Write your thesis (Claim) The senators assassinated Julius Caesar because _________ and____________. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 2 The Senators justified Julius Caesar's assassination because ___________________(evidence 1). According to __________, he states, “Quote from text.” This indicates that…..(Explain how that quotation proves your claim). ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 3 The Senators justified Julius Caesar's assassination because ___________________(evidence 2). According to __________, he states, “Quote from text.” This indicates that…..(Explain how that quotation proves your claim). ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 4 Conclusion: Restate your claim (The senators assassinated Julius Caesar because _________ and____________.) How may the people of Rome feel about his death? What happened after his Death? Describe the importance of this event in Roman history and/or connect today. Why should Caesar's life and death be examined, what can we learn from it? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula DBQ Essay Scoring Rubric Category Mastery (4) Proficient (3) Developing (2) Novice (1) Introduction Includes an introduction that accurately establishes context (Who, what, where, when, who) and restates the Document based Question. Student included a strong, factual introduction with many details about the context of the question. Student included detailed background information with dates, locations, people and events leading up to the DBQ question and Thesis statement. Student included a factual introduction with a few details about the context of the question. Student included 2-3 sentences of background information with some dates, locations, people and events leading up to the DBQ question and Thesis statement. Student included very few details in their introduction. Student included 1-3 sentences of background information, but did not adequately explain the context (background) of the question. And/ or Student’s introduction did not include a restatement of the DBQ Question. Student did not include details about the historical situation. And/ or student did not include factual or accurate information and student did not include a restatement of the DBQ question. Thesis Statement Presented a historically accurate thesis statement that responds to the Document Based Question in the Introduction. Student included a historically accurate and consistent thesis statement in the introduction that satisfactorily answers the DBQ question. Student included a historically accurate thesis statement in the introduction but may not satisfactorily answer the DBQ question. Student attempted to included a historically accurate thesis statement in the introduction but students did not adequately answer the DBQ question and/or part of their thesis is historically inaccurate. Student did not attempt to include a thesis statement and/or their Thesis did not answer the DBQ question. Provided Historical Evidence Uses multiple pieces of evidence from the documents and sources that accurately supports the thesis statement and is appropriately cited. Student included 1-2 pieces of evidence from a wide range of sources that accurately supports their thesis statement per paragraph. The evidence provided is appropriately cited and referenced. Student included 1-2 pieces of evidence from multiple sources that supports their thesis statement per paragraph. The evidence provided is appropriately cited and referenced. Some evidence may not accurately or sufficiently support their thesis. Student attempted to include evidence that supports their thesis but the evidence does not support thesis. Student only included 1-2 pieces of evidence throughout their essay and/or was not cited or references correctly. Student either put evidence that did not support their thesis or did not attempt to provide evidence in their essay. Document (Source) Analysis The evidence is evaluated and a discussion about how the evidence supports the thesis is presented. Student’s evidence is accurately and extensively evaluated and a discussion about how the evidence supports the thesis is presented in every body paragraph. The student’s evidence is accurately discussed and connects the evidence to the thesis statement. The student’s evidence is discussed but misinterprets the evidence and/or did not adequately connect to their thesis statement. Student did not attempt to analyze or evaluate their evidence and/ or their interpretation conflicts with their thesis statement. Conclusion Includes a restatement and summary of the thesis and evidence. Conclusion discusses the importance of the question/topic and why it is worthy of examination. Student included a restatement and summary of their thesis and evidence. Student’s historical argument is convincing and consistent. Conclusion discusses the importance of the question/topic and why it is worthy of examination. Student included a restatement and summary of their thesis and evidence. Conclusion discusses the importance of the question/topic. Student included a summary of their thesis and evidence but did not discuss why the topic/ question is important and/ or their summary contradicts their thesis. Student did not attempt to summarize or restate their thesis and/ or did not connect to the topic importance. Unit 2: Roman Empire 2.3 Rome as a Site of Encounter Lesson: Big Idea and Essential Question: Duration: Romeas a site of encounter (A site where people, ideas, culture, goods converge) Big Idea: New encounters produce new ideas Essential Question: How was Rome a site of encounter? Approximately 1 hour plus 1 hour Homework CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.1 Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news). 3. Describe the importance of contributions from past civilizations and cultures 4. Relate and connect the values, social customs and traditions of the past to the student’s personal experiences. Day 1: Students will analyze multiple secondary sources to determine how Rome was a site of Encounter and examine how all Romans lived. Day 2: Students will compare the similarities and differences of United States and Rome as sites of encounter and exchange. Lesson Overview What do I want my students to learn? (Purpose of Lesson) Students will be able to describe how Rome was a site of encounter that led to a convergence of different people, ideas, goods after students analyze primary and secondary sources. Teaching and Learning Activities 1. Students read Handout 2.3.1 Worksheet and activities and highlight the contributions of Rome. Students will answer the three questions. Break down “Site of encounter” and use these phrases interchangeably: A place where people experience new things, ideas, technology, cultures. A place of interaction. 2. Provide students with a link to the website and students will go through the website at their own pace (This can be used as a flipped approach and can be done as homework, although it would take around 2 hours to complete). If your classroom does not have internet, print out the readings (Resource 2.3.2 Source Readings Placards ) 3. Students will discuss in their groups how these sites of encounter facilitate trade, new ideas, and convergence of cultures (Closure). Checking for Understanding: Evaluation Unit 2: Roman Empire 4. Extension activity: Compare Rome and the United States by creating a google slide presentation (2.3.3 Google Presentation Template). Rome had a very multicultural society and so does America. Students should discuss the contributions of different cultures and how our society benefits from patterns of interactions. (Accelerated Learners: GATE icons should be referenced and used. Discuss patterns, parallel, convergence, and impact) Resources: 2.3.1 2.3.1 Rome as a Site of Encounter Text Dependent Questions 2.3.2 Source Readings Placards 2.3.3 Google Presentation Template (Optional) Website Rome: Site of Encounter Highlight the Achievements and Contributions of Rome. How was Rome a site of encounter? A site of encounter is a place where people of different cultures meet and exchange products, ideas, and technologies. At the site of encounter, new products, ideas, and technologies are often created because of the exchange. Rome was a multicultural empire. Romans spoke Latin, but they conquered Egyptians, Greeks, Syrians, Jews, Celts and Gauls, people who spoke Greek, Aramaic, Hebrew, and hundreds of other languages, and followed dozens of religions. Roman emperors built up the city of Rome to bring together the best from their empire and the world. Residents benefited from sophisticated art, architecture, and engineering. For example, the Romans constructed huge aqueducts to bring water to cities from many miles away. Imports of grain and olive oil fed the city of between one and two million people at its height. The city featured a Colosseum for gladiatorial contests, a race track, theaters, baths (for both bathing and socializing), and elegant forums with markets and law courts. Many great thinkers and writers, such as Pliny the Elder, Juvenal, Plutarch, and Virgil, lived and wrote during the Roman Peace (Pax Romana), the two centuries of prosperity that began with the reign of Augustus Caesar (27 BCE-14 CE). However, this prosperity was based on riches from conquest and slave labor on large agricultural estates that provided food and luxuries for the cities. Wealthy Romans also purchased luxuries, such as silk from China, medicines and jewels from India, and animals from sub-Saharan Africa, brought into the empire by merchants on the Silk Road and other Afroeurasian trade routes. Source: (CA State Standards, 2017) Text dependent Questions: 1. What do you think the phrase means “cultures meet and exchange products, ideas and technologies”? What types of things/ ideas would people exchange? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ 2. (Your thoughts) What do you think the benefits are of having a “Multicultural empire.” ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ 3. How did Rome become prosperous? Is there anything unethical/ wrong about this? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ★HistoriCAL Thinking Curricula Roman Empire: Site of encounter Directions: On a lined piece of paper answer each question in complete sentences. You must reference the text (Cite evidence). 1. Draw the Social Structure of Rome based on the Reading of the social structure of Rome. a. How did the laws governing slavery change over time? 2. Describe how each site mentioned would encourage and promote “encounter.” a. How did Roads help produce new encounters? b. How Aqueducts produce new encounters? c. How did the Baths produce new encounters? 3. How does commerce and trade encourage and facilitate “encounter”? 4. How did entertainment promote new encounters? 5. Poverty of Rome: What did “people of Rome” encounter on a daily basis? Short Response (Summarize) How was the Roman Empire a “site of encounter”? Sentence starter: “The Roman Empire was a site of new encounters, for example …” ★HistoriCAL Thinking Curricula 1. Site of Encounter: Society (Social Structure) Social Classes “[Rome] had an aristocratic class, made up of the senators [politicians] and equites [wealthy knights]; a poor citizen class, made up of the city rabble and the country farmers about Rome; and then a disenfranchised [oppressed] class, made up of the Latins, the Italians, and the provincials, besides the slaves.” (Morey, 1901) Slavery “(In the beginning of the Roman Republic) According to the strict principles of the Roman Law, it was a consequence of the relation of Master and Slave that the Master could treat the Slave as he pleased: he could sell him, punish him, and put him to death. (Under Claudius) The same Constitution also prohibited the cruel treatment of slaves by their masters, by enacting that if the cruelty of the master was intolerable, he might be compelled to sell the slave; and the slave was empowered to make his complaint to the proper authority . A Constitution of Claudius enacted that if a man exposed his slaves (treated them cruelly), who were infirm (sick or disabled), they should become free; and the Constitution also declared that if they were put to death, the act should be murder. It was also enacted that in sales or division of property, slaves, such as husband and wife, parents and children, brothers and sisters, should not be separated.” (Murray, 1875) ★HistoriCAL Thinking Curricula 2. Site of Encounter: Engineering The Reign of Trajan (AD 98-117) “Trajan and Public Works and Buildings.—Rome and Italy and the provinces all received the benefit of Trajan’s wise administration; and the empire reached its highest point of material grandeur. Roads were constructed for the aid of the provincials (people). He restored the harbors of Italy, and improved the water supply of Rome. He built two new baths, one of which was for the exclusive use of women. The greatest monument of Trajan was the new Forum, in which a splendid column was erected to commemorate his victories.” (Morey, 1901) ★HistoriCAL Thinking Curricula 3. Site of Encounter: Trade and Commerce The Reign of Hadrian (A.D. 117-138) “The different provinces of the empire were also brought into closer communication by means of the increasing commerce, which furnished one of the most honored pursuits of the Roman citizen. The provinces encircled the Mediterranean Sea, which was now the greatest highway of the empire. The sea was traversed by merchant ships exchanging the products of various lands. The provinces of the empire were thus joined together in one great commercial community.” (Morey, 1901) “The wealthy classes vied with one another in procuring the rarest delicacies from Italy and other parts of the world.” (Morey, 1901) ★HistoriCAL Thinking Curricula 4. Site of Encounter: Entertainment The Circus Maximus “In the latter days of the republic, when the distinction between patricians and plebeians had practically ceased to exist, the plebeians sat in the Circus Maximus. The enthusiasm of the Romans for these races exceeded all bounds. Lists of the horses, with their names and colours, and those of the drivers, were handed about, and heavy bets made upon each faction; and sometimes the contests between two parties broke out into open violence and bloody quarrels, until at last the disputes which originated in the circus, had nearly lost the Emperor Justinian his crown.” (Gibbon, 1776 ) The Colosseum (Flavian Amphitheatre) “When a gladiator was wounded, the people called out habet or hoc habet; and the one who was vanquished lowered his arms in token of submission. His fate, however, depended upon the people, who pressed down their thumbs if they wished him to be killed, and ordered him to receive the sword, which gladiators usually did with the greatest firmness.” (Smith, 1853) ★HistoriCAL Thinking Curricula 5. The poor of the Roman Empire Everyday life: “Poverty throughout the city was apparent, whether through one’s lack of education or manner of dress, and life in these tenements reflected this disparity. The floor on which a person lived depended on one’s income. The lower apartments - the ground floor or first floor of an insulae - were far more comfortable than the top floors. They were spacious, containing separate rooms for dining and sleeping, glazed windows, and, unlike the other floors, the rent was usually paid annually. The higher floors, where rent was paid by the day or week, were cramped, often with only one room to a family. A family lived in constant fear of eviction. They had no access to natural light, were hot in the summer and cold in the winter with little or no running water - this even meant a latrina or toilet. While the city’s first sewer system or Cloaca Maxima had appeared in the six century BCE, it did not benefit those on the upper floors (lower floors had access to running water and indoor toilets). Refuse, even human waste, was routinely dumped onto the streets, not only causing a terrible stench but a breeding ground for disease. For many, the only alternative was to use the public toilets. Combine the lack of street lights (there was no foot traffic at night due to the high crime rate), the decaying buildings, and the fear of fire, life on the upper floors of the tenements was not very enjoyable for many of the poor.” (Wasson, 2013) ★HistoriCAL Thinking Curricula Essential Questions How was The Roman Empire a site of Encounter? How is America a site of Encounter? Parallel: Can you find a parallel between Rome and America? How do they share common characteristics? Directions 1. With your partner discuss what the topic is, and then find how Rome and USA are similar or different. 2. Find Images/ graphics for Rome to illustrate what you discussed. 3. As a summary discuss the similarities and differences. 4. Is America a site of Encounter? Military (Example) Rome USA Example: The Roman Legion led to territorial conquest and that led to a movement of people and soldiers. In America we have the Army, Navy and Airforce, they travel around the world to help in crisis. The soldiers and the people they encounter, encounter new cultures and ideas. Society: Social Structure Rome USA Religion Rome USA Food Rome USA Entertainment Rome USA Multiculturalism Rome USA Economy/ Trade Rome USA Great Thinkers/ People who influence culture Rome USA Engineering Rome USA Summary: How was The Roman Empire a site of Encounter? How is America a site of Encounter? Do they share any common characteristics? Unit 3: Islamic Civilizations During the Middle Ages 3.0 Hidden History Journal (Islam) 3.1 Deconstructing Misconceptions of Islam Lesson Plan 3.1.1 Anticipatory Guide Handout/ Half slip 3.1.2 Anticipatory Guide Response Guide (to accompany Evidence Placards) 3.1.3 Evidence Placards: Deconstructing Misconceptions (Sources) 3.2 Critically Examining Primary and Secondary Sources Lesson Plan 3.2.1: Ibn Battuta's Account, determining issues with reliability Close Reading 1.2.1 Evaluating Primary and Secondary Sources (HistoriCAL Handout) 3.3 Golden Age of Islam DBQ Lesson Plan 3.3.1 Golden Age of Islam DBQ Text and Questions 3.3.2 DBQ Pre-Writing Scaffold 3.3.3 Essay Scaffold and Template (Golden Age of Islam) 3.3.4 DBQ Essay Rubric 3.3.5 Essay and Peer Evaluation Guide (HistoriCAL Handout) ★HistoriCAL Thinking Curricula The HIDDEN History In the Islamic Empire Journal ﺔﯿﻣﻼﺳﻹا ﺔﯾرﻮﻃاﺮﺒﻣﻹا Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. We also must evaluate how “history” treats different people, ideas and religion. Hidden history focus: Deconstructing misconceptions about Islam Misconceptions and Stereotypes 1. (Define) What are stereotypes? 2. (Define) What are misconceptions? 3. What is the difference between these two concepts? 4. Why are stereotypes unfair? Religion 1. How would you define or explain religion? 2. Is religion important in your life and/or in your family's life? 3. What different types of religions are there in the world that you know of? ★HistoriCAL Thinking Curricula Comparing the 3 Largest Monotheistic Religions Directions: In your groups or independently fill out this graphic organizer. Use the internet if you need help. Religion Name of God Place of Worship Day of Worship Holy Book Founders/ Important people Christianity Judaism Islam 1. Do you see any similarities between the three major monotheistic religions? 2. What other religions are there in the world today? Misconceptions 1. How can we “deconstruct” or “dispel” or “prevent” misconceptions about groups of people? 2. Click HERE (The Anti-Defamation League) Name 3 Common misconceptions about Islam and explain the “real” truth. 3. Click HERE (Pew Research) About America’s perceptions about different religious groups. What are some key findings. What are your reactions and thoughts about this poll. 4. In the same poll Pew Research states that, “Knowing someone from a religious group is linked with having relatively more positive views of that group.” What does this mean? Why do you think this is? ★HistoriCAL Thinking Curricula Religious Practices in the 21st Century Read the current Event and answer these questions: 1. What are pilgrims (people going to Mecca) doing with their smartphones? 2. Why do some Muslims think it is inappropriate? 3. What other technology has transformed the Hajj experience? Summary: 1. How can we deconstruct or prevent misconceptions? 2. Can the study of history be used to perpetuate misconceptions or prevent them? ★HistoriCAL Thinking Curricula Unit 3: Southwestern Asia and Islamic Empire 3.1 Deconstructing Misconceptions of Islam Lesson: Big Idea and Essential Question: Duration: With accurate information misconceptions about Islam can be deconstructed Big Idea: Accurate information can dispel misconceptions Essential Question: What are misconceptions and stereotypes people may have about Islam? How can we deconstruct and dispel misconceptions about Islam? Approximately 2 hours with homework CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. Students will determine if claims about Islam are accurate by analyzing secondary sources and rewrite the claim (if necessary) to make the claims accurate. Lesson Overview What do I want my students to learn? (Purpose of Lesson) There are many misunderstanding or misconceptions about the religion of Islam, so this lesson is a great opener for students to examine their own bias or misconceptions. Write Islam on the board and ask what students know or have heard about Islam. Answers will vary. 1. Provide students with the 3.1.1 anticipatory guide and have students independently fill out it out (5-10 minutes) 2. Students can share out with their table partners or as a class. Teaching and Learning Activities 3. Provide the Handout on 3.1.2 Anticipatory Guide Response Guide and the 3.1.3 Evidence Placards: Deconstructing Misconceptions a. Options: If you have a google classroom or class website you can post a link to the Placards where students can independently access. Or, the placards can be printed out and given to each group or hung around the room, where students would get out of their seats and read the placards (like a gallery walk). 4. As a class review the sample answer. Remind them that a claim is a statement that attempts to answer the question correctly. Remind them to cite or reference the source they are using and correctly use quotation marks around evidence. a. Options for an advanced classes: Students can find their own evidence on the internet or find corroborating evidence. b. Options for additional scaffold: Read evidence as a class and write claims and evidence together. 5. Students complete handout and compare their original anticipatory guide with their answers. Unit 3: Southwestern Asia and Islamic Empire Assessing Student Learning 6. Students write a reflection: Reflection: Compare your anticipatory guide responses to what you found after evaluating evidence. Are you surprised by what you found? What are you surprised by? What are you not surprised by? What questions do you have? 7. Assessment: Did the student accurately write a claim? Did the student cite the source and correctly identify evidence that would support the claim? Resources: 3.1.1 Anticipatory Guide Handout/ Half slip 3.1.2 Anticipatory Guide Response Guide 3.1.3 Evidence Placards: Deconstructing Misconceptions Directions: Try to determine if the statement is “true” or “false” based on what you already know. Statement/ Claim I think True I think False I don’t know 1. Islam is a religion that promotes terrorism. 2. All muslim women wear hijabs (headscarves). 3. Muslims do not get along with Jewish people and Christians . 4. Muslims don’t believe in God. 5. Muslims do not go to church. 6. Most Muslims live in the middle east. 7. Islam is the fastest growing religion in the world today. 8. Islam is a monotheistic religion (belief in one God). 9. Only Muslim men wear turbans. 10. Most terrorists are Muslims. Directions: Try to determine if the statement is “true” or “false” based on what you already know. Statement/ Claim I think True I think False I don’t know 1. Islam is a religion that promotes terrorism. 2. All muslim women wear hijabs (headscarves). 3. Muslims do not get along with Jewish people and Christians . 4. Muslims don’t believe in God. 5. Muslims do not go to church. 6. Most Muslims live in the middle east. 7. Islam is the fastest growing religion in the world today. 8. Islam is a monotheistic religion (belief in one God). 9. Only Muslim men wear turbans. 10. Most terrorists are Muslim. Deconstructing Misconceptions and Stereotypes Analyzing evidence to substantiate a claim After you read the placards Include a correct statement/ claim and justify with evidence and citation of source. Tips: Remember a claim is a statement (use part of the question). Remember to cite your source (where the evidence came from) and remember your evidence needs to support your claim. 1. Is Islam a religion that promotes violence and terrorism? Evidence: 2. Do all muslim women wear hijabs (headscarves)? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 3. Do Muslims not get along with Jewish people and Christians? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ After you read the placards Include a correct statement/ claim and justify with evidence and citation of source. 4. Do Muslims believe in God? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 5. Do Muslims go to church? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 6. Do most Muslims live in the middle east? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 7. Is Islam is the fastest growing religion in the world today? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 8. Is Islam is a monotheistic religion (believe in one God)? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ★HistoriCAL Thinking Curricula After you read the placards Include a correct statement/ claim and justify with evidence and citation of source. 9. Do only Muslim men wear turbans? ______________________________________________________ ______________________________________________________ ______________________________________________________ 10. Are most terrorists are Muslim? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Reflection: Compare your anticipatory guide responses to what you found after evaluating evidence. Are you surprised by what you found? What are you surprised by? What are you not surprised by? What questions do you have? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ★HistoriCAL Thinking Curricula Evidence 1: We decreed upon the Children of Israel that whoever kills a soul (person) ...– it is as if he had slain (killed) mankind entirely. And whoever saves one – it is as if he had saved mankind entirely. Source: The Qu’ran , verse 5:32. Note: The Qu’ran is the most holy book in Islam. Evidence 2: http://tinyurl.com/3vmfn57 Source: “ Lifting the Veil Muslim Women Explain Their Choice” by Asma Khalid from National Public Radio, April 21, 2011. Evidence 3: The Quran singled out Jews and Christians as possessors of books (they were called, “People of the Book”) recognized by Islam as God’s revelation. As the Islamic empire expanded, Jews and Christians were granted legal status in Muslim communities as protected subjects, known as dhimmis. They were allowed to practice their faith, govern their own communities and defend themselves from aggressors in exchange for paying a special tax, the jizyah. Other groups, including the Samaritans, Yazidis and Zoroastrians, managed to secure the label “people of the book” for themselves, and in doing so were able to coexist with the dominant religion. Islam was, especially in its initial centuries, a religion that could accommodate and incorporate ideas from elsewhere. It also did not seek to suppress the older faiths of the Middle East. Source: “ How Islamic State hijacked Islam’s history of tolerance” By Mohamad Bazzi in Reuters, March 12, 2015. Evidence for questions 4 and 8: The word Allah simply means God, and Islam springs from the same monotheistic tradition as Judaism and Christianity. To Muslims, Allah is the God of Abraham, Moses, Jesus and Mary. Source: Teaching Tolerance, 2016. Evidence 5: https://www.youtube.com/watch?v=uWOKB5EzHSo Source: “How to attend Muslim Prayer” by Howcast, 2012. Evidence 6: Link: http://tinyurl.com/j9vmv6t Pew Research: “Muslims and Islam: Key Findings in the US and around the world” By Michael Lipka, 2016. Evidence 7: Link: http://tinyurl.com/njkwkey Pew Research: “Why Muslims are the world’s fastest growing religious group” By Michael Lipka and Conrad Hackett, 2015. Evidence 9: https://drive.google.com/file/d/0B-x3O-ljNBaMYUwxd0RITzlxU0U/view?usp=sharing Source: “Sikhs and Muslims team up for peace and safety threats” by Newsela, December 17, 2015. Evidence 10: 94% of terrorist attacks carried out in the United States from 1980 to 2005 have been by non-Muslims. This means that an American terrorist suspect is over nine times more likely to be a non-Muslim than a Muslim. Source: U.S Department of Justice, Federal Bureau of Investigation, report on Terrorism, 2002-2005. Topic: Southwestern Asia and Islamic Empire 3.2 Assessing the Reliability of Ibn Battuta’s Account Lesson: Big Idea and Essential Question: Duration: Assessing the Reliability of Ibn Battuta’s Travels Big Idea: Some evidence is more trustworthy than others Essential Question: What makes a source reliable? Approximately 1-2 Hours of Instruction CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. Students will critically analyze the authenticity of Ibn Battuta's accounts by analyzing how reliable his account was. Lesson Overview What do I want my students to learn? (Purpose of Lesson) Ibn Battuta was a prolific traveler whose stories were written down in the 1300’s. Many historians use his works to reconstruct what life was like in the Islamic empire in the 1300’s. However, historians agree that there may be issues of reliability in his retelling of his travels. This lesson will reinforce the sourcing activity (Unit 1: Lesson 2) in which students must critically assess the strengths and weaknesses of sources when using sources as evidence to defend a claim. Teaching and Learning Activities 1. Read The context and overview of Ibn Battuta's journey 3.2.1: Ibn Battuta's Account, determining issues with reliability . Show an enlarged map of his travels on the projector or computer. 2. Present student task: Students will read and annotate their readings. If a word is underlined, students should use a dictionary or device to define the word in the margins. a. Accelerated learners: Direct students to the Translations of Ibn Battuta's account and have them find excerpts or passages that provide insight into what life was like during that time period (What people ate, reference to clothing, buildings or people…) 3. Students will answer the text dependent questions. To provide additional scaffold or questions to probe the readings, students can use the 1.2.1 Evaluating Primary and Secondary Sources handout. Topic: Southwestern Asia and Islamic Empire Assessing Student Learning 4. Students will then write a short response answering the question: What are some strengths and weaknesses of using Ibn Battuta’s travel narrative as a source to determine what life was like during the middle ages in the middle east? a. For additional help, as a class make a list of questions about Ibn Battuta and/ or make a strength/weakness chart of the source to help students. Resources: 3.2.1: Ibn Battuta's Account, determining issues with reliability 1.2.1 Evaluating Primary and Secondary Sources Internet Resources: 1. Translations of Ibn Battuta's account Assessing the Reliability of Ibn Battuta’s Travels Context: Who: Ibn Battuta, Great arab traveler What: His journey was written down in a book called, The Travels (ﺔﻠﺣﺮﻟا, Rihla ) Where: All across Africa, Middle East and parts of Asia When: 1304-1368/69 Overview of Ibn Battuta’s Journey Ibn Battuta (1304-1368/69) was an arab traveler and is considered on the the greatest travelers during the middle ages. He spent over 30 years traveling every muslim country and parts of Asia. He was born in Morocco and at the age of 21 sets off for a 30 year journey, starting with his Hajj to Mecca and continuing to Africa and southeast Asia. He claims to have visited China, but some historians question this, Historian Ross Dunn (2012) writes “Even his account of his own itinerary through China is vague, brief, and uncharacteristically superficial. Although he claims to have traveled something close to 3,500 miles, mostly along China's extensive river and canal system, he mentions visiting only six different cities and what he says about them is mostly either conventional or inaccurate” (p. 259). It is estimated that Ibn Battuta is estimated to have traveled approximately 80,000 miles (125,000 kilometers), in which he met Sultans (kings), married ten women along his journey, took part in religious experiences and talked with many different people along the way. When he returned to Morocco the Sultan Abu Inan wanted to learn more about Ibn Battuta's travels so he commissioned (paid) him to write a book of his travels. Ibn Juzayy (a writer) was hired to write down Ibn Battuta's journey. To this day Ibn Battuta is widely considered the greatest travelers of all time. Souce: Maps of Ibn Battuta’s Travels (as stated in The Travels (ﺔﻠﺣﺮﻟا, Rihla ) ★HistoriCAL Thinking Curricula Assess the Reliability of Ibn Battuta’s Account Directions: Ibn Battuta’s account of his travels across the middle east could help historians learn what life was like in the Islamic Empire during the middle ages. Historians could use the information written in the The Travels (ﺔﻠﺣﺮﻟا, Rihla ) to discover how people, lived, worked, how society was organized, key events, what people wore, what people ate, traded and sold etc. However, historians should always assess the reliability of sources, or in other words ask questions about the source to determine if we can trust it or not. Read the following passages and answer the questions below. If a word is underlined, define the word’s meaning. After you have read about Ibn Battuta write a short response on whether or not we should use Ibn Battata to reconstruct what life was like during the Middle ages in the middle east? Source 1: Purpose of The Travels (ﺔﻠﺣﺮﻟا, Rihla ) In his brief introduction to The Rihla , Ibn Juzayy explains precisely what the sultan had ordered Ibn Battuta to do: “...he should dictate an account of the cities which he had seen in his travel, and of the interesting events which had clung to his memory, and that he should speak of those whom he had met of the rulers of countries, of their distinguished men of learning, and of their pious saints. Accordingly, he dictated upon these subjects a narrative which gave entertainment to the mind and delight to the ears and eyes.” Source: Ibn Juzayy in Dunn, Ross E. The Adventures of Ibn Battuta : A Muslim Traveler of the Fourteenth Century (3). Berkeley, US: University of California Press, 2012. 1. Why was The Travels (ﺔﻠﺣﺮﻟا, Rihla ) written? 2. Who wrote the The Travels (ﺔﻠﺣﺮﻟا, Rihla )? Source 2: Accuracy “Even during his lifetime, the authenticity of Ibn Battuta’s travels was contested by some, but the general opinion is that he did accomplish the travels that he claims to have made, with the possible exception of his visit to Constantinople and his journey into the interior of China.” Source: Friedman, John Block, and Kristen Mossler Figg. Trade, Travel, and Exploration in the Middle Ages: An Encyclopedia. Garland Publications, 2000. ★HistoriCAL Thinking Curricula 3. Did Ibn Battuta’s travel to all the locations he said he did? Source 3: Memory “If Ibn Battuta never became a master of his legal profession, he nonetheless possessed an extraordinary memory of the places he had visited and the things he had seen. It seems highly unlikely that when he got down to work with Ibn Juzayy he had extensive travel notes or journals at hand. He never mentions in The Rihla that he took notes, with the single exception of a remark that some tomb inscriptions he jotted down in Bukhara were one of the items he lost in the pirate attack off the coast of India.” Source: Dunn, Ross E. The Adventures of Ibn Battuta : A Muslim Traveler of the Fourteenth Century (3). University of California Press, 2012. 4. What is the historian Ross Dunn insinuating (suggesting or hinting )about Ibn Battuta’s memory? Source 4: Authenticity “It is perfectly plain that Ibn Juzayy copied outright numerous long passages from The Rihla of Ibn Jubayr, the twelfth-century Andalusian traveler who wrote the most elegant of the medieval Muslim travel books. These passages pertain to Ibn Battuta's descriptions of Damascus, Mecca, Medina, and some other places in the Middle East. It seems likely that where Ibn Battuta could not remember very well certain places he visited, or where Ibn Jubayr's description was, from a literary point of view, as good as anything Ibn Juzayy could produce, then deference might be made to this learned predecessor . 13 Modern scholars have suggested, and in some cases proven, that Ibn Juzayy paraphrased from other earlier geographical books as well.” Dunn, Ross E. The Adventures of Ibn Battuta : A Muslim Traveler of the Fourteenth Century (3). Berkeley, US: University of California Press, 2012. 5. Who is Ibn Jubayr? 6. According to some historians is Ibn Battuta and Ibn Juzayy’s accounts all original or authentic? How do we know? ★HistoriCAL Thinking Curricula Question: What are some strengths and weaknesses of using Ibn Battuta’s travel narrative as a source to determine what life was like during the middle ages in the middle east? Using Ibn Battuta’s account of his travels to learn what life was like during the middle ages has both some strengths and weaknesses …. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________ ★HistoriCAL Thinking Curricula Unit 3: Southwestern Asia and Islamic Empire 3.3 The Golden Age of Islam Lesson: Big Idea and Essential Question: Duration: Golden Age of Islam: The Acquisition and Preservation of Knowledge Big Idea: Knowledge and learning advances Civilization Essential Question: Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? 2-3 Hours with Homework (For Writing Essay) CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. 7.2.6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 3. Describe the importance of contributions from past civilizations and cultures. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. (Part 1) Students will determine why the time under the Abbasid Dynasty is referred to at the Golden age of Islam by analyzing primary and secondary sources. (Part 2) Students will evaluate why the time period under the Abbasid dynasty referred to as the Golden Age of Islam by developing a thesis and support their thesis by writing a historical essay with evidence. Lesson Overview What do I want my students to learn? (Purpose of Lesson) Student’s historical thinking skills will be reinforced: analyzing and interpreting evidence, developing a thesis and finding appropriate evidence to support their claim. In addition to reinforcing student’s historical thinking skills, students will analyze the great contributions of the Abbasid dynasty. Teaching and Learning Activities 1. Introduction: Pose the question What does a “golden age” mean. (Optional) Students can research “Ages of Man” By Hesiod and Ovid (Greek Mythology). This explains where the Metaphor “Golden Age” Originated. Explain that Islam spread across the middle east, North Africa and even parts of Europe (Spain) and during a brief period there was a period called the “Golden Age” of Islam. Remind them that many civilizations have a period called “The Golden Age.” 2. Students read page 1 and 2 of the 3.3.1 Student handout: The Golden Age of Islam DBQ to establish context and answer questions and read Unit 3: Southwestern Asia and Islamic Empire timeline. 3. As a class or independently students read through the DBQ questions and answer the text-dependent questions and annotate as a class. Remind students to consistently refer back to the DBQ question: Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? 4. Once students have read all sources and answered the questions students will fill out the 3.3.2 DBQ Pre-writing Scaffold that will help them write their essay (This can be completed as homework). 5. After students have completed the DBQ Pre-writing worksheet students can begin writing their rough draft 3.3.3 Outline Scaffold and Template. 6. Students will complete their essays following the scaffold and the rubric to answer the DBQ question. Assessing Student Learning 7. After students have completed the DBQ Pre-writing worksheet students can begin writing their rough draft 3.3.3 Outline Scaffold and Template. 8. Students will complete their essays following the scaffold and the 3.3.4 Rubric to assess student’s historiographies to answer the DBQ question. Resources: 1. 3.3.1 Student handout: The Golden Age of Islam DBQ 2. 3.3.2 DBQ Pre-writing Scaffold 3. 3.3.3 Outline Scaffold and Template 4. 3.3.4 Rubric to assess student’s historiographies Question: Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? Golden Age of Islam: Establishing Context Under the Abbasid Caliphate (Dynasty lasting from 750-1258 CE), Baghdad grew from an insignificant village to one of the leading cities of the world. The city’s culture was a mix of Arab, Persian, Indian, Turkish, and other South Asian and Central Asian cultures. The Abbasids encouraged the growth of learning and borrowing from Greek, Hellenistic, and Indian science and medicine. They built schools and libraries, translated and preserved Greek philosophic, scientific, and medical texts, and supported scientists who expanded that knowledge. In Baghdad and other Muslim-ruled cities, Muslim, Christian, and Jewish scholars collaborated to study ancient Greek, Persian, and Indian writings, forging and widely disseminating a more advanced synthesis of philosophical, scientific, mathematical, geographic, artistic, medical, and literary knowledge. This time period is sometimes referred to as the “Golden Age of Islam.” (Source: CA State Standards, 2017) Text Dependent Questions 1. How was Bagdad a “site of Encounter”? ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ 2. Why do you think this time period is sometimes characterized as the “Golden Age of Islam”? ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ★HistoriCAL Thinking Curricula Establishing Context: Timeline 570 CE Muhammad is born in Mecca 629 CE Muhammad’s army captures Mecca 632-661 CE Rashidun Caliphate (Caliphs, or Muslim Leaders took leadership roles after Muhammad passed away to spread the new Islamic community), conquering the Arabian Peninsula, North Africa (Egypt), and the Iranian plateau. 661 CE The last Rashidun Caliph Ali ibn Abi Talib is assassinated and the Umayyad Caliphate begins. 661-750 CE Under the Umayyad Dynasty the Islamic Caliphate expands territory across North Africa, Iberian Peninsula and central Asia. 750 CE Rebellions break out because people believed the some of the governors corrupt and followers of Abbasid family (descendants from Muhammad’s uncle) go to war with the Umayyads. Marwan II (The last Umayyad Caliph) is killed. 751 CE The Abbasid Caliphate begins. 762 CE The Abbasid Caliph Al-Mansur moves the capital of from Damascus to Baghdad in Iraq by the Tigris river. Est. 790 CE Caliph Harun al-Rashid establishes a Library in Baghdad called the House of Wisdom in which scholars from every faith could study. 900 CE Muslim armies brought back paper from China and created a paper factory in Baghdad (better to write on than papyrus and easier to make). Late 900 CE Trigonometry and Calculus are discovered in Baghdad. 1258 CE The Mongol armies from central Asia sack and destroyed Baghdad destroying most of the vast libraries in the House of Wisdom and marks the end of the Golden Age of Islam. Note: Much of Europe during this time was in a period many historians refer the “dark ages” where government had disintegrated with the Fall of Rome and learning and knowledge was lost to war and conflict. ★HistoriCAL Thinking Curricula Document Based Question: Islam Question: Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? Directions: Answer the text dependent questions and Highlight in YELLOW evidence that helps answer the question: Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? Source 1: Definition Definition Golden Age: A period of great, prosperity, and achievement. Source: Merriam-Webster Dictionary. 1. Why do you think a period of great, prosperity and achievement is referred to as “Golden”? Source 2: House of Wisdom “...established in 830 in Baghdad the famous House of Wisdom, which combined a library, an academy, and a translation bureau into the most important educational institute since the foundation of the Alexandrian Library in the first half of the third century B.C” (Hitti, 2002). Learned Jews, Christians, Buddhists, and others flocked to the institute in great numbers; the monasteries of Syria, Asia Minor, and the Levant were combed for manuscripts. Original research was advanced on every front— especially in geometry, astronomy, zoology, geography, chemistry, mineralogy, and optics. Mamun also erected in Baghdad an observatory where scholars verified the length of the solar year, the precession of the equinoxes, the obliquity of the ecliptic, and other concepts expounded in Ptolemy’s Almagest. Another observatory was built on the mount overlooking Damascus along with several in Khurasan.” Source: Hitti, Philip K. History of the Arabs. New York: Palgrave MacMillan, 2002. Print. 3. Describe the House of Wisdom: 4.How can knowledge and learning contribute to a “golden age”? Source 3: Mathematics “Had it not been for the sudden cultural awakening in Islam during the second half of the eighth century...ancient science and mathematics would have been lost” (Merzbach & Boyer, 2011). ★HistoriCAL Thinking Curricula One great Islamic mathematician who lived at Baghdad was Muhammad ibn al-Khwarizmi (780-850) CE and is sometimes referred to as the “Father of Algebra” because of his work on Algebra, Trigonometry and the development of our hindu-arabic numeral system (Number system).” Source: A page from Al-Khw ārizm ī's al-Kit ā b al-mukhta ṣ ar f ī ḥ is ā b al-jabr wa-l-muq ā bala. Adapted from: Merzbach, Uta C., 1933, and Boyer, Carl B. 1906-1976. A History of Mathematics , Wiley, Hoboken, N.J, 2011. 5. Who is Muhammad ibn al-Khwarizmi and what is his accomplishments? Source 4: Medicine “The most sought after of all [Al-Razi’s] books was The Comprehensive Book on Medicine (Kitab al-Hawi fi al-tibb, which consisted of 22 volumes. It was a large private notebook or commonplace book where he recorded clinical cases from his practice and extracts from earlier authors regarding diseases and therapy. The clinical cases he compiled are the most numerous and varied in Islamic medical literature. The book is simply known as al-Hawi in modern terminology but it was the encyclopedia of medicine for that time. It was one of the main textbooks in the medical school in Paris...Because al-Razi was meticulous in crediting his sources, the Hawi became an extremely important source of Greek knowledge that was lost when Europe was plunged into the ...Dark Ages. Al-Razi believed that contemporary scientists and scholars, because of accumulated knowledge at ★HistoriCAL Thinking Curricula their disposal are better equipped, more knowledgeable, and competent than the ancients. Because of the continuous discoveries of new data and new truths, there is crystallization of ancient knowledge in view of the dynamic nature of science so that present day knowledge must of necessity surpass that of previous generations.” Source: Hajar, R. The Air of History (Part IV): Great Muslim Physicians Al Rhazes . Heart Views. 14: 93–5. 2003. 6. Why is the medieval book al-Hawi so important? 7. What did Al-Razi believe about “accumulated knowledge”? Do you agree with him? Source 5: Preservation of Knowledge “[The House of Wisdom] helped Baghdad become the new dominant centre of learning. One of the school's achievements was the initiation of a translation movement. Paper had been brought from China and by the 9th century, was put to wide use by the Arabs. Yahia ibn Massawayh translated many Greek texts himself, but the most influential figure in the translation movement was one of his students...Hunayn ibn Ishaq (826-882). He and his son organized a school of translation which in less than twenty years translated over 300 books into Arabic and Syriac. Among them, was the entire body of Greek medical texts, including the works of Galen, Oreibasios (325-403 BCE), Paul of Aegina (625-690 BCE), Hippocrates, and the Materia Medica of Pedanios Dioscurides (1st century AD). This served two purposes. First, it allowed Greek medicine to be preserved, as the original manuscripts were lost, and second, it stimulated interest in medical learning across the empire.” Source: Ahmed, K. S. Arabic Medicine: Contributions and Influence. The Proceedings of the 17th Annual History of Medicine Days, March 7th and 8th, 2008 Health Sciences Centre." Retreived from http://dspace.ucalgary.ca/bitstream/1880/47472/1/2008_HMD_Ahmed.pdf 8. How do you think the development of paper influenced the Golden Age of Islam? 9. What texts were translated? What were the effects of these translations across the empire? Final Question: 10. Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? Make a list of the reasons why this period was called the “Golden Age of Islam.” ★HistoriCAL Thinking Curricula Document Based Question: Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? Paragraph 1 Introduction: Set the stage. When, where, who and what happened? Describe how Islam spread, how the Abbasid Dynasty took power and introduce the concept of “Golden Age of Islam.” Restate and questions and then write your three point thesis. The time period under the Abbasid dynasty is referred to as the Golden Age of Islam because of ___________________, ______________________, _______________________. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 2 The time period under the Abbasid dynasty is referred to as the Golden Age of Islam because of ___________________. According to Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 3 The time period under the Abbasid dynasty is referred to as the Golden Age of Islam because of ___________________. According to Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 4 The time period under the Abbasid dynasty is referred to as the Golden Age of Islam because of ___________________. According to Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 5 Conclusion: Restate your claim/ thesis. The time period under the Abbasid dynasty is referred to as the Golden Age of Islam because of ___________________, ______________________, _________________. (Possible questions to explore in your conclusion) Why was this time period an important part of Islamic History? Why was this time period an important time period for the world? Why is learning and knowledge important to civilizations? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Checklist for writing Historiographies (History Essays) Color Codes: Highlight the following items in your FINAL Draft. Helpful words to use: What kind of text/ source is the evidence? Example: In the article it states... What does the source do? Example: In the article it addresses . .. What does the source do? Example: In the article it states that .. Additional Connects (put a second piece of evidence evidence). Article Speech Letter Report Narrative Book Text Painting Video Addresses Discusses Examines Explores Confirms Disputes Elaborates on Considers Argues for/ against Asserts that Argues that States that Claims that Posits that Declares that In addition Furthermore Moreover Additionally ...as well Example: In the pamphlet by Thomas Paine written in 1776, argues for the Colonists to separate from Britain even if it will be challenging. He declares that “ Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph” (Paine, 1776). In addition, Paine writes, “These are the times that try men's souls: The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of his country; but he that stands it now, deserves the love and thanks of man and woman” (Paine, 1776). ★HistoriCAL Thinking Curricula MLA (Modern Language Association) Checklist ❏ Text is double spaced ❏ Times New Roman Font ❏ Size 12 font ❏ 1 inch margins on all sides ❏ Book Titles or Major Works should be underlined or italicized , not both. “Short Stories”, “Poems”, “Articles” should be put in quotations marks ❏ Only one space after periods or other punctuation marks ❏ Capitalize proper names (People’s names and locations) ❏ Push Tab once to inent (Do not push the spacebar) ❏ No narrative language (“I will write”, “in my essay”, “I believe”) ❏ No “texting” language: gonna, wanna, sorta, etc. ❏ Paragraphs are 4-7 sentences each. ❏ Credit (Citing the source) is given each time that the information is used, even if it is paraphrased or summarized. If it is not, then it is considered plagiarism which is a serious academic infraction and is dishonest. ❏ Always explain how each quotation supports your argument! Note: Have multiple people proofread your essay. Have a friend, sibling, parents, and teachers to look over your essay prior to submitting it. Ask nicely. And, always ask for help if you need it (Prior to when the assignment is due). ★HistoriCAL Thinking Curricula Unit 4: West African Kingdoms in the Middle Ages 4.0 Hidden Histories Journal (Medieval West Africa) 4.1 Rise of Medieval African Kingdoms (Identifying Sources) Lesson Plan 4.1.1 Rise of African Kingdoms Primary and Secondary Sources 4.1.2 Searching the Internet to Answer a Historical Cuestion Checklist (HistoriCAL) 4.1.3 Presentation: How to Conduct Historical Research on the Internet 4.1.4 (Example) Research Notes Template 4.2 Medieval African Society and Culture (Practice Researching Sources) Lesson Plan 4.2.1 West African Society and Culture (Practice Researching) 4.1.2 Searching the Internet to Answer a Historical Cuestion Checklist (HistoriCAL) 4.1.3 Presentation: How to Conduct Historical Research on the Internet 4.3 Mansa Musa Mini DBQ Lesson Plan 4.3.1 Mini Mansa Musa DBQ ★HistoriCAL Thinking Curricula The HIDDEN History In West African Kingdoms Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Uncovering the Marginalized groups in Medieval West Africa Introduction 1. When you think of “Africa” what do you think of? (Movies, sports, famous people, geography, animals, food etc.) Make a list: 2. What does the class think of when they think of Africa? (HistoriCAL Skills Practice) Notes on Types of Sources on the Internet How to conduct Research on the Internet Use presentation to take notes Slide Your Notes 1. What sources can we use to help us accurately answer the question? 2. How do you get started looking for information? 3. The Beginning of your Research a. Wikipedia b. Online Encyclopedias (with advertisements) c. Youtube d. Educational websites e. News Websites f. Reference.com and blogs 4. Level 2 Research: Finding Credible and Reliable Sources a. Museums or national libraries b. Published books, or peer reviewed research c. References from books and other websites 5. Level 3 Research: Primary ★HistoriCAL Thinking Curricula Sources Summarize the lecture: How do you conduct research on the internet? Examining the Lives of Marginalized Groups in West African Kingdoms Define: Marginalized Groups “The term marginalized populations generally refers to individuals, social groups, and communities that a particular society, at a given time, considers less valuable, worthy, and consequential. Their voices, experiences, lives, and realities might be ignored, trivialized, and rendered invisible, unheard, and even threatening to mainstream society. Through symbolic (e.g., language) and material (e.g., social policy) processes of marginalization, they are denied full access, privileges, rights, humanity, and power in a social and political system. These populations are marginalized simultaneously at both microscopic (e.g., interpersonal) and macroscopic (e.g., social institutions) levels on the basis of race, class, gender, sexuality, ability, age, nation, and religion, among other factors.” Source: Thompson, Teresa L, ed. Encyclopedia of Health Communication. SAGE Publications, Inc., 2014. 1. (Your thoughts) Are there groups that are “marginalized” today ? If so, which groups? 2. Which groups of people have been marginalized throughout history? 3. Why do you think different groups have been marginalized throughout history? Do the marginalized groups change overtime, or is it always the same groups being marginalized? In Medieval West African Societies two major groups were “marginalized”: Women and Slaves Women “A general feature of empires is the increased exploitation of social inequality. Imperial growth everywhere depended in part on women, the appropriation of female labor as well as the mechanisms for the exclusion of women from the sources of political and economic power. An empire’s expansion ultimately relied on its increasing the supplies of food for its armies and other sources of wealth for trade. In addition to their reproductive role, women produced goods. Not surprisingly, women had not played a prominent role in the pre imperial male-dominated elite authority of West African society, either. Women are rarely mentioned in ★HistoriCAL Thinking Curricula the oral historical record, which was controlled by male griots and their male descendants. In the epic of Sunjata they do appear as potential power sources—mothers, sisters, and sorceresses—despite their unequal access to true political power.” Source: Candice Goucher, Charles LeGuin, and Linda Walton, “Trade, Transport, Temples, and Tribute: The Economics of Power,” in In the Balance: Themes in Global History . McGraw-Hill, 1998. 4. According to this source, it states that empires and its growth were dependent on women. Why do you think women were so important in the growth and expansion of empires? 5. How were women marginalized in Medieval West African societies? 6. If women were so vital to the empire, why were women marginalized? 7. Do you see any parallels or patterns throughout history? Slaves “Another important feature of the Mali Empire that we learn from Ibn Battuta is how much social inequality existed. One of the consequences of the expansion of empire through trade and military means was the capture of prisoners of war, who then became sources of male soldiers and female slaves.” Source: Goucher, Candice, Charles LeGuin, and Linda Walton, “Trade, Transport, Temples, and Tribute: The Economics of Power,” in I n the Balance: Themes in Global History , McGraw-Hill, 1998. 8. Do you see any parallels or patterns throughout history and the treatment of humans as slaves? ★HistoriCAL Thinking Curricula How do Historians reconstruct the past: Medieval West African sources of historical information “...scholars were successful in showing that Africa not only had a history but that its history and the writing of it date back to ancient Antiquity... They were followed by Islamic and Arabic writers, who left first- or secondhand accounts of African states and societies that have continued to prove valuable for scholars of African history. The next phase of African historiography was dominated by European traders, travelers, as well as missionaries and other adventurers, whose accounts of Africa, while generally tendentious and Eurocentric , remain major sources for the reconstruction of the African past. European conquest and domination spawned a new era of colonial historiography that justified European imperialism and espoused the ideology of a savage Africa in need of European civilization and tutelage .” Source: Afolayan, Funso. "Historiography and Methods of African History.” In Oxford Bibliographies in African Studies, 2016. Answer the following Questions after your read: 1. Define/ explain the meaning of each underlined word: a. historiography b. tendentious c. Eurocentric d. Imperialism e. tutelage 2. Where does some of our information about medieval West Africa come from? 3. What are some problems with some of the sources? Can we trust each of these sources? 4. Does it matter who writes about events from history? (Consider where the person is from, if they are male or female, if they are young or old, the color of their skin?) Summarize and Reflect ★HistoriCAL Thinking Curricula 1. Do you see many parallels or patterns reoccuring across units? 2. What questions do you have about West-Africa, marginalized groups or sources of information? ★HistoriCAL Thinking Curricula Unit 4: West Africa 900-1600 CE 4.1 Rise of Medieval African Kingdoms Lesson: Essential Question: Duration: How to effectively using the Internet to determine how West African Kingdoms arose How did Ghana and Mali become powerful empires in West Africa? How do you use the internet to find credible and reliable information to answer historical questions? Approximately 2 hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa. 7.4. 1. Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali Empires. 7.4.2. Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. Students will identify which resources on the internet are credible and reliable sources to use to determine how Ghana and Mali became powerful empires during the 300-1600’s. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The primary purpose of this lesson is to teach students which sources on the internet should be used and when they should use them in their academic work. Students will be introduced to West African kingdoms while simultaneously learning how to identify which sources are appropriate to use to answer the historical question. The three lessons in HistoriCAL Thinking on Medieval Africa will reinforce how to select appropriate evidence on the internet for academic purposes. It is recommended to utilize all three lessons for students to acquire this historical thinking skill. Teaching and Learning Activities 1. To establish context students will read and answer text-dependent questions in the 4.1.1 Rise of African Kingdoms Primary and Secondary Sources about the rise of Ghana and Mali. 2. Introduction: Ask the class, “Can we trust everything on the internet?” “Why can’t we trust everything on the internet?” Explain that the internet has some really great resources, but also has a lot of information that may be biased, incomplete, inappropriate, intentionally misleading etc. and the lesson today will show the students which sources can help us answer historical questions. Unit 4: West Africa 900-1600 CE 3. Direct Instruction: Provide students with a digital copy (so they can click the links) of the 4.1. 2 Internet Research Guide (Checklist)and read and review as a class. The Checklist breaks apart sources on the internet into three “levels.” Level 1- are sites that students may use to get a quick understanding of a topic, but may never cite these sources or use the information presented in an academic paper. Level 2- are sites and sources that are credible and reliable secondary sources that may be used for an academic paper or classroom assignments and Level 3- are sources that are primary sources that have been uploaded to the internet and are on a reputable and trustworthy site. a. (Optional) To provide students with more of an explanation on why some sites/ sources are more credible or reliable than others, students may review, take notes or reference the 4.1.3 Presentation: How to conduct historical research on the internet. 4. Once students are familiar with the “three levels” of sources, students will practice identifying types of sources in the 4.1.1 Rise of African Kingdoms Primary and Secondary Sources by trying to answer the question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? As students read and answer text dependent answers, they will determine if the sources provided are level 1, 2 or three. Assessing Student Learning 5. Students should use the 4.1. 2 Internet Research Guide (Checklist) and correctly identify each source as a level 1, 2, and level 3 (Students will check the appropriate box). Encourage them to click the links to get a better idea (provide digital copy if possible). 6. Once students have completed the text-dependent questions, students will write 1-13 paragraphs using level 2 sources to defend their claim. Resources: 4.1.1 Rise of African Kingdoms Primary and Secondary Sources 4.1. 2 Internet Research Guide (Checklist) 4.1.3 Presentation: How to conduct historical research on the internet 4.1.4 (Example) Research Notes Template Web Resources 1. Encyclopedia Britannica 2. Met Museum : African History The Rise of African Kingdoms Establishing Context: Ghana As of 500 CE, groups of farming and animal-herding peoples lived in West Africa, a region with four large zones of climate and vegetation running west to east. The most northerly belt is the intensely arid Sahara , home to oasis-dwellers and pastoral nomads. Just south of the desert is the semiarid Sahel zone, where cattle and camel herding predominated. Third is the tropical grassland, or savanna , which had sufficient rainfall to support farmers and their fields of rice, sorghum, and millet. In the far south is the wet tropical forest. There, settled life depended on cultivation of root crops and other forest foods. In the Sahel and savanna, agriculture and herding supported the growth of regional trade. Tracing a great arc across West Africa, the Niger River provided a natural highway of communication linking different ecological zones. Farming, trade, and early development of iron smelting stimulated town building. The city of Jenne-jeno, built in the early centuries CE, was home to artisans who produced iron tools, copperware, gold jewelry, and fine painted ceramics. In addition to local markets, West Africa contained rich deposits of gold. Both Muslim and Christian rulers and traders in the Mediterranean region craved African gold, notably for coinage. West African merchants acquired gold from mines in the Sudan and shipped it to towns in the Sahel, where Arab and Berber merchants carried the gold north on trans-Saharan camel caravan routes. Some Directions: After you read, answer the following questions. 1. What are the four different geographic “zones” in west Africa? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ 2. How did the environment affect the development and expansion of the Ghana and Mali empires? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ 3. How did geography affect trade networks that connected them to the rest of Afroeurasia? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ ★HistoriCAL Thinking Curricula of this African bullion then flowed into Europe or eastward toward India. The Kingdom of Mali The centralized state of Ghana emerged around the eighth century in the western part of the Sahel zone. The king of Ghana commanded a large royal household, a hierarchy of officials, and an army of infantry archers. The Ghana empire had Muslim officials, though the kings probably did not convert. Ghana slowly crumbled in the eleventh and twelfth centuries, but around 1240, The kingdom of Mali emerged to rule over a large part of the western Sudan. Mali’s rulers accumulated wealth collecting tribute from African farmers and taxing trans-Saharan trade. The royal court employed staffs of both foreign and native-born Muslims as administrators, and Arabic became the written language of government and diplomacy. Most of the kings and their officials professed Islam and introduced Islamic law, though most of West Africa’s population adhered to their local religions for several more centuries. In the 1300’s Timbuktu, a city near the Niger River, rose as a regional center of trade and Islamic learning. Mali reached it height in the 1300’s through the political weakening of kings, a nearby rival kingdom, called the Shonhai were able to dominate western Africa in the late 1400’s-1500’s. Source: California State History Standards (2016-2017). 4. Based on the reading, can you infer if West Africa was under control of the Islamic Empire? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ 5. How did the African Kingdoms become immensely wealthy? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ Vocabulary: Write a synonym or short definition a. Sahara: b. Pastoral: c. Semiarid: d. Savannah: e. Arc: f. Niger River: g. Caravan: h. Bullion: i. Tribute: ★HistoriCAL Thinking Curricula Practice evaluating sources to answer the question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? Question: How do we answer this question using the internet? Directions: Read the Handout and Read the Presentation and answer the prompts below. Levels of Historical Research Level 1:The beginning of your research (building content knowledge) Level 2: Start searching for credible (is the author an expert?) and reliable (are the facts accurate?) sources Level 3: Start searching for primary sources Historical Evidence Source 1 “Most of our information about the economy of Ghana comes from al-Bakri. Al-Bakri noted that merchants had to pay a one gold dinar tax on imports of salt, and two on exports of salt. Other products paid fixed dues, al-Bakri mentioned both copper and "other goods." Imports probably included products such as textiles, ornaments and other materials. Many of the hand-crafted leather goods found in old Morocco also had their origins in the empire. The main centre of trade was Koumbi Saleh. The king claimed as his own all nuggets of gold, and allowed other people to have only gold dust.” Source: Wikpedia, “Ghana Empire” retreived from https://en.wikipedia.org/wiki/Ghana_Empire 1. Based on this information HOW did Ghana become a powerful empire? Source 2 “On every donkey-load of salt when it is brought into the country their king levies one golden dinar and two dinars when it is sent out. … The best gold is found in his land comes from the town of Ghiyaru, which is eighteen days’ traveling distance from the king’s town over a country inhabited by tribes of the Sudan whose dwellings are continuous … The king of Ghana when he calls up his army, can put 200,000 men into the field, more than 40,000 of them archers.” Source: Al-Bakri, The Book of Routes and Realms written in 1060. Published in Levitzion and Hopkins, Corpus of Early Arabic Sources for West African History, (Cambridge University Press, 1981) pp. 79-81. http://www.bu.edu/africa/outreach/k_o_ghana/ ★HistoriCAL Thinking Curricula 2. How does this source compare with the Wikipedia source (the one above)? Source 3 “The empire of ancient Ghana was the oldest of the two empires, being in existence from possibly as early as the fourth century A.D. and diminishing by the thirteenth century A.D...It was known as Ghana as that was the name taken by its ruler – ‘Ghana’ meaning warlord.” Source: Hanesydd Cymraeg. “The Medieval Kingdoms of Ghana and Mali” Blog. Retreived from https://hanesydd.wordpress.com/2014/04/08/the-medieval-kingdoms-of-ghana-and-mali/ and he cites Crowder, M. (1977). West Africa: An Introduction to its History. London: Longman. 3. (Using the internet) Is that correct “Ghana”-means “warlord”? 4. Who wrote this? Is this person credible? Describe his blog (Conduct Research) Source 4 “Despite early texts that discuss ancient Ghana, such as The Book of Routes and Kingdoms by the eleventh-century Andalusian geographer Abu Ubayd al-Bakri, it (Ghana and Mali) remains very much an enigma (question). Famous to North Africans as the “Land of Gold,” Ghana was said to possess sophisticated methods of administration and taxation, large armies, and a monopoly over notoriously well-concealed gold mines.” Source: Department of the Arts of Africa, Oceania, and the Americas. “The Empires of the Western Sudan: Ghana Empire.” In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/hd/ghan/hd_ghan.htm 5. According to this source HOW did Ghana and Mali become powerful empires? ★HistoriCAL Thinking Curricula Source 5: “But with the advent of camel caravans in the eighth century the Sahara became one of the world’s great commercial highways. Two commodities (goods) were prized above all: gold and slaves. From taxes levied on gold and salt, Wagadu’s rulers were able to support an army and expand the realm of their kingdom to surrounding towns. Modern researchers, endeavouring to estimate the scale of the trans-Saharan trade in the nine centuries before 1500, calculate that the level in the seventh century stood at about 1,000 slaves a year and that by the fifteenth century it had reached about 5,000 a year. This meant that the total number of slaves taken across the desert in that period was more than four million.” Source: Meredith, Martin. The Fortunes of Africa : A 5000-Year History of Wealth, Greed, and Endeavor, PublicAffairs, New York, 2014. https://www.amazon.com/Fortunes-Africa-5000-Year-History-Endeavor/dp/1610396359 6. According to this source HOW did Ghana and Mali become powerful empires? After you have read various sources, write your Analysis 1-3 Paragraphs: Remember: Use evidence and cite your sources. You may only cite evidence from level 2 research from this assignment. Example: According to Al-Bakri a traveler who met the king of Ghana in the 11th century writes, “____________________.” Answer the Question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? Claim: Ghana and Mali became powerful empires in West africa in the 300-1600’s because they______________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ★HistoriCAL Thinking Curricula __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ★HistoriCAL Thinking Curricula Finding Historical Evidence on the Internet: Internet Research Guide How to use the internet to find credible and reliable information to answer your historical questions First, break apart your research question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? You can search for “Mali Empire” “Ghana Empire” “Empires of West Africa” “West Africa in the 300-1600’s” “Rise of Ghana and Mali” ➀ Level 1: The beginning of your research Steps in historical research Types of Resources Dos and Don’ts 1. Get a general overview of of your topic. ❏ Wikipedia ❏ Youtube ❏ Educational Websites (These are usually produced by teachers for educational purposes) ❏ News sites (Not recommended) ❏ Reference Websites ❏ Blog Posts (Be careful, people can lie or make things up) Dos! ✓ Read through the various websites. Take notes on a google doc and copy and paste any website URLs that you want to remember for later reference. ✓ Find out where the author got the information, take notes on any books or names of historians they used. ✓ Read with a purpose, keep trying to answer your historical question. Don’ts! ✘ Avoid sites with advertisements ✘ Stay away from blogs or Reference websites ✘ Never give your personal information like email or phone number ② Level 2: Start searching for credible (is the author an expert?) and reliable (are the facts accurate?) sources Steps in historical research Types of Resources Dos and Don’ts 2. Search for credible and reliable sources (Secondary). (Start taking notes and compile a list of URLs for reference). ❏ Museums (Search: Museums Ghana Empire) ❏ Encyclopedias (by a reputable organization) ❏ Books (Search: Books on Ghana Empire) Dos! ✓ Use research that has the name of who wrote it (Unless it’s from a university or museum) ✓ Google the author that wrote it. Are they experts in that field (Like a professor ★HistoriCAL Thinking Curricula ❏ University Research (Search: University research on Ghana and Mali) ❏ University of Michigan ❏ Boston University ❏ Stanford University ❏ References from other sources (Example: Wikipedia- Scroll down to notes and see where the authors got their information). ❏ Textbooks (But make sure you cite who published it) or wrote multiple books) ✓ Make a list of books you want to read and ask your librarian (at school or the city library) if they have the books. Don’t forget to ask really nicely. ✓ Copy and Paste the URL and pieces of evidence in your note taking template. ✓Use URLs ending in: .EDU & .ORG Don’ts! ✘ Don’t give up. Research takes a long time. ✘ Don’t use information if you don’t know where it came from (meaning, don’t use it if you don’t know the author or the institute or company that made it) ✘ Don’t use sources with URLs ending in .COM ③ Level 3: Start searching for primary sources Steps in historical research About the Resources Dos and Don’ts 3. Find primary sources to help support your thesis (answer to your historical question) ❏ Search for “Primary source documents on Ghana and Mali” ❏ Example , but now find the original source. The original source is from “Abu Ubayd Al-Bakri” and the title of his book is called: Books of roads and kingdoms. ❏ British Museum Compiled Primary sources ❏ For US history, search the Library of Congress of primary sources Dos! ✓ Use educational websites, from universities or museums. ✓ Google the authors or source titles and try to find the original. (Example: I googled Abu Ubayd Al-Bakri and went to images. An image of his original manuscript. ) ★HistoriCAL Thinking Curricula Finding Historical Evidence on the Internet: Internet Research Guide How to use the internet to find credible and reliable information to answer your historical questions ➀ Level 1: The beginning of your research Steps in historical research Types of Resources Dos and Don’ts 1. Get a general overview of of your topic. ❏ Wikipedia ❏ Youtube ❏ Educational Websites (These are usually produced by teachers for educational purposes) ❏ News sites (Not recommended) ❏ Reference Websites ❏ Blog Posts (Be careful, people can lie or make things up) Dos! ✓ Read through the various websites. Take notes on a google doc and copy and paste any website URLs that you want to remember for later reference. ✓ Find out where the author got the information, take notes on any books or names of historians they used. ✓ Read with a purpose, keep trying to answer your historical question. Don’ts! ✘ Avoid sites with advertisements ✘ Stay away from blogs or Reference websites ✘ Never give your personal information like email or phone number ② Level 2: Start searching for credible (is the author an expert?) and reliable (are the facts accurate?) sources Steps in historical research Types of Resources Dos and Don’ts 2. Search for credible and reliable sources (Secondary). ❏ Museums (Search: Museums Ghana Empire) ❏ Encyclopedias (by a reputable organization) ❏ Books (Online, like Amazon offer partial access). ❏ University Research ❏ References from other sources (Example: Wikipedia- Scroll down to notes and see where the authors got their Dos! ✓ Use research that has the name of who wrote it (Unless it’s from a university or museum) ✓ Google the author that wrote it. Are they experts in that field (Like a professor or wrote multiple books) ✓ Make a list of books you want to read and ask your librarian (at school or the city library) if they have the books. Don’t forget to ask really nicely. ★HistoriCAL Thinking Curricula information). ❏ Textbooks (But make sure you cite who published it) ✓Use URLs ending in: .EDU & .ORG Don’ts! ✘ Don’t give up. Research takes a long time. ✘ Don’t use information if you don’t know where it came from (meaning, don’t use it if you don’t know the author or the institute or company that made it) ✘ Don’t use sources with URLs ending in .COM ③ Level 3: Start searching for primary sources Steps in historical research About the Resources Dos and Don’ts 3. Find primary sources to help support your thesis (answer to your historical question) ❏ Museum Compiled Primary sources ❏ For US history, search the Library of Congress of primary sources ❏ Documents in National archives Dos! ✓ Use educational websites, from universities or museums. ✓ Google the authors or source titles and try to find the original. ★HistoriCAL Thinking Curricula The Historical Question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? How can we accurately answer this question? ★HistoriCAL Thinking Curricula 1. What sources can we use to help us accurately answer the question? Primary Sources: a. Archeological evidence (Bones, weapons) b. Eyewitness accounts (Diaries, letters) c. Paintings or maps produced during the time period d. Government documents e. Books and narratives created during that time period f. Poems and stories from that time period Secondary Sources: a. Textbook b. Encyclopedias c. Books or articles from historians about that time period d. Scholarly analysis in peer reviewed journals about the topic e. Museums f. Research institutes, like Universities ★HistoriCAL Thinking Curricula 2. How do you get started looking for information? a. Always start with secondary sources to get an overview of the topic. b. For this question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? We would start by finding some information about Ghana and Mali. c. First, break apart your research question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? You can search for “Mali Empire” “Ghana Empire” “Empires of West Africa” “West Africa in the 300-1600’s” “Rise of Ghana and Mali” ★HistoriCAL Thinking Curricula 3. The Beginning of your Research Warning: Do not use any of these sites as sources of evidence: Meaning do not quote any of them. ★HistoriCAL Thinking Curricula 3a. Wikipedia Cons: Wikipedia states: “Wikipedia is not considered a credible source. Wikipedia is increasingly used by people in the academic community, from freshman students to professors, as an easily accessible tertiary source for information about anything and everything. However, citation of Wikipedia in research papers may be considered unacceptable, because Wikipedia is not considered a credible or authoritative source.” -Wikipedia How does wikipedia work? Editors from around the world (anyone, students, teachers, grandparents, kids, can become an editor). However, they do offer many protections against false information. However you should NEVER cite it as a source for academic papers. Pros How do you use Wikipedia? ● Use it to get background information. ● Use the references and notes sections (at the end of every page) to find other sources. ★HistoriCAL Thinking Curricula 3b. Online Encyclopedias (like Encyclopedia of Britannica or Bio.com) Pros: These sites are good for gathering background information. However, the people who write for Britannica are sometimes unknown or not experts in their field. Cons: They also make money every time you click into their webiste (by advertising) which can become problematic (maybe they might make the entry more sensational or exaggerated or leave out information to entice you to click on one of the ads). ★HistoriCAL Thinking Curricula 3c. Youtube or Online Video Search tools Watch some documentaries or educational videos about your topic. Example: Google search “The mali and Ghana empire” and click the tab “videos” and a lot of educational videos appear. Pros: Interesting information of your topic. This is great to learn a lot and be entertained at the same time. Cons: It could be fake information or produced by students or people trying to mislead you. The information could be exaggerated to make it more entertaining. Usually in videos the producers do not cite information. ★HistoriCAL Thinking Curricula 3d. Educational Websites Some websites are created to help students learn about the topic. They are created by teachers or parents to make information easier to understand and comprehend. Pros: Easy to understand and provides an overview of topic. Cons: The authors may not be credible or list where they got the information. They might leave out information, they might be biased or one sided. ★HistoriCAL Thinking Curricula 3e. News websites News websites, magazines or newspapers are great for finding information on new discoveries or recent events. Pros: Up to date reporting on key events about particular topics. They are usually archived, meaning you can access news stories form a long time ago. Cons: Some news stories may be one sided or missing information. The news reporter may be biased or accidently did not “get the whole” story. They may only report on events that are “exciting” or “sensational” to get more clicks, which means more $ for the organization. Some reliable and credible sites: 1. Newsela 2. BBC 3. National Geographic 4. Science Magazine 5. AP Press ★HistoriCAL Thinking Curricula 3e. Reference Websites and Blogs Pros: No Pros. Cons: Blogs and Reference websites (like answers.com) is written anonymously (meaning you do not know who the author is). Blogs are typically people’s opinions and can be one sided, biased, purposely misleading etc. Stay away. Far, far away. ★HistoriCAL Thinking Curricula 4. Finding Credible and Reliable Sources ★HistoriCAL Thinking Curricula 4a. Museums or national libraries Pros: Museums often have information about different topics on their websites. They are typically written by experts in the field. Museums also house primary source artifacts. Cons: Each museum may specialize in various topics, so it may be difficult to find information on your topic. Or the information may be written in advanced academic language, which may be difficult to understand. Some museums/ libraries: 1. Smithsonian 2. Library of Congress 3. British Libraries ★HistoriCAL Thinking Curricula 4b. Books Usually if a book is published the author is credible or is an expert in their field. Pros: Usually the authors are experts in their field. Using amazon.com you can “look inside” some books and read excerpts without buying them. Some books are also available to read online. And, most libraries you can find books on your topic. Use the index and table of contents to find a specific chapter or section for information (you do not have to read the whole book!) Cons: Some books are difficult to find (always ask your librarian for help). ★HistoriCAL Thinking Curricula 4c. References from other books/websites Where did the book, website or wikipedia get their information. Always check the references at the dn of a website or book to find out where to find more information about your topic. Pros: Use references or works cited pages to find out where the author got the information. Easy to find additional resources. Cons: Some sources they used may not be credible or reliable, or some articles may not be available online. ★HistoriCAL Thinking Curricula 5. Start researching primary sources ★HistoriCAL Thinking Curricula Research Notes Research Question: How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? Website URL Type of Source/ Comments Evidence (Copied) Analysis http://www.bu.edu/africa/outre ach/k_o_ghana/ This is from Boston University and is a primary source from Al-Bakri who visiting Ghana in the 11th Century. Boston University got the information from: Al-Bakri, The Book of Routes and Realms, cited in Levitzion and Hopkins, Corpus of Early Arabic Sources for West African History, (Cambridge University Press, 1981) pp. 79-81. “On every donkey-load of salt when it is brought into the country their king levies one golden dinar and two dinars when it is sent out. … The best gold is found in his land comes from the town of Ghiyaru, which is eighteen days’ traveling distance from the king’s town over a country inhabited by tribes of the Sudan whose dwellings are continuous … The king of Ghana when he calls up his army, can put 200,000 men into the field, more than 40,000 of them archers.” This shows that the King is very rich because of taxes. Every time a donkey comes in and out of the kingdom with salt, the King receives a tax in gold. In addition, the King is in charge of a massive and powerful army. Ghana possibly become a powerful empire because of the wealth of the King, which allowed him to hire a well trained army to defend his empire. ★HistoriCAL Thinking Curricula Unit 4: West Africa, 900 CE-1600 (Ghana, Mali) 4.2 Finding Credible and Reliable Resources on the Internet Lesson: Essential Question: Duration: Examining Culture and Society in West African Kingdoms by practicing finding reliable evidence on the Internet How was society organized in West African Kingdoms (in Ghana and Mali)? What was the city of Timbuktu in Mali like during the middle ages? Approximately 1 ½ hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.4.2. Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. Students will select credible and reliable online sources in order to determine how culture and society was organized in Medieval Africa. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The purpose of this lesson is for students to practice and reinforce the sourcing skill that was taught in the previous lesson (Identifying level 1, 2 and 3 sources: Level 1- are sites that students may use to get a quick understanding of a topic, but may never cite these sources or use the information presented in an academic paper. Level 2- are sites and sources that are credible and reliable secondary sources that may be used for an academic paper or classroom assignments and Level 3- are sources that are primary sources that have been uploaded to the internet and are on a reputable and trustworthy site). Note: Students will need access to the internet for this assignment Teaching and Learning Activities 1. Review the various types of sources on the internet and what types of sources can be used in an academic paper. For this lesson students can use the 4.1.2 Searching the internet to answer a historical question checklist to help them identify suitable sources on the internet and if they need additional help they can also use the 4.1.3 Presentation: How to conduct historical research on the internet. 2. Provide students with 4.2.1 West African Society and Culture (Practice Researching) of the assignment (The assignment can be printed out and students can fill out the handout, but will still need access to the internet to complete). As a class read the directions and explain they will answer 2 historical questions using different types of sources on the internet. 3. Read the example and emphasize they must follow the directions on the left hand side. For classes that need additional support, students can work in pairs or small groups to help manage the workload. Another option is to find the sources as a class together and students can select which evidence they would like to use to the answer the question. Unit 4: West Africa, 900 CE-1600 (Ghana, Mali) Assessing Student Learning 4. Students complete assignment and explain why each source they used in credible/reliable or not and explain how that quote answers the historical question. Resources: 4.2.1 West African Society and Culture (Practice Researching) 4.1.2 Searching the internet to answer a historical question checklist 4.1.3 Presentation: How to conduct historical research on the internet Practice Finding Credible and Reliable Evidence on the Internet Examining Culture and Society in West African Kingdoms Directions: You will be finding evidence on the internet. Using the Internet Research Guide you will find different types of resources to answer the following questions. 1. How was society organized in West African Kingdoms (in Ghana and Mali)? 2. What was the city of Timbuktu in Mali like during the middle ages? Find evidence to answer question 1. How was society organized in West African Kingdoms (in Ghana and Mali)? (In other words: Who was in power, what were the different roles in society, jobs people had, who had little or no power etc.) Student Task Copy and Paste the URL Here Copy and Paste your evidence here 1-5 sentences that answer the question Is this site credible and/or reliable? What information did you find that answers your question (summarize in your own words) (Example) Go to Google: and search for “society in west african kingdoms ghana and mali.” 1. What is the first website that appears at the top of google results? https://en.wikipedia.or g/wiki/Ghana_Empire “Ghana appears to have had a central core region and was surrounded by vassal states...These "kings" were presumably the rulers of the territorial units often called kafu in Mandinka.” This is from Wikipedia, which should only be used in Level 1 research (to build background information). This website is not credible, because we do not know who edited the website. Level 1 academic research should never be used in academic papers. This quote helps to answer the question, because it shows that in medieval African society the people in power and in charge were the Kings. Go to Google: and search for “ society in west african kingdoms ghana and mali. ” 2. On the first results page, select a Level 1 source that ★HistoriCAL Thinking Curricula answers your question. Go to Google: and search for “ society in west african kingdoms ghana and mali, university research ” 3. On the first results page, select a Level 2 source that answers your question. Go to google: “ slavery in west africa mali and africa primary sources” (Note: slavery was added to the search because in West African society slaves were considered the “bottom” of society) 4. Select a Level 3 source that answers the question. ★HistoriCAL Thinking Curricula Part 2 Find Evidence to answer Question 2: Why was the city of Timbuktu important during the middle ages? (In other words: Was Timbuktu a large city? Was it different from other cities during that time? What did it have that other cities did not?) Student Task Copy and Paste the URL Here Copy and Paste your evidence here 1-5 sentences that answer the question Is this site credible and/or reliable? What information did you find that answers your question (summarize in your own words Google “ Timbuktu in the middle ages ” 5. On the first results page, select a Level 1 source that answers your question. Google “ Timbuktu in the middle ages ” 6. On the first results page, select a Level 2 source that answers your question. Google “ Timbuktu in the middle ages ” 7. On the first results page, select a Level 3 source that answers your question. ★HistoriCAL Thinking Curricula Unit 4: West Africa 900-1600 CE 4. 3 The Kingdom of Mali and Mansa Musa Lesson: Big Idea and Essential Question: Duration: Evaluating evidence to determine if Mansa Musa was the Richest person in history Some questions may remain unanswered Was Mansa Musa the richest person who ever lived? Approximately 2 hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa. 7.4.3 Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and Law. 7.4.4 Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Students will evaluate the credibility and reliability of online resources to determine if Mansa Musa was the richest person in history. Lesson Overview What do I want my students to learn? (Purpose of the lesson) After completing lesson 1 and lesson 2, students will utilize their new sourcing skills to find credible and reliable sources on the internet in order to answer the question, “Was Mansa Musa the richest person who ever lived?” This culminating lesson will require students to evaluate three levels of historical sources and develop their own critical historical narrative based on the evidence. Teaching and Learning Activities 1. As a class review the timeline of Mansa Musa’s Life and watch Ted Ed Video on Mansa Musa (4 minutes). 2. Explain to the class that they will be determining if Mansa Musa was the “richest” person who ever lived by researching various sources on the internet (Note: Many sources claim Mansa Musa was the richest person who ever lived, but there is very little evidence to truly determine if this claim is accurate). 3. Students will conduct research online and complete page 2 of 4.3.1 Mini Mansa Musa DBQ . They will be searching for who the richest person alive as well as the five richest people who have ever lived (Note: Most top searches will claim Mansa Musa is, but none cite their evidence). Students will answer questions 1-5 on page two regarding the research they found. a. (Discussion) Once students have completed the initial research, as a class evaluate the sources where they found the information (Did they cite their evidence? Does the site have advertisements? What kind of source is it: news, entertainment, blog, education Unit 4: West Africa 900-1600 CE etc.? Would any of these sites be credible or reliable to cite in an academic paper?) 4. Students will then analyze the sources and answer the questions on the following pages. Each of these sources are either level 2 (credible and reliable sources) or level 3 (Primary sources). Students must analyze the two sources and determine if they answer the DBQ question, “Was Mansa Musa the richest person who ever lived?” (Answers may vary. Technically there is not wrong answer, as long as they reflect on the source as evidence to answer a historical question). For students who need additional support, provide the website links for students to access (see below). 5. Once students have completed the evidence that was provided, students must attempt to find sources that are credible and reliable and a primary source that attempts to answer the historical question, highlight the authors provided to help find primary sources. (Note: This will be difficult. There is very little evidence that definitively “proves” that Mansa Musa was the richest person or not- which is the point of the lesson). a. (Discussion questions) Was there a lot of evidence to support that Mansa Musa was the richest person who ever lived? Where did the “news reports” and level 1 sites get their information? Is there enough evidence to support if he was the richest man who ever lived? Assessing Student Learning 6. After students have searched for evidence to determine if Mansa Musa was the richest person who ever lived, students will need to develop a claim. They can create their own claims or for more scaffolded support, provide the claims for them: 1) Mansa Musa was the richest man who ever lived. 2) Mansa Musa was not the richest man who ever lived. 3) There is not enough evidence to support if Mansa Musa was the richest man who ever lived. a. Students will defend their claims, using the evidence that they had found be writing a well constructed 2 paragraph essay. They should establish a claim, use historical evidence to support their claim and either confirm, refute or challenge the DBQ question. Resources: 4.3.1 Mini Mansa Musa Mini DBQ (For students who need support, you can provide these resources) Level 1 Sources: 1. Blog (with primary sources) 2. Mr. Dowling.com on Mansa Musa 3. Encyclopedia Britannica Level 2 Sources: 1. Blackpast.org 2. Jim Jones (Educational website with primary sources) 3. Met Museum : African History Level 3 Sources: 1. Al-Umari cited in Levitzion and Hopkins Corpus of Early Arabic Sources for West African History (Cambridge University Press 1981) pp. 269-273. 2. British Museum (Multiple Primary sources) Document Based Question: Medieval Africa Question: Was Mansa Musa the richest person who ever lived? Establishing Context: Timeline Approximately 1280 CE Mansa Musa, also known as Musa Keita I of Mali was born in the kingdom of Mali. Approximately 1311-1312 CE The King of Mali, Abu Bakr II left on his Hajj to Mecca with over 2,000 boats, he left Musa in charge as Emperor. When Abu Bakr never returned Mansa Musa was declared King. 1324 CE Mansa Musa starts his pilgrimage to Mecca with over 60,000 men, 12,000 slaves and enough provisions and gold to last the trip. 1324 CE Musa Visits the Sultan of Egypt in July. 1325 CE Mansa Musa returned to Mali, bringing with him scholars and architects. 1325 CE- to the end of his reign Mansa Musa’s army conquer nearby cities. Mansa Musa makes Timbuktu a center of trade, scholarship, culture and Islam. 1325 or 1337 CE Mansa Musa died, reports vary when he passed away. 1339 CE Mali appeared on the Map of the World in Europe. 1354 CE Ibn Battuta visits Mali 1375 CE Another map is produced in Europe with Mansa Musa at the center with a gold nugget in his hand. ★HistoriCAL Thinking Curricula Document Based Question: Medieval Africa Question: Was Mansa Musa the richest person who ever lived? Evaluating Sources Activity: Level 1 Research Internet Research (Level 1 Research) Google: Richest person alive today 1. _______________________________________Approx. Net Worth_____________________ Internet Research (Level 1 Research) Google: Richest People who ever lived 1. _______________________________________Approx. Net Worth_____________________ 2. _______________________________________Approx. Net Worth_____________________ 3. _______________________________________Approx. Net Worth_____________________ 4. _______________________________________Approx. Net Worth_____________________ 5. _______________________________________Approx. Net Worth_____________________ Questions to answer: 1. What is the name(s) of the internet sources that you used? 2. Do they have advertisements for products on the sides or bottom of the website? (yes or no) 3. Does the Author cite their sources where they found this information? If so, what articles or who do they cite where they got their information? 4. Should we trust the information on this site to determine who was the “richest person who ever lived?” Why or why not? 5. What questions would you need answered to determine how rich someone is or was in the past? ★HistoriCAL Thinking Curricula Document Based Question: Medieval Africa Question: Was Mansa Musa the richest person who ever lived? Evaluating Sources Activity: Level 2 Research “The North African Scholar, al-Omari, who lived in Cairo a few years after Mansa Musa’s visit and wrote about it, declared that of all the Muslim rulers of west Africa Musa was ‘the most powerful, the richest, the most fortunate, the most feared by his enemies and the most able to do good to those around him.” Source: Davidson, Basil, 1914-2010. West Africa before the Colonial Era: A History to 1850, Longman, London;New York, 1998. (This book is considered a “level 2” source because, however he includes many primary sources to support his claims, such as the quote above) 6. Does this source help us answer the DBQ question? Why or why not? Your turn: Find a quote (1-2 sentences) from a Level 2/3 web source that answers the DBQ Question: Write the Source (Author, title of source and year of publication): 7. How does this help us answer the DBQ Question? ★HistoriCAL Thinking Curricula Document Based Question: Medieval Africa Question: Was Mansa Musa the richest person who ever lived? Evaluating Sources Activity: Level 3 Research Type of Source: Painting (Atlas in pen and colored inks) Date of Publication: 1375 Artist: Abraham Cresques 8. Does this source help us answer the DBQ question? Why or why not? ★HistoriCAL Thinking Curricula Your turn: Find a quote (1-2 sentences) from a Level 3 (primary source) web source that answers the DBQ Question: Hint: Here is some authors who wrote about Mansa Musa close to when he was alive: Ibn Battuta, Al-Umari, Mahmud Kati, Al-Dukhari. Write the Source (Author, title of source and year of publication): 9. How does this help us answer the DBQ Question? Writing Response 2-3 well crafted paragraphs Remember: Use evidence and cite your sources. You may only cite evidence from level 2 research. 10. Based on your historical research can you answer the question: Was Mansa Musa the richest person who ever lived? Is there enough evidence to suggest he was or is there evidence lacking (missing)? Possible claims to defend: 1) Mansa Musa was the richest person who ever lived. 2) Mansa Musa was not the richest person who ever lived. 3) There is not enough historical evidence to support whether or not Mansa Musa was the richest person who ever lived. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ★HistoriCAL Thinking Curricula Unit 5: The Aztec Empire 5.0 Hidden Histories Journal (Aztec) 5.1 Reconstructing Aztec History through Primary Sources Lesson Plan 5.1.1 Student Placards to Print or Share digitally 5.1.2 Analyzing Primary Sources of the Aztecs 5.2 Examining Aztec Culture Through Historical Research Lesson Plan 5.2.1 Level of Sources Checklist (HistoriCAL) 5.2.2 Examining Aztec Culture through Historical Research 5.3 Human Sacrifice Aztec DBQ Lesson Plan 5.3.1 Aztec DBQ Text and Questions 5.3.2 DBQ Evidence Scaffold 5.3.3 Aztec Essay Scaffold and Template 5.3.4 DBQ Grading Rubric ★HistoriCAL Thinking Curricula The HIDDEN History In the Aztec Empire Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? -The people in power? The winners? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Marginalized people in the Aztec Empire Introduction 1. When you think of Central America/ Mexico was do you think of? 2. What does the class think of Central America/ Mexico? 3. Insert an image of the Mexican Flag below: 4. (Your guess) What does the symbol at the center of the flag represent? 5. (Research) What does the symbol at the center of the flag represent? Invisible people in history Aztec Nobility “Most of our knowledge of Aztec society comes from written documents. These tell us about everything from myths to armies to kings. What do the written sources say about Aztec peasants? Almost nothing.” “The Aztec nobility was an exclusive club, less than five percent of the population. To be a noble, you had to be born to noble parents, and your rights and privileges were spelled out in legal codes. You could only marry another noble. Members of your group owned all the land, and they controlled the city-state government. Even if you were the lowest ranking noble in town, you enjoyed more wealth and power than the commoners.” ★HistoriCAL Thinking Curricula Source: Smith, Michael. At Home with the Aztecs. Routledge, 2016. 1. We know very little about the majority of people who lived in the Aztec empire, but does that make their lives or experiences less important? 2. Why are the nobles and kings written about in history, but not the local population? 3. Do you see any patterns or parallels with other civilizations? 4. Do people respect or value wealthier or famous people in our modern society? If so, how, in what ways? 5. In modern society, are there people who are “invisible” or not valued? If so, who? 6. Why are some people treated as if they were “invisible?” Can anything be done? Slavery in Aztec Society Slavery “At the bottom of the social scale were the slaves. People became slaves through debt or punishment, but not through birth; slavery was not hereditary. Slaves could marry, have children (who were free), and even own property.” Source: Smith, Michael. The Aztecs. Wiley-Blackwell, 2012. 1. How does slavery differ from Roman or Medieval West African Slavery? ★HistoriCAL Thinking Curricula 2. Does the Aztec treatment of their slaves make them a more “just” or “righteous” society than others, or is it just as cruel as other civilizations? Women in Aztec Society Exclusion “...the painted histories associated with Tenochtitlan virtually exclude women from imperial history..it is difficult to reconstruct the exact political political role of noblewomen.” Source: Diel, Lori Boornazian. “Women and Political Power: The Inclusion and Exclusion of Noblewomen in Aztec Pictorial Histories.” RES: Anthropology and Aesthetics, no. 47, 2005, pp. 82–106. 1. What does the author mean “exclude women from imperial history”? 2. What are some possible reasons why would a group of people be “excluded” from history? Indigenous Historians “Some scholars caution that we must be critical of colonial indigenous historians, who may have picked up the patriarchal attitudes of Spain and accordingly undervalued the role of women in their histories.” Source: Diel, Lori Boornazian. “Women and Political Power: The Inclusion and Exclusion of Noblewomen in Aztec Pictorial Histories.” RES: Anthropology and Aesthetics, no. 47, 2005, pp. 82–106. 3. (Research/ Define/ Explain) What does patriarchal mean? 4. According to this source, can we truly trust written records about women’s role in Aztec society (From the Spanish)? Why or why not? ★HistoriCAL Thinking Curricula 5. Does it matter who writes down the history? Why or why not? Summarize and Reflect 1. What questions do you have about the Aztec empire? 2. Do you see any patterns and parallels do you see across time and civilizations? ★HistoriCAL Thinking Curricula Unit 5: Americas, Aztecs 5.1 Reconstructing Aztec History Lesson: Big Idea and Essential Question: Duration: How to identify and evaluate primary sources to reconstruct Aztec history Big Idea: Where does history come from? Essential Question: What can we learn about the Aztecs from primary sources? Approximately 2 hours CA State History Standard: HistoriCAL Thinking Skills Student Objective: 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the MesoAmerican and Andean civilizations. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. Students will evaluate the sources historians use when they reconstruct the past of the Aztecs by analyzing and interpreting archaeological artifacts, pre-hispanic codices and post-colonization codices. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The primary focus of this lesson is for students to identify primary sources and also understand that there may be underlying issues that may impact the reliability of the primary sources. Much of the evidence that is known about the Aztecs are from archeological evidence or post-colonization codices (most pre-colonization codices were destroyed by the Spanish). Therefore, students must evaluate multiple sources in order to accurately reconstruct the past. Teaching and Learning Activities Part 1: Conducting research and creating a presentation 1. Option 1: Students can view 5.1.1 Student Placards to Print or Share digitally and follow the student tasks. Explain to students that they will be investigating primary sources from the Aztec Empire. Students will view the presentation and using the internet try to find examples of the sources (as directed in the presentation). 2. Option 2: Group Presentation Project. Using google slides, powerpoint, prezi, youtube editor, weebly or another platform, students will create a presentation for the class on examples of the primary sources from the Aztec Empire. They can divide the project up into three sections (archeological evidence, pre-hispanic codices and post-colonization codices) and find examples of these sources. In the presentation they describe the source, when and where was it found and what does it tell us about the Aztec empire. Part 2: Evaluating Primary Sources 3. Students will then determine the pros and cons of utilizing the different sources in order to understand Aztec history by completing the 5.1.2 Analyzing Primary Sources of the Aztecs handout. For advanced learners, they can complete the handout independently, but it is recommended that students complete this assignment in small groups. (Optional: Provide large butcher paper and have students divide it into three sections and make a large posters of pros and cons to share out with the class; or provide students will post-it notes and students can go around the room to add their comments/ thoughts onto large pieces of paper, so they can view each other's responses). Unit 5: Americas, Aztecs 4. As they read through each section, have students highlight the benefits and drawbacks of using that source and make a bullet point list below of the pros and the cons of each source. For advanced learners, they can find additional research that will help support the pro/ con list of the sources. To scaffold the lesson, read the first paragraph as a class and discuss the pros and cons of the source and as a class fill out the first section together (Archeology). Assessing Student Learning 5. As a class share out the benefits of using some primary sources as well as their drawbacks. As an exit slip, to assess understanding pose the question “What are the benefits and drawbacks of using certain sources to reconstruct history?” Resources: 5.1.1 Student Placards to Print or Share digitally 5.1.2 Analyzing Primary Sources of the Aztecs Online Resources: 1. Codices online What can we learn about the Aztecs from primary sources? Practice Evaluating Primary Sources ★HistoriCAL Thinking Curricula Source of Picture: Codex Magliabecchiano from the Loubat collection, 1904. Archeological Evidence Artifact: Templo Mayor in Mexico City, photo taken in 2007 by Bekahari. Templo Mayor was one of the main temples in the Aztec city Tenochtitlan (now modern day Mexico City). Mexico City was built on top of the Aztec city and was not excavated (discovered and unearthed) until 1978. Archeologists have discovered thousands of artifacts and many clues to what life was like in Tenochtitlan. View some artifacts at the Museum. ★HistoriCAL Thinking Curricula Archeological Evidence Source: View of Pyramid of the Moon from Pyramid of the Sun, Teotihuacan. Picture taken by Daniel Case in 2015. The Temple of the Sun was built long before the Aztecs arrived in Mexico. The Ancient Teotihuacanos built the first part of the temple in the 100’s Ce and was later abandoned (Pre-Aztec). ★HistoriCAL Thinking Curricula Archeological Evidence Artifact: National Geographic News, 2012. Sixteen feet below street level in Mexico City, archaeologists have found 1,789 bones from children, teenagers, and adults along with the complete skeleton of a young woman dating back to 1480s. ★HistoriCAL Thinking Curricula Archeological Evidence Student Task: Can you find archaeological evidence from the Aztec Empire? Here are some clues…. Here are some clues…. 1. Artifacts: Pottery, weapons, clothing, jewelry, art etc. 2. Bones: Bones of animals (pets, food), bones of human (in graves, war, sacrifice). 3. Monuments: temples, houses, statues, ball courts ★HistoriCAL Thinking Curricula Pre-Hispanic/ Pre-Colonial Codices Source: Pre-columbian codex from Mexico in the Bodleian Library, Oxford. Codex Bodley written shortly before the spanish conquest of Mexico (Sometime shortly before 1521 CE). Read the pictographs HERE. ★HistoriCAL Thinking Curricula Pre-Hispanic Codex Student Task: Can you find a pre-Hispanic Codex? Here are some clues: 1. The Aubin Codex 2. The Codex Borbonicus 3. The Codex Colombino ★HistoriCAL Thinking Curricula Post-Colonial Codices Source: The Florentine Codex, written by Spanish friar Bernardino de Sahagun written from 1545-1590 CE. He wrote this 2,400 page book to record the Aztec language, Nahuatl and record the daily lives of the Aztecs from stories from the Elders. He attempted to capture the complete reality of Aztec culture. Some background information can be found HERE. Read some of the Florentine Codex HERE. ★HistoriCAL Thinking Curricula Post-Hispanic/ Post-Colonization Codex Student Task: Can you find a Post-Hispanic/ Post-Colonization Codex? Here are some clues: 1. Codex Mendoza 2. Codex Vaticanus 3. Codex Florentinus ★HistoriCAL Thinking Curricula What can we learn about the Aztecs from primary sources? Practice Evaluating Primary Sources How do historians reconstruct the past? Think of history as a puzzle. There are many pieces of the puzzle that need to be studied and analyzed and it’s the historian's job to fit them together to make sense of the past. Sometimes in history there is more information and evidence, where putting the puzzle together of what happened may be very easy. However, sometimes in history there is not a lot of information available so it’s the historian's job to find as many clues as possible to try to make sense of the past. Let’s examine the mighty Aztec empire 1300’s-1500’s CE. Review: 1. What is a Primary Source? 2. What are some examples of Primary Sources? Guiding Question: What are the pros and cons of using certain sources to reconstruct Aztec history? Historians who study the Aztecs principally use three types primary sources: archaeological evidence, Pre-hispanic Codices and Post-Colonization Codices as historical evidence. A codex/ codices is an ancient book. Pre-hispanic means: before the Aztecs were conquered and colonized by the Spanish and Post-colonization means after the Aztecs have been conquered and colonized by the Spanish. Directions: Read through the types of sources historians use and make a pro/ con list of using these types of sources to reconstruct what life was like when the Aztecs ruled central Mexico. Archeological Evidence “One of the main reasons we lack vital information about Tenochtitlan in pre-Hispanic times is that the Spaniards converted it into a colonial capital. The city grew considerably after the Spaniards arrived, first as a colonial center, then as an independent capital, and then during the second half of the twentieth century. This ★HistoriCAL Thinking Curricula explosive development has occurred on top of the ancient remains, making both large and small scale archaeological excavations difficult.” Source: Rojas, José Luis de. Ancient Cities of the New World : Tenochtitlan : Capital of the Aztec Empire. Gainesville, US: University Press of Florida, 2012. Book. “Mexico’s first inhabitants left the landscape full of traces of their existence: countless weapons, tools, and statues—over a staggering ten thousand archaeological sites at last count. The most sophisticated of these civilizations built spectacular cities with wide avenues, apartment complexes, and many other features associated with urban living today. They built towering pyramids so that their altars might be as close to the sky as possible. Over time, great cities like these flourished and fell. One of the last was the Aztec capital of Tenochtitlán in present-day Mexico City, brought down by the Spanish conquest in 1521.” Source: Bueno, Christina. The Pursuit of Ruins: Archaeology, History, and the Making of Modern Mexico. University of New Mexico Press, 2016. Book. Pros: Benefits of using archaeological evidence for historical information Cons: Possible problems of using archaeological evidence for historical information Pre-Hispanic/ Pre-Colonial Codices “No original Aztec manuscript has survived that does not show European influence. The Codex Borbonicus is thought to be the only one whose style matches the pre-Conquest Náhuatl style, nevertheless it is considered to be a colonial copy. Aztec codices were burned by the Spaniards for their pagan religious content, and by Aztec kings in an effort to rewrite their history. The codices dealt with divination (religion), ceremonies, [and] the ritual calendar... ★HistoriCAL Thinking Curricula The sacred books were painted on deerskin or agave-fiber paper using a combination of pictography, ideograms, and phonetic symbols.” Source: University of Arizona Library Special Collection on Mesoamerican Codices, 1999. Online collection. Found at http://www.library.arizona.edu/branches/spc/mexcodex/ Pros: Benefits of using Pre-Hispanic/ Pre-Colonial Codices as evidence for historical information Cons: Possible problems of using Pre-Hispanic/ Pre-Colonial Codices as evidence for historical information Post-Colonization Writings “Commoner life was simply not recorded. After the Spanish conquest, when Spanish friars and others compiled histories of the Aztecs, they interviewed nobles, not commoners, so the surviving historical records give us rich detail about the nobles and only a few tidbits about commoners.” Source: Smith, Michael. At Home with the Aztecs . Routledge, 2016. Book. Pros: Benefits of using Post-Colonization writings for historical information Cons: Possible problems of using Post-Colonization writings for historical information ★HistoriCAL Thinking Curricula Unit 5: Americas, Aztecs 5. 2 Aztec Culture Through Historical Research Lesson: Big Idea and Essential Question: Duration: Examining Aztec Culture Through Historical Research: Practice finding credible and reliable information on the internet (Extension and reinforcement of Historical Skills from Africa Unit) Big Idea: Every culture shares similarities yet are different Essential Questions: How does Aztec culture compare with your own culture? What did Aztec culture emphasize? Approximately 2 hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations. 7.7. 2. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery. 4. Relate and connect the values, social customs and traditions of the past to the student’s personal experiences. Students will conduct historical research on aspects of Aztec culture and will compare their lives and culture with the Aztec experience. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The purpose of this lesson is twofold: teach what “Culture” is, specifically Aztec culture and to have students practice finding credible and reliable resources on the internet. By the end of the lesson, students will have a working knowledge of Aztec knowledge, make connections to their own cultural experience and to have practice finding resources that are academic in nature. Teaching and Learning Activities 1. Provide students with an electronic 5.2.2 Examining Aztec Culture through historical research and read the introduction as a class. Pose the question, “What is American Culture?” and/ or “Provide examples of American culture” and/ or “Provide examples of California culture” and/or be city specific, “Provide examples of Santa Ana’s culture.” Students can brainstorm aspects of American culture. 2. Explain that students will be conducting historical research on Aztec culture. As a class review what level 1, 2, and 3 sources are and that the goal of this assignment is to only utilize level 2 or level 3 sources that are credible or reliable. Review the example in the assignment. a. Optional: Students can work in small groups (one shared document). b. Note: There is a lot of information on Aztec culture, but most sources are level 1 sources (like wikis, blogs, or webpages created by unknown authors). Encourage students to search the internet by being source specific. 3. Once students find evidence about Aztec culture they will attempt to connect Aztec culture with their own cultural experiences (in the last column). Many students will want to write on how their cultural experience is different, but encourage them to find similarities. Unit 5: Americas, Aztecs Assessing Student Learning 4. Once students have completed the table and found multiple sources of information about Aztec culture, students will write a summary answering one of the following questions: 1) What did Aztec culture emphasize? 2) What was the most important aspect of Aztec culture? 3) How does Aztec culture compare with your own culture? For advanced learners, students can formulate their own question to answer. Resources: 5.2.1 Level of sources checklist (Blank) 5.2.2 Examining Aztec Culture through historical research Examining Aztec Culture Through Historical Research Practice finding credible and reliable information on the internet Every civilization has its own distinct and unique culture. In a society culture refers to the traditions, beliefs and daily practices of its people. For example, the Ancient Romans believed in many gods and participated in many festivals, they built magnificent baths where people would socialize, and enjoyed watching gladiatorial games. Culture refers to a collection of societal traditions, such as music, architecture, literature, language, education, arts, sports, food, etc. You will examine the traditions and culture of the Aztecs by conducting research. Historical Research Task: Describe Aztec Culture Note: You may use level 1 sources to gain background knowledge, but may NOT be used for your evidence. Levels of Research Guide Cultural Component Source (Link) Type of Source: Which Level of research is this? (Level 2: Credible and reliable secondary sources or Level 3: Primary sources) Text or Images (Copy and paste text or images that explain the Aztec’s cultural experience. Connect: How does this source describe their culture? Is it similar/ different to your cultural experience (your life)? Aztec Arts Possible search terms: Aztec art archeological evidence, Aztec art history books, Aztec architecture, Aztec Art museum, Aztec Stone arts, Aztec art analysis, http://www.ancient .eu/Aztec_Art/ (Put the link to the webpage that you found the information) Level 2: The source was written by Mark Cartwright and is on Ancient History Encyclopedia, which is a non-profit organization. (Explain why this source is credible or reliable) “Common threads run through the history of Mesoamerican art. The Olmec, Maya, Toltec, and Zapotec civilizations, amongst others, perpetuated an artistic tradition which displayed a love of monumental stone sculpture, imposing architecture, highly decorated pottery, geometric stamps for fabric and body art, and breathtaking metalwork which were all used to represent people, animals, plants, gods and features of religious ceremony …” A. (Your own words) The Aztecs’ artist styles were inspired by other cultures before them and their artwork consists of large stone sculptures and metal sculptures. B. (Connect to your life) What kinds of art do you have where you live? How is art used everyday? Do you see any similarities to Aztec art and art in your cultural experience? ★HistoriCAL Thinking Curricula (Copy and paste text that describes Aztec Culture). Aztec Religion A. What does the quote tell us about Aztec Religion? B. Connect to your life: Aztec Education A. What does the quote tell us about Aztec Education? B. Connect to your life: Aztec Food A. What does the quote tell us about Aztec food? B. Connect to your life: Aztec Sports A. What does the quote tell us about Aztec sports? B. Connect to your life: Summarize your findings: Directions: Write 2-3 well constructed paragraphs in your own words about Aztec Culture. Please use evidence to support your claims and cite the author's names of who wrote the historical information. Answer ONE the following questions: 1) What did Aztec culture emphasize? 2) What was the most important aspect of Aztec culture? 3) How does Aztec culture compare with your own culture? ★HistoriCAL Thinking Curricula Unit 5: The Americas, The Aztecs 5. 3 The Aztecs: Document Based Question Lesson: Essential Question: Duration: Analyzing evidence to support an original thesis about the Aztecs (Essay) Essential Question: What was the purpose and role of human sacrifice in Aztec Society? Approximately 2-3 hours (plus time for writing a well crafted five paragraph essay) CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.7.2 Study the roles of people in Aztec society, including class structures, family life, warfare, religious beliefs and practices, and slavery. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Students will analyze the purpose and role of human sacrifice in Aztec society by developing an original thesis and and support their thesis by writing a historical essay with appropriate evidence. Lesson Overview What do I want my students to learn? (Purpose of the lesson) Students now have written multiple historical essays and this DBQ reinforces the document analysis and writing process; this DBQ also introduces a new component: finding historical research to support their original thesis. Students will have to find a level 2 (secondary source) or level 3 (primary source) as evidence and explain how it can be used to answer the DBQ Question. Note: This is a very macabre and dark subject, after all it is about mass human death. Teaching and Learning Activities Step 1: Document Analysis 1. Provide students with a printed 5.3.1 copy of the Aztec DBQ . Read the introduction and DBQ question as a class. There has been historical debate about the extent, role and purpose of Aztec human sacrifice in Aztec society and students will uncover some alternative and competing theories. As a class discuss the differences between ”Purpose”: Why did Aztecs kill so many people? And “Role”: How important was human sacrifice important in their society? 2. Read timeline of key historical events during Aztec political reign. Explain that during this political organization, there is archeological evidence that thousands of people were ritually sacrificed following the Aztec ritual calendar. (Note: Flower Wars are a series of wars held purposely to capture people to be sacrificed). 3. (Source 1) As a class read source one (this is a challenging source: it’s an empirical study that evaluated why some societies engage in the practice of human sacrifice. He found statistically that societies that had more people and overcrowding led to more human sacrifice). 4. For classes that need additional support, read through each document and annotate as a class, explaining and defining key words as students read. For additional help you can write the possible reasons for the purpose of mass Aztec sacrifice (Prior to lesson) 1) Political control 2) psychological warfare/ control 3) Religion 4) Overcrowding and population control (also called the ecological explanation). Students will each through each source and respond to each question. Step 2: Student Research 5. After students have read through the documents, they will conduct their own original research to attempt to answer the DBQ question. Unit 5: The Americas, The Aztecs Point to some articles at the end of the DBQ to help them and remind them to look at citations of books or articles that they have read. Remind students that the research must be level 2 (secondary sources) or level 3 (primary sources) and the evidence that they write must explain Why the Aztecs conducted human sacrifice. 6. Optional: Provide students with the DBQ Evidence Scaffold to help students identify key pieces of evidence to answer the question. 7. Optional: in small groups or as a class, write down 1) Political control 2) psychological warfare/ control 3) Religion 4) Overcrowding and population control (also called the ecological explanation) on large construction paper (or do an online forum) and have students with post-it notes write down a piece of evidence that supports that claim. Students can take photos of the post-it notes or read as a class to help them write their paper. Assessing Student Learning Step 3: Writing Essay 8. Students can use the DBQ Evidence Scaffold and essay template to write their essay and provide the essay rubric for students. 9. Students will write a five paragraph essay that answers the DBQ question “What was the purpose and role of human sacrifice in Aztec Society?” with original research. Lesson Resources: 5.3.1 Aztec DBQ Handout 5.3.2 DBQ Evidence Scaffold 5.3.3 Aztec Essay Scaffold/ Template 5.3.4 DBQ Grading Rubric Online Resources: 1. Academic Paper on Human Sacrifice by Michael Winkelman. 2. Academic Paper: Cannibalism was Ecological Necessity, by Una Maria. Document Based Question: The Aztecs Question: What was the purpose and role of human sacrifice in Aztec Society? Source: Page 131 in the Codex Magliabechiano 16th Century Historically human and animal sacrifice has been prevalent in most ancient cultures. Many cultures used human and animal sacrifice for different purposes such as: religious purposes, entertainment purposes (Ancient Rome), population control, political control, and punishment. Many Historians disagree with the purpose, role, and extent of Human sacrifice in Aztec society. Some people believe that human sacrifice is over-emphasised and is exaggerated in in Aztec history, and/or the Spanish exaggerated human sacrifice as a justification for colonization, and/or some people disagree with why the Aztecs utilized human sacrifice. There are many questions that arise from this unique feature of Aztec civilization, it will be your task to uncover some it’s mysteries by utilizing evidence to support a historical claim. ★HistoriCAL Thinking Curricula Establishing Context: Timeline Note: Mexica and Aztecs are the same people Approx 1200s CE Mexica tribe travel to central Mexico. 1323/25 CE According to Aztec legend the Mexica were shown a vision of an eagle perched on a cactus eating a snake at the center of Lake Texcoco, seen as a sign from the gods to settle there. 1323/25 CE Mexica/ Aztecs became a tributary of the Azcapotzalco empire (Tepanec Empire) and was under its protection 1427 CE Maxtla, son of the Azcapotzalco ruler assassinated Chimalpopoca (Mexica ruler). To try to kill Maxtla the next Mexica ruler Itzcoatl allied with the exile ruler of Texcoco to defeat Maxtla. Maxtla was killed. 1428 CE Azcapotzalco was defeated and the Mexica took control of the valley of Mexico (Tenochtitlan)with two other neighbors, Texcoco and Tlacopan, this was known as the “Triple alliance.” Itzcoatl ruled until his death in 1440 CE. 1440 CE Moctezuma I rules for 29 years and under his leadership Tenochtitlan becomes the dominant partner in the triple alliance. Under his rule the Aztec and Texcoco construct a massive aqueduct supplying the city with fresh water. Moctezuma expand the Aztec territory conquering the Huastec and Totonac people. Approx 1450’s First of a series of “Flower Wars” 1486 CE Ahuitzotl becomes the eighth Aztec ruler and was a great military leader and conquered many surrounding peoples. 1493 CE Columbus returns to Spain and reports on his mission to the Spanish King. 1502 CE Moctezuma II takes power and conquered more territory. 1504 CE Hernan Cortez leaves Spain and becomes a colonist in Hispaniola (Cuba). Cortez becomes a successful expedition leaders, carrying out multiple expeditions in search for gold and glory. 1519 CE Hernan Cortez leads army of 600 soldiers to conquer Tenochtitlan and Montezuma II is killed. 1521 CE Tenochtitlan is destroyed and the Spanish rename the city Mexico City. 1523 CE Hernan Cortes writes about witnessing Aztec human sacrifice in his letters Cartas de relación addressed to the Spanish Emperor. Note: You will learn more about the Spanish conquest of Mexico in the upcoming units. ★HistoriCAL Thinking Curricula Document Based Question: The Aztecs Question: What was the purpose and role of human sacrifice in Aztec Society? Directions: Answer the text dependent questions and Highlight in YELLOW evidence that helps answer the question: What was the purpose and role of human sacrifice in Aztec Society? Step 1: Evidence Provided Source 1 Level 2: Independent empirical research Abstract to Quantitative Study While human sacrifice has no significant correlations with measures of agricultural potential, protein, total food, food storage adequacy, and famine risk. There are significant positive correlations with population density, population pressure, and war for land and resources. Population pressure and war, for land, and resources have independently significant correlations with human sacrifice, and together account for 38 per cent of its variance (multiple R = .62, p < .006). A measure of low hierarchical focus of religion provides significant additional explanation of variance (multiple R=.72, R2=.S1, pc.OOO), suggesting human sacrifice may play a role in ideological integration. Source: Winkelman, Michael. Aztec Human Sacrifice: Cross-Cultural Assessments of ecological hypothesis . Ethnology, Vol. 37, No. 3 (Summer, 1998), pp. 285-298. 1. In this study what factors did NOT significantly matter in whether or not a civilization engaged in the practice of human sacrifice? 2. In this study what were the main factors that explained why societies engage in human sacrifice? Source 2 Level 2: Historical research into motivations behind cannibalism and human sacrifice “Cortes' statement was based purely on hearsay accounts from enemies of the Aztecs and filtered through two translations. It must be considered an attempt to manufacture a cause for War to justify to himself and to his king the conquest of the Aztecs, who had up until then made no hostile moves. In order for Cortes to justify massacres such as those in Cholula or Tenochtitlan (in each of which the conquerors killed several thousand defenseless people), it was necessary to dehumanize the Aztecs and allege great cruelties (13, book 12, p. 53; 47, p. 73). This psychological mechanism of dehumanizing enemies in order to justify any actions against them is of course not unique to Cortes, yet because of it we should not accept his information uncritically. It is generally agreed that the Aztecs practiced ritual cannibalism but there is no agreement about the extent of this practice. Human sacrifices, cannibalism, and the behavior of Aztec warriors can all be attributed to and explained by ★HistoriCAL Thinking Curricula motivational factors, such as religion and the desire to achieve status in society.” Source: Ortiz de Montellano, B. “Aztec Cannibalism: An Ecological Necessity?” Science 200:611-17, 1990. 3. According to this article did Cortes exaggerate Aztec religious practices? What was the purpose of eggeraterting this? 4. According to this source why did the Aztec engage in cannibalism and human sacrifice? Source 3 Level 2: Historical interpretation of use of Aztec Warfare “Seen through the eyes and values of the conquering Spaniards, the Aztecs emerge as despotic rulers of a vast political empire, religious extremists driven by the insatiable demands of their gods for human sacrifice and participants in ritualized combat aimed at taking captives rather than conquest. This, Aztec warfare has typically been interpreted as particularly draconian, with religion and ritual as chief motivators...Spaniards perpetuated this dark picture of the Aztecs because it helped the conquistadors justify their own actions. ...a sense of history emerges that offers a better understanding of the aztecs and their wars than that given by the conquistadors. Aztec warfare was a highly organized enterprise undertaken by the state that linked political, economic, social and religious purposes.” Source: Hassig, Ross. "Aztec Warfare." History Today, vol. 40, no. 2, Feb 01 1990, pp. 17. 5. What does Hassig claim is the primary reason why human sacrifice was performed? Source 4: Your turn to find a level 2 or level 3 source on the possible role and purpose of Aztec Sacrifice. (Write the quote and the source) Research Help: Find the articles that were used in this DBQ and look at their citations . Possible articles and look at the citations of the articles. 1. Berrelleza, Roman, and Alberto. Sacrificio de niños en el Templo Mayor. Mexico (In Spanish. 1990. (Use google translate) 2. Cowgill, George. “Ritual Sacrifice and the Feathered Serpent Pyramid at Teotihuacán, México”. 1997. 3. Acosta, Valerie. "El sacrificio humano en Mesoamérica” 2003. (In Spanish. Use google Translate) ★HistoriCAL Thinking Curricula Document Based Question: What was the purpose and role of human sacrifice in Aztec Society? Paragraph 1 Introduction: Set the stage. When, where, who and what happened? Describe Aztec society, civilization, and the practice of Human Sacrifice. Restate and questions and then write your three point thesis. The three main reasons why the Aztec’s conducted Human Sacrifice was _________________________, __________________________, ____________________________. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 2 The Aztecs conducted human sacrifice because ____________________. According to Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________ . ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 3 The Aztecs conducted human sacrifice because ____________________. In the article by Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________ . ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 4 The main purpose of Aztec sacrifice in Aztec society was ____________________. Last name of Author, in his/her book/article states, “Quote” (Last name of source, year). This evidence demonstrates ________________________ . ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 5 Conclusion: Restate your claim/ thesis. The Aztec performed human sacrifice for the following reasons _________________, ____________________, _____________________. Discuss the other possible reasons and the extent of human sacrifice that was conducted. Possible conclusions: Should this be the main thing to remember about the Aztecs? Has history misjudged them? Have the spanish painted a negative picture? What lessons can be learned? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Unit 6: South Asia, Gupta Empire 6.0 Hidden Histories Journal (Medieval India) 6.1 Textbook Analysis (India’s History) Lesson Plan 6.1.1 Analyzing Historical Controversy (California State Standards) 6.2 Quoting, Paraphrasing and Summarizing Historical Information Lesson Plan 6.2.1 Gupta Empire Achievements: How to Quote, Paraphrase and Summarize Historical Information (HistoriCAL) 6.2.2 How to Quote, Paraphrase and Summarize Checklist (HistoriCAL) 6.3 Quoting, Paraphrasing and Summarizing Historical Information (Continued) Lesson Plan 6.3.1 (With sources) Gupta Empire Achievements 6.3.2 (Advanced) Student Handout: Student finds sources 6.2.1 Gupta Empire Achievements: How to Quote, Paraphrase and Summarize Historical Information (HistoriCAL) ★HistoriCAL Thinking Curricula The HIDDEN History In Medieval India Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Marginalized people in Medieval India Overview 1. In ancient Rome, Abbasid dynasty, West-African Kingdoms, and Aztec Empire, who held the political and economic power? 2. In these medieval societies, who typically held the least political and economic power? Support with evidence and cite your source. 3. Do you find any patterns or parallels between the civilizations we have studied thus far in respect to society, power and people not in power? Medieval India’s Marginalized People Urban Center versus Rural Communities “Histories of early India should ideally represent the various regions and communities of the subcontinent in all their diversity. However, while the heartlands of great empires and kingdoms are well represented, many regions-for instance the North-East- are not...Bringing more people into history also requires further initiatives towards uncovering the past of groups who have been subordinated and marginalized for centuries, such as the laboring poor, lower castes and tribal communities. This is not easy, given the fact that a great proportion of the source material available to historians has been created by elite groups and therefore reflects their ideas and interests.” Source: Singh, Upinder. A History of Ancient and Early Medieval India: From the Stone Age to the 12th Century . Pearson Education India, 2008. 1. Who are the people Singh defines as “subordinated and marginalized for centuries?” ★HistoriCAL Thinking Curricula 2. What groups of people do historians focus on? Why do they do this according to Singh? Caste System 1. (Research, level 1) What is “India’s Caste System”: List and define each “varna” or caste and people’s roles within each. 2. Insert a visual of the Caste system and cite your source. 3. How is the caste system of Medieval India similar to the class system of other cultures we have studied or even in the United States today? How is it different? Women Marriage In “Property Rights of Hindu Women” by Halder and Jaishankar explain to women after woman's husband died in Medieval India, a widow would have to give up her husband’s property and if she were young, “..she would be encouraged or, in the majority of cases, forced to submit to the ritual bride burning [called] Sati. Older women would be left to beg in some Hindu holy place.” Source: Halder, Debarati, and K. Jaishankar. “Property Rights of Hindu Women: A Feminist review of Succession Laws of Ancient, Medieval and Modern India.” Journal of Law and Religion, vol. 24, no. 2, 2008, pp. 663–687. 1. What is Sati ? Women during the Gupta Period ★HistoriCAL Thinking Curricula “The so-called Golden Period of India's history—the Gupta Period—was not so golden for women. Though girls of the upper classes received liberal education, participated in cultural activities and swayamvara continued to be in vogue, the practice of sati had gained ground and women in general were not allowed to contract a second marriage. Yet it is a fact that in some regions women shared in administration.” Source: Verma, Amrit, and H. N. Verma. Indian Women through the Ages . Great Indian Publishers, New Delhi. 1976. 2. Why did social status matter if you were a woman? 3. How can a “golden age” be for some people but not for all? On the textbook debate in California: Textbook Debate “...It is the duty of the parents and mentors of the young children to explain India's social ills such as the status of women and the abominable caste system. Denying historical facts about the existence of caste system and the subjugation of women in India is is a violation of civil rights of those who have suffered humiliation and were denied social, political and economic progress.” Source: Padmanabhan, Sudarsan. “Debate on Indian History: Revising Textbooks in California.” Economic and Political Weekly, vol. 41, no. 18, 2006, pp. 1761–1763. 1. Should we deny or avoid some parts of history? Why or why not? 2. If you learn about how a civilization hurts its people, will that make you think bad about that place today? Explain your reasoning. 3. What lessons can we learn from history when we uncover unspeakable evils people have perpetrated? ★HistoriCAL Thinking Curricula 4. Why do you think people over time still commit the same mistakes/ evils as those people did in the past? Are humans doomed to repeat the past forever? Explain your reasoning. Summarize and Reflect: 1. What questions do you have about medieval India? 2. Do you see any patterns and parallels do you see across time and civilizations? ★HistoriCAL Thinking Curricula Unit 6: South Asia, Gupta Empire 6.1 History Textbook Analysis Lesson: Big Idea and Essential Question: Duration: Questioning the textbook: South Asia/ India History and California Textbooks Big Idea: History is controversial Essential Questions: In history, whose stories are told and by whom? Medieval South Asia/ India: Who Gets to tell India’s Story? Approximately 1 hour CA State History Standard: HistoriCAL Thinking Skill: Student Objective: New 2017 Historical State Standards 2. Analyze multiple historical accounts and consider different perspectives. Students will investigate a current debate in California about how India is represented in textbooks by reading a current event. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The purpose of this lesson is for students to critically view their textbook. The textbook is not dogmatic and infallible, students should be able to engage with the textbook, rather than just memorizing names, dates and places. Teaching and Learning Activities 1. Distribute 6.1.1 Analyzing Historical Controversy ,entitled “Who gets to tell South Asia/ India’s history”? And distribute the 7th grade textbooks. 2. Students answer questions 1-5, using the textbook to find the answers (remind students to look in the index or table of contents in order to find the page numbers). Instruct students for questions 3-4 to just write down all the page numbers they find that is listed in the task, they do not need to write any factual information (The goal is to see the imbalance between the amount of information on both subjects). Assessing Student Learning 3. After students complete 1-6, students will read about a current event (2016) about a California controversy in education. There has been a debate for the past 10 years about how India/ South East Asia is represented in California’s textbooks. For advanced learners, they can find additional resources to shed light on this story. Students will answer Questions 9-10 in response to the current event. Resources: 6.1.1 Analyzing Historical Controversy Online Resources: 1. News article “ “Debate Erupts in California Over Curriculum on India’s History” Medieval South Asia/ India: Who Gets to tell India’s Story? Textbook Analysis 1. Who writes history? 2. Who writes your history textbook? Should you trust the authors? Why or why not? 3. (Student Task) Flip through your 7th Grade History Textbook (look in index and table of contents). Write down the page numbers that discuss India. 4. (Student Task) Flip through your 7th Grade History Textbook (look in index and table of contents). Write down the page numbers that discuss European History. 5. Do you see anything strange about the amount of information on each topic? Do History Textbooks Matter? Source 1 “History textbooks incorporate attitudes and ways of looking at the world. In making judgements about what should be included and what should be excluded, and how particular episodes in should be summarized, textbook authors assign positive or negative interpretations to particular events, thereby asserting a set of values.” Source: Romanowski, Michael. “Problems of bias in history textbooks.” Social Education; March 1996; 60, 3; Research Library, pg. 170. 6. What does this quote mean to you? Do you think this happens in your textbook? How could you know for sure? ★HistoriCAL Thinking Curricula Source 2 “Discerning any information about the authors and editors listed at the front of most history textbooks is problematic- by design. However, while high school students may know little about the sources of information in these books, they nevertheless hold them in high regard with respect to trustworthiness. When confronted with contradictory information, students tend to trust the veracity of their history textbooks.” Source: Paxton, Richard J. “A Deafening Silence: History Textbooks and the Students Who Read Them.” Review of Educational Research, vol. 69, no. 3, 1999, pp. 315–339 7. Why do you think students trust textbooks? 8. Are students encouraged to question teachers, textbooks, worksheets, videos, etc.? Why or why not? Current Event: “Debate Erupts in California Over Curriculum on India’s History” Directions: Read the Article entitled, “Debate Erupts in California Over Curriculum on India’s History” by Jennifer Medina, published May 4, 2016 and answer the following questions in complete sentences. 9. Why do some groups oppose how India/ South Asia’s history is currently written in 6th and 7th grade history textbooks? 10. What does the hashtag #DonteraseIndia mean? ★HistoriCAL Thinking Curricula Topic: South Asia, 300 CE-1200 CE Gupta Empire 6. 2 Legacy of the Gupta Empire Lesson: Big Idea and Essential Question: Duration: Legacy of the Gupta Empire: Practice Quoting, Paraphrasing, and Summarizing Essential Question: Under the Gupta Empire, how did the environment, cultural and religious changes, and technological innovations affect the people of India? Approximately 1 Hour CA State History Standard: HistoriCAL Thinking Skill: Student Objective: New 2017 Historical State Standards 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 3. Describe the importance of contributions from past civilizations and cultures. 5. Evaluate evidence and utilize that evidence to support a claim or thesis Students will determine why the time period under the Gupta Empire is referred to as the Golden age of India by paraphrasing and summarizing historical information. Lesson Overview What do I want my students to learn? (Purpose of the lesson) Now that students can determine what types of research are suitable for academic historical writing (Level 2: secondary sources and Level 3 sources: primary sources) they now need the skills to quote, paraphrase and summarize their research before they practice analyzing historical information. In this lesson students will read about the Gupta Empire and see how information can be quoted, paraphrased and summarized, once they understand the difference between each, students will practice with a new selected text about Gupta Empire achievements. Teaching and Learning Activities 1. Provide students with the 6.2.1 Gupta Empire Achievements: How to Quote, Paraphrase and Summarize Historical Information . As a class read part I and discuss the examples. The original text is provided and quoting, paraphrasing, and summarizing examples are provided. Direct students to Purdue OWL as an additional resource to help student differentiate quoting, paraphrasing and summarizing. 2. As a class read the Original Text and source of part II. Remind students they are trying to answer the question, “Why was the Gupta Empire known as the Golden Age of India?” and their quote, paraphrasing and summary must attempt to answer that question. For classes that require additional support: have students work in pairs and when students are complete they can present their quotes, paraphrasing and summary to the class and distribute 6.2.2 How to Quote, Paraphrase and Summarize checklist for additional assistance. a. For advanced learners: have students find a level 2 or level 3 source on the internet that can help answer the assignment’s question and quote, paraphrase and summarize the source that they found. Resources: 6.2.1 Gupta Empire Achievements: How to Quote, Paraphrase and Summarize Historical Information Topic: South Asia, 300 CE-1200 CE Gupta Empire 6.2.2 How to Quote, Paraphrase and Summarize checklist Online Resources: 1. Purdue OWL The Gupta Empire: Legacy of the Gupta Empire Quoting, Paraphrasing, and Summarizing Directions: Historians try to make sense of the past by relying on primary and secondary sources. When historians write about these sources they must give credit to the source (Quoting), they sometimes must say the author’s words in their own words (Paraphrasing), they must take long passages and say it more briefly (Summarize) and they must make sense of the different pieces of evidence and develop an original narrative (Analysis). Your task is to read the examples, and then determine which source is an example of Quotation, Paraphrasing, and Summarizing. Part I: Example Topic: Gupta Empire 320-550 CE Accomplishments and Legacy Location: Modern Day India Original Text and Source Quoting Paraphrasing Summarizing Golden Age “From the fourth through the middle of the sixth century CE the Gupta empire extended over all of northern India and much of the south. Under the patronage of the Gupta dynasty Indian culture flourished, and the era has rightly been termed the Classical or Golden Age of India.” Source: Chakravorty, Ranès C. "Gupta Empire." Encyclopedia of Modern Asia, edited by Karen Christensen and David Levinson, vol. 2, Charles Scribner's Sons, 2002, pp. 467-468. The Gupta Empire existed from the 300’s-500’s CE is modern day India. Many historians consider this time period as a “Golden Age” of India. Historian Rene Chakravorty agrees stating, “Under the patronage of the Gupta dynasty Indian culture flourished, and the era has rightly been termed the Classical or Golden Age of India” (Chakravorty, 2002). Tips: Introduce the quotation. Use part of the quote that is most important. Cite the source at the end. Under the Gupta dynasty around 300-500 CE, the Gupta empire stretched over most of India and during this time period Indian culture reached its high point; which is why this time period is sometimes called the “Golden Age” (Chakravorty, 2002). *Note: This still must be cited, because of how similar the wording is. Tips: Change mostly every word. Use synonyms and don’t look at the original text when you paraphrase. Under the Gupta dynasty India reached its “Golden Age.” *Note: You would still reference the source in your bibliography but not necessarily in text citation (Unless it’s a very specific main idea). Tips: Try to put the main point of the author into 1-2 sentences. ★HistoriCAL Thinking Curricula Part II: Practice Quoting, Paraphrasing and Summarizing Directions: Read the quote. How can this quote be used to answer this question: “Why was the Gupta Empire known as the Golden Age of India?” Original Text and Source Quoting Paraphrasing Summarizing The most significant achievements of this [Gupta Empire] period, however, were in religion, education, mathematics, art, and Sanskrit literature and drama. The religion that later developed into modern Hinduism witnessed a crystallization of its components: major sectarian deities, image worship, devotionalism, and the importance of the temple. Education included grammar, composition, logic, metaphysics, mathematics, medicine, and astronomy. These subjects became highly specialized and reached an advanced level. The Indian numeral system — sometimes erroneously attributed to the Arabs, who took it from India to Europe where it replaced the Roman system — and the decimal system are Indian inventions of this period. Aryabhatta's expositions on astronomy in 499, moreover, gave calculations of the solar year and the shape and movement of astral bodies with remarkable accuracy. Source: Heitzman, James & Robert Worden. India: A Country Study. Washington, D.C.: Federal Research Division, Library of Congress: Online Text. Retrieved from the Library of Congress,<https://www.loc.gov/item/96019 ★HistoriCAL Thinking Curricula Writing like a Historian Guide How to quote, paraphrase, summarize and analyze historical information Historians use primary and secondary sources to reconstruct history. In order to incorporate other people’s writing into your own historical writing you can do the following: quote the author, paraphrase key passages, summarize large passages of their writing and/or create your own original interpretation of their writings, through historical analysis . Quoting an Author’s Original Writing What is it? When should you quote an author? Dos and Don’ts! A quotation is the author’s exact words, in quotation marks and cited within the text. If you find a primary or secondary source that has 1-2 sentences that would provide evidence for your claim. Example: Claim: The “golden age” of India was during the Gupta Dynasty. Evidence: Historian Rene Chakravorty agrees stating, “Under the patronage of the Gupta dynasty Indian culture flourished, and the era has rightly been termed the Classical or Golden Age of India” (Chakravorty, 2002). Dos! ✓ Only cite an author that is credible or reliable (Level 2-3 Sources). ✓ Only cite 1-2 sentences of text. ✓ Provide a bibliography at the end of your essay (with full citation). ✓ Always introduce your quote. ✓ Always explain why you inserted that quote into your writing (analysis). Don’ts! ✘ Do not use level 1 sources in any academic writing. Paraphrasing an Author’s Original Writing What is it? When should you paraphrase an author? Dos and Don’ts! Paraphrasing is putting the author’s words into your own words (but is very close). If you find a primary or secondary source and it provides evidence for your claim, but it’s too long or some parts are not integral to the overall argument, write a shorter version of the original content (and it must be in your own words). Example: Under the Gupta dynasty around 300-500 CE, the Gupta empire stretched over most of India and during this time period Indian culture reached its high point; which is why this time period is sometimes called the “Golden Age” (Chakravorty, 2002). Dos! ✓ Give credit to the author, at the beginning or end of the sentence, just as you would a quotation. ✓ Use synonyms to put into your own words ✓ Provide a bibliography at the end of your essay (with full citation). Don’ts ✘ Don’t paraphrase too much, this is essentially just copying the ideas of the author. ★HistoriCAL Thinking Curricula Summarizing an Author’s Original Writing What is it? When should you summarize an author? Dos and Don’ts! Summarizing is when you put the author’s main ideas into your own words. You should only summarize an author when their main ideas will help support your claim (or you can discuss that your claim refutes or goes against their main idea). You can summarize the main idea of an entire paragraph, chapter or even a book. To summarize the author, you must use your own words and you must give credit to the author. Example: Under the Gupta dynasty India reached its “Golden Age.” Dos! ✓ Give credit to the author, at the beginning or end of the sentence, just as you would a quotation. ✓ Condense long passages of information into 1-2 sentences. ✓ Provide a bibliography at the end of your essay (with full citation). Don’ts ✘ Don’t use the same language as the author, otherwise just quote the author instead. After you have inserted a quote, paraphrase or summarize, you may analyze and interpret the information! Historical Analysis (mini guide) What is it? Questions to consider when you analyze historical information Dos and Don’ts! Historical analysis is when you interpret historical evidence (quotes, paraphrasing, summaries). You are trying to make sense of the evidence you provided in your essay and explain to the reader why that information may help prove or lend evidence your claim. 1. How does this quote support or refute (go against) your claim? 2. Can we trust the source (is it reliable and credible)? Is the author biased or one-sided? 3. Are there other sources that corroborate or confirm that source? 4. Does this source relate or connect to other sources? 5. How does it connect to context (everything that was happening at the time)? Dos! ✓ Consider the topic you are writing on: is this an argumentative essay? Is is a chronology essay (showing progress over time)? ✓ Always go back to your claim or topic sentence, how does your evidence help prove it or refute it. ✓ Each time you quote, paraphrase, or summarize someone’s work you must ask yourself, why does that information matter? How does it help prove my point. ★HistoriCAL Thinking Curricula Unit 6: South Asia, 300 CE-1200 CE Gupta Empire 6.3 Legacy of the Gupta Empire (Continued) Lesson: Big Idea and Essential Question: Duration: Legacy of the Gupta Empire: Quoting, Paraphrasing, and Summarizing Big Idea: Knowledge and learning advances Civilization Essential Question: What were some of the great achievements during the Gupta empire? Under the Gupta Empire, how did the environment, cultural and religious changes, and technological innovations affect the people of India? Approximately 1 Hour and 30 Minutes (Advanced Student Copy May take approximately 2 hours) CA State History Standard: HistoriCAL Thinking Skill: Student Objective: New 2017 Historical State Standards 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 3. Describe the importance of contributions from past civilizations and cultures. 5. Evaluate evidence and utilize that evidence to support a claim or thesis Students will determine why the time period under the Gupta Empire is referred to as the Golden age of India by researching primary and secondary sources and paraphrasing and summarizing historical information to answer a historical question. Lesson Overview What do I want my students to learn? (Purpose of the lesson) Once students have been introduced the difference between quoting, paraphrasing and summarizing information, students will practice these new skills learning in depth about some of the accomplishments of the Gupta empire. Before students start learning how to analyzing history, they first must learn how to summarize key historical claims and arguments, therefore this lesson serves as a base and foundation before they acquire historical analysis skills. Teaching and Learning Activities 1. As a class review the differences between Quoting, Paraphrasing and Summarizing. Distribute a copy (physical or electronic) of the 6.3.1 (With sources) Gupta Empire Achievements (The Gupta Empire: Legacy of the Gupta Empire) Note: This copy has research provided for students (short quotations), there task is to practice Paraphrasing and Summarizing the information. For classes or students that are comfortable finding sources that are level 2 or level 3, provide students with a copy of 6.3.2 (Advanced) Student Handout. 2. As a class read the contextual information provided (Introduction). This introduction is from the California, 2017 State Standards. (Optional) If you have a textbook that has Indian History (About the Gupta Empire) students can try to find corroborating sources about Gupta achievements from the textbook. Unit 6: South Asia, 300 CE-1200 CE Gupta Empire 3. If students struggle with finding resources, remind them to look at citations of other sources, have them work in small groups or use the 6.3.1 Student Handout with sources . 4. When students have completed researching, quoting, paraphrasing and summarizing the information, students will then write a short response about the Gupta empire and its achievements. Direct students to 6.2.1 Writing like a historian Guide to help them paraphrase and summarize key information and remind them to cite the source of where they found the information, as directed in the 6.2.1 Writing like a historian Guide , lesson 2’s example and the example in the assignment. Resources: 6.3.1 (With sources) Gupta Empire Achievements 6.3.2 (Advanced) Student Handout: Student finds sources 6.2.1 Gupta Empire Achievements: How to Quote, Paraphrase and Summarize Historical Information (HistoriCAL) Online Resources: 1. Purdue OWL The Gupta Empire: Legacy of the Gupta Empire Practice Quoting, Paraphrasing and Summarizing Context The Gupta monarchs reunified much of the subcontinent in the third century CE, ushering in what some scholars have termed the “Classical Age” of India. The Gupta dynasty (280-550 CE) presided over a rich period of religious, socio-economic, educational, literary, and scientific development, including the base-ten numerical system and the concept of zero. The level of interaction in all aspects of life–commercial, cultural, religious–among peoples across various regions of the Indian subcontinent was intensive and widespread during this time period, much more so than in earlier periods. This helped produce a common Indic culture that unified the people of the subcontinent. Buddhist monasteries and Hindu temples and schools spread. Enduring contributions from the cultures of what is now modern India and other parts of South Asia to other areas of Afroeurasia include the cotton textile industry, the technology of crystallizing sugar , astronomical treatises, the practice of monasticism, the game of chess , and the art, architecture , and performing arts of the Classical Age. (California State Standards, 2017) Gupta Empire 320-550 CE Accomplishments and Legacy Directions: Read the example about Chess. Find a level 2 (secondary source) and/ or Level 3 (primary sources). Find a quote that provides evidence that the Gupta empire accomplished these great technological and artistic achievements. Original Text and Source Paraphrase Summarize The Game of Chess “It is interesting to note that early Persian and Arabic tradition is unanimous in ascribing the game of chess to India... Chess is usually associated with the decimal numerals as an Indian invention and its introduction into Persia is persistently connected with the introduction of the book Fables of Pilpay in the reign of the Sasnian monarch Khusraw I 531-78 AD and European scholars of Sanskrit and Persian generally accept the traditional date of the introduction of this book as established.” Source: Murray, and Harold J. Ruthven. A History of Chess , 1913. P. 26-27. (Level 2: History Book on Chess) Persian and Arabic scholars agree that Chess came originally from India. Chess was introduced around 531-78 AD when an Indian book called Fables of Pilpay was introduced into Persia which included the decimal numeral system (Murray & Ruthven, 1913). In A history of Chess by Murray and Ruthven, Chess was introduced to Persia from India around 531-78 AD. Mathematics Paraphrase Summarize ★HistoriCAL Thinking Curricula “...our modern decimal place value system was invented by Hindu mathematicians in India, probably by the sixth century and perhaps even earlier. The modern numerals 1, 2, 3, ..., are sometimes called "Arabic" numerals in the West because they were introduced to Europeans by Arab merchants. The key figure was the great Persian mathematician al-Khwarizmi, who taught at Baghdad sometime between 800 and 850. He wrote a book on the Hindu number system known today only in a later Latin translation as De numero indorum , "On the Hindu numbers." Source: Rowlett, Russ. “Roman and "Arabic" Numerals” University of North Carolina at Chapel Hill. 2004. Retrieved from http://www.unc.edu/~rowlett/units/roma n.html Astronomy and Mathematics “Varahamihira wrote Brihatsamhita and also contributed to the fields of astronomy and astrology. Genius mathematician and astronomer Aryabhata wrote Surya Siddhanta which covered several aspects of geometry, trigonometry and cosmology. Shanku devoted himself to creating texts about Geography.” Source: Dola R. C. “Gupta Empire,” Ancient History Encyclopedia. Last modified October 30, 2015. http://www.ancient.eu /Gupta_Empire/. Paraphrase Summarize Technology for Crystallizing Sugar “The derivation of the word “sugar” is thought to have been from Sanskrit and Sanskrit literature from India, written between 1500 - 500 B. C., provides the first Paraphrase Summarize ★HistoriCAL Thinking Curricula documentation of the cultivation of sugar cane and manufacture of sugar in the Bengal region of India. The Sanskrit name for a crudely made sugar substance was guda, meaning “to make into a ball or to conglomerate.” “Seneca the Younger wrote. “They say that in India honey has been found on the leaves of certain reeds [made] by the juice of the reed itself, which has an unusual richness and sweetness.” Source: Mescher, Virginia. “How Sweet it is!: A History of Sugar and Sugar Refining in the United States including a glossary of sweeteners.” Gupta Architecture “The Age of the Gupta is further known for its achievements in the field of architecture and sculpturing. Origin of temple architecture belonged to this period which also passed all its development stages in this period. Siva Mandira of Brumara, Parvati temple of Nachanan-Kuthara, Visn temple of Tigwa, Dasavatara temple of Devagarha and Varaha Cave temple of Udaigiri are it’s archeological examples.” Source: Vikram, Mahesh. India Rediscovered: A new Vision of History and Call of the Age. Northern Book Centre, 2006. Paraphrase Summarize ★HistoriCAL Thinking Curricula Directions: Using the evidence found above, answer the following questions. Be sure to have a topic statement (claim) and provide evidence for their achievements, with a citation for each source. Question: What were some of the great achievements during the Gupta empire? ★HistoriCAL Thinking Curricula The Gupta Empire: Legacy of the Gupta Empire Practice Quoting, Paraphrasing and Summarizing Context “The Gupta monarchs reunified much of the subcontinent in the third century CE, ushering in what some scholars have termed the “Classical Age” of India. The Gupta dynasty (280-550 CE) presided over a rich period of religious, socio-economic, educational, literary, and scientific development, including the base-ten numerical system and the concept of zero. The level of interaction in all aspects of life–commercial, cultural, religious–among peoples across various regions of the Indian subcontinent was intensive and widespread during this time period, much more so than in earlier periods. This helped produce a common Indic culture that unified the people of the subcontinent. Buddhist monasteries and Hindu temples and schools spread. Enduring contributions from the cultures of what is now modern India and other parts of South Asia to other areas of Afroeurasia include the cotton textile industry , the technology of crystallizing sugar , astronomical treatises, the practice of monasticism, the game of chess , and the art, architecture , and performing arts of the Classical Age.” California State Standards, 2017. Gupta Empire 320-550 CE Accomplishments and Legacy Directions: Read the example about Chess. Find a level 2 (secondary source) and/ or Level 3 (primary sources). Find a quote that provides evidence that the Gupta empire accomplished these great technological and artistic achievements. Original Text and Source Paraphrase Summarize The Game of Chess “It is interesting to note that early Persian and Arabic tradition is unanimous in ascribing the game of chess to India... Chess is usually associated with the decimal numerals as an Indian invention and its introduction into Persia is persistently connected with the introduction of the book Fables of Pilpay in the reign of the Sasnian monarch Khusraw I 531-78 AD and European scholars of Sanskrit and Persian generally accept the traditional date of the introduction of this book as established.” Source: Murray, and Harold J. Ruthven. A History of Chess , 1913. P. 26-27. (Level 2: History Book on Chess) Persian and Arabic scholars agree that Chess came originally from India. Chess was introduced around 531-78 AD when an Indian book called Fables of Pilpay was introduced into Persia which included the decimal numeral system (Murray & Ruthven, 1913). In A history of Chess by Murray and Ruthven, Chess was introduced to Persia from India around 531-78 AD. Concept of Zero Paraphrase Summarize ★HistoriCAL Thinking Curricula Astronomy and Mathematics Paraphrase Summarize Technology for Crystallizing Sugar Paraphrase Summarize Gupta Architecture Paraphrase Summarize Directions: Using the evidence found above, answer the following questions. Be sure to have a topic statement (claim) and provide evidence for their achievements, with a citation for each source. Question: What were some of the great achievements during the Gupta empire? ★HistoriCAL Thinking Curricula Unit 7: East Asia, China and Japan 7.0 Hidden History Journal (Medieval China and Japan) 7.1 Tang and Song Achievements Lesson Plan 7.1.1 Part 1: Context of Tang and Song 7.1.2 Part 2: Corroboration and Historical Analysis 7.1.3 Primary Source Placard Presentation 7.2 Quanzhou DBQ Lesson Plan 7.2.1 (Part 1) Documents (Primary and Secondary with Text Dependent Questions) 7.2.2 (Part 2) Student Questions (Corroborating sources) 7.2.3 DBQ Evidence Scaffold 7.2.4 Essay Scaffold and Template: Quanzhou 7.2.5 DBQ Rubric 7.3 Samurai Values Analysis Lesson Plan 7.3.1 Student Samurai Values (Primary and Secondary Sources) 7.3.2 Samurai Influences Text Analysis ★HistoriCAL Thinking Curricula The HIDDEN History In Medieval South East Asia Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Marginalized people in medieval South East Asia Societal structure in China “According to the T’ang Code, which in its general lines were still in force in the thirteenth century, those who lifted a hand against parents or grandparents deserved to be beheaded. Those who struck an older brother or older sister were condemned to two years of forced labor...A master who beat his servant to death got no more than a year’s forced labor, but a servant who killed his master accidently was condemned to death by strangling.” Source: Gernet, Jacques. Daily Life in China: On the Eve of the Mongol Invasion, 1250-1276 . Stanford University Press, 1962. 1. What did the T’ang government’s laws and punishments emphasize? 2. Why do you think the T’ang punishments were so harsh? What are some consequences to having such harsh punishments? Read about the “Ten Abominations” in Chinese law: 3. What are most of the 10 abominations about? What did medieval Chinese society emphasize? Treatment of women in China 1. Click HERE (Center for Global Education). What was life like for women in Medieval China? Support your answer with evidence. Hidden Heroes of History in Japan ★HistoriCAL Thinking Curricula “Historiography often seems to minimize the early, strongly matriarchal aspects of man’s social units...bent upon reinforcing the preconceived notions of their patrons, tend largely to either denigrate women’s role in the military history of early civilization or ignore it entirely.” Source: Ratti, Oscar and Westbrook, Adele. Secrets of the Samurai: The Martial Arts of Feudal Japan . Tuttle Publishing, 1973. 1. (Research and Define) What does “patron” mean? 2. (Research and Define) What does “Denigrate” mean? 3. According to this source, why are some women purposely denigrated or ignored in history? “Moreover, many episodes concerning the rise of the warrior class mention women who played military determinate roles- even joining the menfolk on the battlefield upon occasion. Certain chronicles, for example, mention Tomoe, the wife of one of Yoshitomo’s nephews, Yoshinaka. Authors who have discussed her exploits are almost unanimous, “in praising her great strength and skill with weapons, her superb horsemanship and fearless courage.” Source: Ratti, Oscar and Westbrook, Adele . Secrets of the Samurai: The Martial Arts of Feudal Japan . Tuttle Publishing, 1973. 4. (Connect) Do you have a strong woman in your life or know a woman that you respect or admire? If so, who? What makes them “strong”? 5. Were there women in medieval Japan that were heroes? 6. (Student Task) Find another courageous and powerful woman in Japanese history: Cite your sources. ★HistoriCAL Thinking Curricula Summarize and Reflect 1. What questions do you have about medieval China or Japan? 2. Do you see any patterns and parallels across time and civilizations? ★HistoriCAL Thinking Curricula Unit 7: East Asia, 300 CE to 1300 China during Tang & Song Dynasties 7.1 Contributions from the Tang and Song Dynasties Lesson: Big Idea and Essential Question: Duration: Researching Primary Sources: Corroboration and Historical Analysis Big Idea: Intellectual and technological achievements creates change Essential Question: What was the impact of technological and cultural achievements of the Tang and Song Dynasty? Approximately 2 Hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages. 7.3.2. Describe agricultural, technological, and commercial developments during the Tang and Sung periods. 7.3.5. Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 3. Describe the importance of contributions from past civilizations and cultures. Students will corroborate archeological artifacts (primary sources) by researching and analyzing contributions from the Tang and Song Dynasties. Lesson Overview What do I want my students to learn? (Purpose of the lesson) This lesson will introduce students to the concepts of corroboration and historical inference (historical analysis). Students will practice looking for primary sources (Level 3 research) on the internet and then describe the similarities and differences of the sources they found (Corroboration). Teaching and Learning Activities 1. Provide students with Handouts Part 1 and 2 (Part 1: Context of Tang and Song) and (Part 2: Corroboration and Historical Analysis) digitally or as a hard copy. Read the context as a class or independently and students will answer the five questions. This will provide some background information about the Tang and Song dynasty and clarify some key vocabulary words. The focus of this lesson is on the achievements that the Tang and Song dynasties, not necessarily their differences and unique political features of the dynasties. Once students have read the context, they will answer questions 1-5 about inventions (Question five requires the internet). Answers will vary. 2. 7.1.2 Part 2: Corroboration and Historical Analysis as a class read the introduction and directions on the handout. Provide students with a copy (digitally or printed out) of the 7.1.3 Primary Source Placard Presentation they they will use in tandem with their handout. a. (Optional) Students answer all the questions on the 7.1.3 Primary Source Placard Presentation in small groups about the primary sources and take notes on artifacts during the Tang and Song dynasties. Students follow the guiding questions and try to infer what life was like during that time period. Unit 7: East Asia, 300 CE to 1300 China during Tang & Song Dynasties 3. Once students have gone through the presentation (or have read the placards) they must find sources that corroborate or provide additional evidence for that particular achievement or invention on 7.1.2 Part 2: Corroboration and Historical Analysis handout (see example). If students are struggling finding corroborating resources, have students work in small groups or provide the MET online resource (see below). Assessing Student Learning 4. Students will find the resources, write the source or hyperlink the source to the resource online. Once they have found a corroborating resource they must attempt to infer and analyze the information provided in the sources. Remind students to look at the example and to consider these question: Questions and items to consider: How do the two source “match”? How are the two sources different? Consider the time when it was created. Consider why the artifact was created. Students will write a short response answering the question: What can we infer about what life was like during Tang and Song Dynasties through primary sources? a. (Optional) For students that need additional support: reduce the amount of work by assigning a different invention or achievement to each student and then they report their findings to their small group or to the class. b. (Optional) Students can write a brief exit slip answering the question: What can we infer about what life was like during Tang and Song Dynasties through primary sources? Resources: 7.1.1 Part 1: Context of Tang and Song 7.1.2 Part 2: Corroboration and Historical Analysis 7.1.3 Primary Source Placard Presentation Web Resources All From the Met Museum (A great Resource) 1. Tang Dynasty, Met Museum 2. China: Dawn of a Golden Age (book) 3. The Met Library Collection from the Tang Dynasty 4. Internationalism in the Tang Dynasty 5. Song Dynasty works of art 6. Southern Song 7. Scholar Officials of China The Tang and Song Dynasties Establishing Context: China in the Middle Ages From 300 to 1300 CE, China had a larger population and economy than any other major region of the world. After a long period of disunity, the Sui (589-618) and Tang dynasties (618-907) reunited China. The Tang rulers rebuilt a government modeled on the Han dynasty. Scholar-officials, trained in Confucianism, advised the emperor and administered the empire. Confucian principles specified that government should operate as a strict hierarchy of authority from the emperor, who enjoyed the “Mandate of Heaven” as long as he ruled justly, down to the local village official. The Tang had an active foreign policy and spread their influence along the Silk Road to the west, as far as the border of the Abbasid Caliphate. The two empires fought a battle in Central Asia in 751, from which the Chinese retreated. The Tang dynasty extended influence and cultural pressure on Korea, Japan, and Vietnam. The Song dynasty took over in 960. The Song supervised strong cultural and economic growth, with magnificent cities and cultural productions. The Song instituted an official examination system for scholar-officials, which gave China a civil service bureaucracy many centuries before any other state. China had the strongest and most centralized government in the world. However, the Song struggled militarily against nomadic tribes from the north. One group of nomads overran the Northern Song region and captured the Directions: After you read, answer the following questions. 1. Recall from our previous units: what does “dynasty” mean? _________________________ _________________________ _________________________ _________________________ _________________________ 2. China was at the end of the “silk road” in the east, how do you think China was able to “spread their influence”? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ 3. What do you think a civil-service (government-service) examination means? How do you think it works? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ ★HistoriCAL Thinking Curricula emperor. Survivors of the Song imperial family maintained the Southern Song Empire from 1126 to 1260, when they fell to the Mongols. Under the pressure from the loss of the north to “barbarians,” the Southern Song emphasized the superiority of Chinese traditions. Despite these military problems, China became Afroeurasia’s major economic powerhouse in this period, due to the medieval economic revolution. The factors of population growth, expansion of agriculture, urbanization , spread of manufacturing, and technological innovation were both causes and effects of the economic revolution , as each factor intensified the effects of the others. The economic revolution began with the introduction (from Vietnam) of champa rice, a variety that produces two crops per year. Farmers migrated to the Yangzi River valley to take advantage of the increased yield, and the population grew rapidly. Chinese laborers and merchants extended the empire’s system of canals connecting navigable rivers to about 30,000 miles. The system was financed by state taxes on trade, and led to even more trade. Blast furnaces quadrupled the output of iron and steel in the eleventh century alone. Technicians experimented with gunpowder rockets and bombs. Woodblock printing became a standard industry, and printed books circulated widely. The hundreds of inventions of the Tang and Song eras included the magnetic compass, advanced kilns for firing porcelain, and wheels for spinning silk. Source: California State History Standards (2016-2017). 4. What do you think a “medieval economic revolution” means? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ 5. Describe some innovations from the Tang and Song Dynasties. Do we still use some of these innovations today? _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ Vocabulary: Write a synonym or short definition a. Dynasty: b. Bureaucracy: c. Nomadic: d. Urbanization: e. Innovation: f. Revolution: ★HistoriCAL Thinking Curricula Inventions 1. What are some recent inventions that have transformed and revolutionized (radically changed) our modern society? 2. Name Three of the most important inventions ever developed? 3. What are the purposes of those three inventions? 4. Here is a list of some inventions/ achievements developed before or during the Tang and Song Dynasties. Gunpowder Porcelain (China) Toilet Paper Paper Money (Banknote) Kites Air Conditioning Clocks Papermaking Silk Merit System (Civil Service exams) Compass Hydraulic Pump Printing Crossbow Nail Polish Seismometer Fireworks Noodles Automatons Rocket Bombs 5. (Research) select TWO inventions from the list that you are unfamiliar with, and describe their use and function. ★HistoriCAL Thinking Curricula Researching Primary Sources: Corroboration and Historical Analysis Practice: Researching Secondary and Primary Sources Historians usually find multiple pieces of evidence to try to reconstruct history. Using archaeological evidence and historical writings, historians can try to determine what life was like in ancient cultures. The more evidence a historian has, the more complete picture they have about the past. The idea of finding multiple sources on one historical event, is called corroboration . Some historical sources may corroborate that an event took place (example: 10 eyewitnesses corroborate one story, indicating with strong evidence that it occurred); and sources can also not corroborate an event (Example: 10 eyewitnesses corroborate one story but 7 eyewitnesses say something else happened) bring up questions. In this lesson you will try to corroborate the authenticity of key inventions during the Tang and Song Dynasty. Synonyms for Corroborate: confirm, verify, validate, certify. Directions: You will practice analyzing primary sources, find research and sources that authenticates or corroborates the sources provided, and analyze your findings. Answer the Following Question: What can we infer about what life was like during Tang and Song Dynasties through primary sources? (In other words: Based on the evidence, can we make an educated guess what life was like during the Tang and Song Dynasty)? Student Placards Source Provided Corroborating Source (Your Research) Your historical analysis (inference) about what life was like during the Tang and Song Dynasty Tang Court Ladies, 706 AD painting on tomb wall of the Qianling Mausoleum Court Ladies, preparing newly woven silk, 1100 AD Example of Historical Analysis and Corroboration: In the two paintings provided life at court for ladies appears to be a luxurious experience, probably for only nobel women, because in both paintings the women are dressed in fine dresses, presumably made of silk. The ladies at court appear to have had jobs such as preparing for events (Tang Court 706 AD) and making silk (1100 AD). The two paintings were painted about 400 years apart, the first belonging to the Tang dynasty and the second to the Song dynasty. Questions and items to consider: 1) How do the two source “match”? 2) How are the two sources different? 3) Consider the time when it was created 4) Consider why the artifact was created 5) Bring in additional information that you have learned Earliest known written formula for gunpowder, from the Wujing Zongyao of 1044 AD. Find a source that corroborates that gunpowder was invented during the Song Dynasty Analyze and corroborate the two sources, what does this tell us about what life was like during the Tang and Song Dynasties? A drawing of an astronomical clock tower featured in Su Song’s book written in 1092. Find a source that corroborates that astronomical clocks, or clocks were used during this time period Analyze and corroborate the two sources, what does this tell us about what life was like during the Tang and Song Dynasties? Song Dynasty, Jiaozi, the world’s earliest paper money Find a source that corroborates that paper money was used during this time period Analyze and corroborate the two sources, what does this tell us about what life was like during the Tang and Song Dynasties? Song dynasty porcelain items, 960-1279 AD. Find a source that corroborates that porcelain was used during this time period Analyze and corroborate the two sources, what does this tell us about what life was like during the Tang and Song Dynasties? Your choice: Tang or Song Invention/ Achievement Find a source that corroborates that ______was used during this time period Analyze and corroborate the two sources, what does this tell us about what life was like during the Tang and Song Dynasties? What can we infer about what life was like during Tang and Song Dynasties through primary sources? How to analyze historical sources ★HistoriCAL Thinking Curricula Questions to consider when you evaluate the source: 1. What was the artifact probably used for? 2. Who probably used this object (male, female, rich person, poor person, young or old)? 3. Is there any clues in the artifact that tells us what life was like during the Tang or Song dynasty? 4. Can we trust the source? Do you think that this artifact was common? 5. Was this artifact important to people during that time period? 6. What does the artifact remind you of today? 7. What questions does this artifact raise? ★HistoriCAL Thinking Curricula Source: Tang Court Ladies, 706 AD painting on tomb wall of the Qianling Mausoleum Questions: 1. Who painted it? 2. Why was it painted? 3. What does the title suggest? 4. What was the fashion like during the Tang dynasty? 5. Is this representative of all women at the time? 6. What are they carrying? Why are they carrying those items? Conduct more research: What is Qianling Mausoleum? ★HistoriCAL Thinking Curricula Source: Earliest known written formula for gunpowder, from the Wujing Zongyao of 1044 AD. ★HistoriCAL Thinking Curricula 1. What was the artifact probably used for? 2. Who probably used this object (male, female, rich person, poor person, young or old)? 3. Is there any clues in the artifact that tells us what life was like during the Tang or Song dynasty? 4. Can we trust the source? Do you think that this artifact was common? 5. Was this artifact important to people during that time period? 6. What does the artifact remind you of today? 7. What questions does this artifact raise? Conduct further research: Who is Wujing Zongyao? Source: A drawing of an astronomical clock tower featured in Su Song’s book written in 1092. 1. What was the artifact probably used for? 2. Who probably used this object (male, female, rich person, poor person, young or old)? 3. Is there any clues in the artifact that tells us what life was like during the Tang or Song dynasty? 4. Can we trust the source? Do you think that this artifact was common? 5. Was this artifact important to people during that time period? 6. What does the artifact remind you of today? 7. What questions does this artifact raise? Conduct Further Research: Who is Su Song? Were there other astronomical clock towers during this time? ★HistoriCAL Thinking Curricula Source: Song Dynasty, Jiaozi, the world’s earliest paper money 1. What was the artifact probably used for? 2. Who probably used this object (male, female, rich person, poor person, young or old)? 3. Is there any clues in the artifact that tells us what life was like during the Tang or Song dynasty? 4. Can we trust the source? Do you think that this artifact was common? 5. Was this artifact important to people during that time period? 6. What does the artifact remind you of today? 7. What questions does this artifact raise? Conduct Further Research: Can you find additional “Banknotes” like this one? What year was it produced? ★HistoriCAL Thinking Curricula Source: Song dynasty porcelain items, 960-1279 AD. 1. What was the artifact probably used for? 2. Who probably used this object (male, female, rich person, poor person, young or old)? 3. Is there any clues in the artifact that tells us what life was like during the Tang or Song dynasty? 4. Can we trust the source? Do you think that this artifact was common? 5. Was this artifact important to people during that time period? 6. What does the artifact remind you of today? 7. What questions does this artifact raise? Conduct Further Research: How was porcelain made? Can you find other sources that support that the Song Dynasty developed porcelain? ★HistoriCAL Thinking Curricula Unit 7: East Asia, 300 CE to 1300 China during Tang & Song Dynasties 7. 2 Quanzhou: Primary Source Analysis Lesson: Big Idea and Essential Question: Duration: Corroborating Historical Information: Life in Quanzhou during the Middle Ages Practice Interpreting and Corroborating Historical Evidence Big Idea: Multiple perspectives helps historians reconstruct the past Essential Questions: What was life like in Quanzhou during the middle ages? How can we corroborate historical information in order to reliably reconstruct the past? Approximately 2 Hours. CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages. 7.3.2. Describe agricultural, technological, and commercial developments during the Tang and Sung periods. 7.3.5. Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Students will corroborate the accounts of Ibn Battuta, Marco Polo and Zhao Rugua comparing their experience in Quanzhou and determine what life was like in Quanzhou during the middle ages. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The purpose of this lesson is for students to practice corroborating historical sources and analyzing historical writings. Now that students can quote, paraphrase and summarize historical evidence, identify credible and reliable sources, now students must try to analyze the historical information. This lesson will encourage students to evaluate sources, analyze their credibility and reliability and corroborate multiple historical accounts. Teaching and Learning Activities 1. Students will learn about the medieval port city of Quanzhou by corroborating the experiences of three medieval authors: Zhao Rugua, Marco Polo and Ibn Battuta. To begin the lesson it would be helpful if students could find Quanzhou on a map and discuss how this would be the “end” or “beginning” of the silk road. 2. Distribute 7.2.1 (Part 1) Documents (Primary and Secondary with Text Dependent Questions). Students will read through the documents and answer the text-dependent questions on a lined piece of paper. For classes that need additional support, read some of the documents as a class and annotate together (clarifying words and asking questions). For accelerated learners, encourage students to find original sources online and find additional corroborating information about what life was like in the port city. Unit 7: East Asia, 300 CE to 1300 China during Tang & Song Dynasties Assessing Student Learning 3. Once students have completed Part 1, distribute 7.2.2 Part 2 Student Questions , there are ten questions students can answer on lined paper, or in small groups make a presentation answering Questions 1-9. Once students have completed all parts of the assignments, they can answer the DBQ question: Based on these sources, can we determine what the city of Quanzhou was like during the middle ages? Students must bring in the primary and secondary source information, and describe what life was like in Quanzhou. a. (Optional) Students can write a 5 paragraph essay (if time allows). Again, the goal is for students to analyze the sources and question their reliability and credibility in their historical analysis. Students can use the 7.2.4 Essay Scaffold and Template: Quanzhou to help them organize their essay. They can write their essay answering the question: What do historical sources tell us about Quanzhou during the middle ages? This question will be more difficult because they are combining 2-3 authors quotes as evidence in one paragraph. Resources: 7.2.1 (Part 1) Documents (Primary and Secondary with Text Dependent Questions) 7.2.2 (Part 2) Student Questions (Corroborating sources) 7.2.3 DBQ Evidence Scaffold 7.2.4 Essay Scaffold and Template: Quanzhou 7.2.5 DBQ Rubric Web Resources 1. Ibn Batutta Entire Book 2. Travels of Marco Polo (Entire book) Zhao Rugua Source: A page from Zhao Rugua book, Zhu Fan Zhi, 1225 CE. Background Lived: 1170-1228 CE Zhao Rugua lived in Quanzhou his whole life and supervised maritime trade for the Song Dynasty. He wrote a book entitled Zhu Fan Zhi, which is translated as A description, Records of Foreign People . He himself did not travel to foreign lands but he wrote down information about foreign places from stories he heard from traders. Primary Source: Writings from Zhao Rugua “The Dashi [another word for Arabs] are to the west and northwest of Quanzhou at a very great distance from it, so that foreign ships find it difficult to make a direct voyage there. After these ships have left Quanzhou they arrive in some forty days at Lanli [a Sumatran port city], where they trade. The following year they go to sea again, when with the aid of the regular wind, they take some sixty days to make the journey. The products of the country [Arabia] are for the most part brought to Sanfozi [another Sumatran port], where they are sold to merchants who forward them to China. This country of the Dashi is powerful and warlike. Its extent is very great, and its inhabitants are preeminent among all foreigners for their distinguished bearing. The climate throughout a large part of it is cold, snow falling to a depth of two or three feet; consequently rugs are much prized.” Source: Zhao Rugua quoted in The "Cotton Manuscript" of the British Museum, printed 1625, ch. 20, 30; adapted into modern English by A. J. Andrea. Text Dependent Questions: 1. According to Zhao Rugua, what is the main purpose of the city of Quanzhou? 2. Approximately how long does it take for the Arab traders to sail to Quanzhou? Secondary Source: Historical Commentary and Analysis Description of Foreign Lands is Considered the first introductory book on foreign countries published in China.... Description of Foreign Lands deals with themes related to foreign countries in entire chapters, attracting scholarly attention. Source: Sui-il, Jeong. The Silk Road Encyclopedia . Seoul Selection USA. 2016. 3. What was the purpose of Zhao Rugua’s book A description, Records of Foreign People ? 4. (Consider) Zhai Rugua never left Quanzhou, how do you think he compiled a book on foreign nations and people? 5. Would Zhao Rugua be a credible and reliable source about life in Quanzhou? Why or why not? ★HistoriCAL Thinking Curricula Marco Polo Source: Mosaic of Marco Polo displayed in the Palazzo Doria-Tursi, in Genoa, Italy. Background Lived: 1254-1324 CE Marco Polo originally was born in Venice, Italy. He was a merchant travelers who was the first european to extensively write about his travels in central Asia and China. He wrote a popular, best selling book Livres des merveilles du monde which is translated as the Book of the Marvels of the World , also known as The Travels of Marco Polo. In some of his writings he claims to have visited Quanzhou in China. Primary Source: Writings from Marco Polo “This River discharges itself into the sea, at no great distance from the port name Zai-tun (Quanzhou). The ships coming from India ascend the river high up as the city, which abounds with every sort of provision, and has delightful gardens, producing exquisite fruits. The country abounds also with game. The inhabitants are idolaters. They are the subjects of the grand Khan, and within the jurisdiction of Kan-giu. At the end of five days journey, you arrive at the noble and handsome city of Zai-tun (Quanzhou), which has a port on the sea-coast celebrated for the resort of shipping, loaded with merchandise, that is afterwards distributed through every part of the province in Manji. The quantity of pepper imported there is so considerable, that what is carried to Alexandria, to the demand of the western parts of the world, is trifling in comparison, perhaps not more than the hundredth part. The river that flows by the port of Zai-tun (Quanzhou) is large and rapid, and is a branch of that which passes the city of Kin-sai. At the place where it separates from the principal channel stands the city of Tin-gui. Of this there is nothing further to be observed, that that cups or bowls and dishes of porcelain-ware are there manufactured.” Source: Polo, Marco. The Travels of Marco Polo. J.M Dent. (Originally Published in 1298) 1908. p. 317. Text Dependent Questions: 1. According to Marco Polo, what is the main purpose of the city of Quanzhou? 2. What are some items that were traded in Quanzhou? 3. What does is Quanzhou (the city) like? 4. What do you think the purpose of Marco Polo’s book (Why he wrote it)? ★HistoriCAL Thinking Curricula Marco Polo Secondary Source: Historical Commentary and Analysis “No other Western, Persian or Arabic writer of whom we so far have knowledge was as precise, reliable and comprehensive as the Venetian in the treatment of the topics which I will discuss here. Therefore, it seems indeed strange to me to assume that Marco Polo, of all other mediaeval authors reporting on the Far East, would have been just the one not to have been in China, while all the other, often much less precise writers are credited with having gone there. In other words, much more speaks for it that the Venetian really had been in the Great Khan’s empire than against it. In view of this overall evaluation at which I arrived during my investigations, I eventually decided to choose the label “Marco Polo Was in China” for the title of this monograph [book].” Source: Vogel, Hans Ulrich. Marco Polo Was is China: New Evidence from Currencies, Salts and Revenues. Brill. 2013. Text Dependent Questions: 5. According to Hans Vogel, did Marco Polo travel to China? Why does he think so? Secondary Source: Historical Commentary and Analysis “Contrary to an assumption basic to European and Chinese history? The tales of Marco Polo’s journey to China Frances Wood argues that he not only never went to China, but probably never ventured past his family home on the Black Sea. Instead, his imagination fueled by stories garnered from other traders and with the help of a ghostwriter, Polo may simply have sought to exploit the growing demand for tales of distant lands. By carefully examining the Polo family history, Marco Polo’s activities as a merchant, the preparation of his book, and the imperial Chinese records, Wood tries to reconcile a number of inconsistencies that shed light on what may be only an extraordinary and enduring "myth” of Marco Polo.” Source: “About the Book” Wood, Frances. Did Marco Polo Go to China? Westview Press, 1996. 6. According to Frances Wood, did Marco Polo travel to China? Why does she think so? 7. How can two historians come to two different conclusions about Marco Polo’s trip? 8. Is Marco Polo a reliable and credible source about life in Quanzhou? Why or why not? ★HistoriCAL Thinking Curricula Ibn Battuta Background: Lived: 1304-1369 Ibn Battuta was a muslim traveler who traveled across Afroeurasia from the years 1325-1354 CE. He wrote down the stories of his travels after his journey in a book called Rihla , translated as Travels. He traveled across Africa, the middle East, Southeast Asia, and China. He wrote about his time when he stayed in Quanzhou. Primary Source: Writings from Ibn Battuta “[El Zaitun] (Quanzhou) It is a large city, and in it they make the best flowered and coloured silks, as well as statins, which are therefore preferred to those made in other places. Its port is one of the finest in the world. I saw in it about one hundred large junks (boats); the small vessels were innumerable. It is a large estuary of the sea, running into the land until it meets a great river. In this, and other Chinese towns, each inhabitant has a garden and some land, in the centre of which is his house; and on this count it is that their cities are so large.” Source: Battuta, Ibn, translated by Samuel Lee. The Travels of Ibn Battuta . Coimco inc. originally published in 1828, 2009. Text Dependent Questions: 1. According to Ibn Battuta, what is the main purpose of the city of Quanzhou? 2. What are some items that were traded in Quanzhou? 3. What does is Quanzhou (the city) like? 4. What do you think the purpose of Ibn Battuta's book was (why do you think he wrote it)? Secondary Source: Historical Commentary and Analysis “Even his account of his own itinerary through China is vague, brief, and uncharacteristically superficial... After landing at the great port city of Quanzhou on the coast of Fujian province, he had the good fortune, as he certainly hoped he would, to meet up with one of the Chinese envoys who had accompanied him from Delhi to Calicut and who had made it back to China ahead of him. This gentleman willingly introduced him to the Yuan chief of customs in Quanzhou, who assigned him a comfortable house. Ibn Battuta told this official that he had come to China as the ambassador of the sultan of India, and a letter to this effect was duly sent off to the emperor in Beijing.” S ource: Dunn, Ross E. The Adventures of Ibn Battuta : A Muslim Traveler of the Fourteenth Century. Berkeley, US: University of California Press, 2012. 5. Does it sound like Ross Dunn believes Ibn Battuta went to Quanzhou? Why do you think so? 6. Is Ibn Battuta a reliable and credible source about life in Quanzhou? Why or why not? ★HistoriCAL Thinking Curricula Corroborating Historical Information: Life in Quanzhou during the Middle Ages Practice Interpreting and Corroborating Historical Evidence Quanzhou Located on China’s southeast coast, Quanzhou was a primary destination for Arab, Persian, Indian, and Southeast Asian ships carrying merchants eager to buy China’s famed porcelain and silk. Because of its extensive internal economy and technological advances, China exported more than it imported. Although the land route to China was sometimes difficult to travel, shipping to and from the southeast coast meant that China was never isolated from the outside world. China was also the largest and most centralized state in the medieval world, and government regulations of merchants and foreigners were more thorough. As one of the official trade cities of the Chinese empire, Quanzhou had large foreign communities. In this lesson, students will compare the accounts of Ibn Battuta, Marco Polo, and Zhao Rugua about Quanzhou for their multiple points of view on trade and cultural exchange (CA State Standards 2016-2017). Directions: After you have closely read the three different sources from Zhao Rugua, Marco Polo and Ibn Battuta, you will corroborate their experiences and observations in Quanzhou and answer the following question, “What was the city of Quanzhou like in the middle ages?” Corroborate: 1. There are many similarities between the texts from Rugua, Polo and Battuta about Quanzhou. 2. Can you identify and write 2-3 sentences (1 sentence from each source) from the primary sources that corroborate (match) their experiences in Quanzhou? (Evidence) 3. Which two primary sources matched each other’s experiences the closest? What makes them so similar? Analysis: 4. Which author was the most credible and reliable? What makes them credible and reliable? 5. Which source provided the most specific information about Quanzhou? 6. Which source provided the least information about Quanzhou? 7. Why are some historians skeptical (do not really trust) that Marco Polo and Ibn Battuta visited China? 8. What additional information would we need to determine if Marco Polo and Ibn Battuta actually traveled to China? 9. Do you think the purpose of the writings (why the authors wrote down their experiences) influenced what they wrote? Explain your reasoning. 10. (Essay) Based on these sources, can we determine what the city of Quanzhou was like during the middle ages? ★HistoriCAL Thinking Curricula Document Based Question: What do historical sources tell us about Quanzhou during the middle ages? Paragraph 1 Introduction: Set the stage. When, where, who and what happened? Introduce the three writers who traveled/ lived in Quanzhou. Insert DBQ question. Write your original thesis: Quanzhou during the middle ages was _________, __________and _________. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 2 Quanzhou during the middle ages was __________. According to Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________. Last name of Author corroborates this, stating “______” (Last name of source, year). ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ 1 Paragraph 3 Quanzhou during the middle ages was __________. Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________. Last name of Author corroborates this, stating “______” (Last name of source, year). (Note: Also, discuss how the sources differ, are there any differences in their reports?) ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 4 Quanzhou during the middle ages was __________. According to Last name of Author, “Quote” (Last name of source, year). This evidence means that _____________________________________. Last name of Author corroborates this, stating “______” (Last name of source, year). (Note: Also, discuss how the sources differ, are there any differences in their reports?) ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ 2 Paragraph 5 Conclusion: Restate your claim/ thesis. We know about what life was like in Quanzhou between the years ____-_____ because of the writings of Zhao Rugua, Marco Polo and Ibn Battuta. (Discuss how some sources may be stronger than others and what can can know about Quanzhou based on corroboration). ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ 3 Topic: Topic: Unit 7: East Asia, 300 CE to 1300 CE 6.3 Samurai Values Lesson: Big Idea and Essential Question: Duration: What influence did samurai customs and values have on the government and society of medieval Japan? Text Analysis Big Idea: Morals and ethics can be prescribed by a society and/or occur naturally within people. Essential Question: What influence did samurai customs and values have on the government and society of medieval Japan? Approximately 2 hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.5 .3. Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives 4. Relate and connect the values, social customs and traditions of the past to the student’s personal experiences. Students will evaluate values, social customs and traditions of Japan to the student’s personal experiences and values by comparing their lives with Samurai warriors during the middle ages. Lesson Overview What do I want my students to learn? (Purpose of the lesson) In this lesson students will practice researching historical information, corroborating sources, summarizing information and historical analysis. Students will learn about the Samurai warriors of medieval Japan by examining how their values fundamentally shaped/ is a reflection Japan’s government and society by practicing historical skills. Students will also learn and practice combining two historical sources (synthesis) that will help them to write historical analytical essays. Finally, this lesson also allows students to reflect on their own values and morals. Teaching and Learning Activities 1. As a class read the Context of 7.3.2 Student Handout, Samurai Values . Students should have already been introduced to Japan, its geography, and governmental structure prior to this lesson. 2. As a class discuss “Values”, “Morals” and “Ethics.” a. (Optional) Students can research the difference between each concept and in small groups provide examples of morals and ethics. 3. Students will answer 1-5 on 7.3.2 Student Handout, Samurai Values. Discuss students responses as a class. 4. (Optional) Students can read 7.3.1 selected primary and secondary text about Samurai values and answer questions 1-10 on a lined piece of paper. Students can also practice summarizing text by efficiently summarizing each quote and present to class. 5. Once students have some background, working knowledge of Samurai, read the example on page two of 7.3.2 Student Handout, Samurai Values. Two excerpts about Samurai education were quoted (a primary and secondary source), remind students that they must find two quotes (from two separate sources) that both discuss the Samurai topic they are researching (Bushido, Seppuku and Loyalty to the Daimyo). Topic: Topic: Unit 7: East Asia, 300 CE to 1300 CE For students that need extra help, provide 7.3.1 Samurai Primary and Secondary Sources and remind them to use the sources provided or allow students to work in small groups. Assessing Student Learning 6. Once students have found appropriate information students will “combine” the two sources in a short summary (synthesis). 7. After students have summarized the information, they will analyze the evidence by connecting their evidence to the essential question: What influence did samurai customs and values have on the government and society of medieval Japan? For this task students must try to think of ways that the Samurai’s values impacted Japan. This is where students will practice inference and historical analysis. Resources: 7.3.1 Student Samurai Values (Primary and Secondary Sources) 7.3.2 Samurai Influences Text Analysis Web resources: 1. The Book of the Samurai (Full book) 2. The Book of Five Rings What influence did samurai customs and values have on the government and society of medieval Japan? Primary and Secondary Source Documents Musashi, Miyamoto. The Book of the Five Rings. 1643. First, as is often said, a samurai must have both literary and martial skills: to be versed in the two is his duty. Even if he has no natural ability, a samurai must train assiduously in both skills to a degree appropriate to his status. On the whole, if you are to assess the samurai's mind, you may think it is simply attentiveness to the manner of dying. When it comes to the manner of dying, of course, there is no difference between the samurai, priests, women, and even peasants; everyone must know his obligations, think of what would be disgraceful, and be prepared for death when the moment comes. The samurai pursues martial strategy, however, in order to excel in everything, be it winning a duel or winning a combat with several men, be it for the benefit of your master or to establish your own reputation and distinguish yourself. The samurai does these things through the virtue of strategy. Some people may think that even if you learn martial arts, they will be useless in actual battles. That may be so, but the true spirit of martial strategy requires that you train to be useful at any moment and teach men so that they may become useful in everything. 1. According to Musashi, what do Samurai's value? 2. Does a Samurai seem unprepared or lazy? Why or why not? Tsunetomo, Yamamoto. Hagakure: Book of the Samurai. 1716. It is said that one should not hesitate to correct himself when he has made a mistake. If he corrects himself without the least bit of delay, his mistakes will quickly disappear. But when he tries to cover up a mistake, it will become all the more unbecoming and painful. When words that one should not use slip out, if one will speak his mind quickly and clearly, those words will have no effect and he will not be obstructed by worry. If there is, however, someone who blames a person for such a thing, one should be prepared to say something like, "I have explained the reason for my careless speech. There is nothing else to be done if you will not listen to reason. Since I said it unwittingly, it should be the same as if you didn't hear it. No one can evade blame." And one should never talk about people or secret matters. Furthermore, one should only speak according to how he judges his listener's feelings. 3. Why do you think it was important for a Samurai to be honest? 4. Why is a samurai's “word” valuable (What they say)? No matter what it is, there is nothing that cannot be done. If one manifests the determination, he can move heaven and earth as he pleases. But because man is pluck less , he cannot set his mind to it. Moving heaven and earth without putting forth effort is simply a matter of concentration. It is a wretched thing that the young men of today are so contriving and so proud of their material possessions. Men with contriving hearts are lacking in duty. Lacking in duty, they will have no self-respect. 5. (Define) Pluck less: 6. What does this tell us about Samurai? Source Soko, Yamaga. The Way of the Knight . 1665. Translated by Thomas Clearly in Samurai Wisdom: Lessons from Japan’s Warrior culture. Tuttle Publishing, 2009. Books record things spanning thousands of years. How could we who are alive in the present day know about events hundreds of years ago, or consider the ways of remote foreign lands, if not for books? Therefore broad study of literature should be used to empower the intelligence. 7. Why do you think a Samurai was supposed to read books? How could this make a samurai a better soldier? After that, give instructions for household tasks, and meet with visitors and guests. If you are in the service of a lord, turn out promptly for duty. In serving your parents, go look in on them to see how they are. When on duty outside, your planning should not go beyond your position. In attendance on elders, respect them as you would your father and elder brothers, being deferential and not arguing. Associate with friends in civilized ways, foster humaneness by friendships. When you have beneficial friends, ask them about things. Be truthful, not deceptive. Always think of the duties of knighthood, never being negligent. This is the way to perfect your social relations. 8. Summarize how a Samurai should conduct themselves based on this passage? Topics that knights should typically talk about are issues of justice and injustice, tales of ancient battles, acts of bravery and righteousness past and present, the flourishing and decline of righteousness among warriors over the ages. All of these ought to be discussed in order to become alert to present-day errors. When you carp on other’s errors, or criticize the government of the time, or chat about amusements … your mind will inevitably get carried away, and your conduct will surely sink. The human heart is very interested in this, so don’t say anything improper. 9. Why do you think Samurai's only talked about certain subjects? How would this make them better soldiers? Source: Nitobe, Inazo. Bushido: The Soul of Japan . The Leeds and Brittle Co. 1900. Bushido, then, is the code of moral principles which the knights (samurai) were instructed to observe. It is not a written code; at best it consist of a few maxims handed down from mouth to mouth or coming from the pen of some well known warrior or savant. More frequently it is a code unuttered and unwritten, possessing all the more the powerful sanction of veritable deed, and of a law written on the fleshy tablets of the heart. 10. What does it mean that Bushido is “a law written on the fleshy tablets of the heart?” ★HistoriCAL Thinking Curricula What influence did samurai customs and values have on the government and society of medieval Japan ? Text Analysis Context Japan was influenced by China and Korea, but adopted outside institutions and ideas to fit with its own indigenous culture. Before the sixth century, Japan was an agricultural society ruled by landholding clan chieftains. Their religion, Shinto, emphasized the influence of the supernatural world and spirits of the ancestors. One clan rose above the others, founded a central state and a dynasty called the Yamato. Those rulers claimed the title of “heavenly sovereign,” or emperor. About 850 CE, the Yamato rulers lost their grip on political affairs, and aristocratic palace families assumed real power. The emperors retained their throne but played mainly a ritual role. The pattern of aristocratic clans warring and succeeding one another as rulers under the sovereignty of a ceremonial but powerless emperor continued into modern times.From about 1000 CE, the Japanese aristocratic class creatively combined Chinese and Korean ideas with Japanese ways to form a new civilization with distinctive institutions, literature, and arts. Japanese officials adopted rules of government derived from imperial China but tailored them to their own smaller population and territory. Even though China had a great influence on Japan, Japanese government and society developed in its own direction. Japan had an emperor, but the emperor and his court had no real power. Clans continued to control regional areas of Japan. Important clans fought each other for more land, power, and control over the weak central government. In the 1180’s, the Miramoto clan dominated Japan. They instituted a military government headed by a “great general,” or shogun . The highest social status in the clan and in society went to the samurai , professional fighters. Most samurai were vassals of clan leaders, or daimyo . Samurai were dedicated to a code of courage, honor, and martial skill. Your task is to conduct historical research, summarize your findings and analyze how the Samurai influenced customs and values in medieval Japan (California State Standards, 2017). Connect to your experiences: Think of your friends or family 1. What is Honor? What actions are honorable? 2. What is Respect? What actions are respectful? 3. What is Loyalty? What actions demonstrate loyalty? 4. Do you have certain values or morals that guide your life? Where do those values come from? 5. Do you have to live by a set of morals to live a decent life? ★HistoriCAL Thinking Curricula What influence did samurai customs and values have on the government and society of medieval Japan ? Directions: Conduct level 2-3 research and corroborate sources, summarize key findings and connect to guiding question (analysis). Original Text and Source (level 2 or 3) Corroborating Text and Source (level 2 or 3) Synthesis (Summary) Analysis (Connect to question) Samurai Education “Books record things spanning thousands of years. How could we who are alive in the present day know about events hundreds of years ago, or consider the ways of remote foreign lands, if not for books? Therefore broad study of literature should be used to empower the intelligence.” Source: Soko, Yamaga. The Way of the Knight . 1665. Translated by Thomas Clearly in Samurai Wisdom: Lessons from Japan’s Warrior culture. Tuttle Publishing, 2009. Samurai Education “Literacy ranged from nearly 100 percent of samurai men to probably 20 percent of farmers in isolated areas.” Hanley, Susan B. E veryday Things in Premodern Japan: The Hidden Legacy of Material Culture . University of California Press. 1997. Samurai valued learning, reading and having a good education. Part of Samurai code was to be informed, literate and intelligent (Soko, 1665; Hanley, 1997). Note: Combine the two texts’ main ideas into 1-2 well constructed sentences. Be sure to cite the sources at the end (Last name, year; Last name, year). What influence Samurai education have on the government and society of medieval Japan? Samurai were not only great military warriors, but scholars as well. They probably emphasized a good education to learn about Bushido and military strategy. If the Samurai were well educated, probably the aristocracy and government officials were highly educated as well. If only 20% of farmers were, this indicates that education was not free or available to all Japanese society during the middle ages. Note: Use your evidence to answer the question. Bring in outside knowledge and consider the quotes that you used. Bushido Bushido What influence did Bushido have on the government and society of medieval Japan? Seppuku Seppuku What influence did Seppuku have on the government and society of medieval Japan? Loyalty to the Daimyo Loyalty to the Daimyo What influence did loyalty to the Daimyo have on the government and society of medieval Japan? ★HistoriCAL Thinking Curricula Unit 8: Sites of Encounter 8.0 Hidden Histories Journal (Sites of Encounter) 8.1 Mongols, Multiple Perspectives Lesson Plan 8.1.1 Establishing Context 8.1.2 Mongol Primary and Secondary Sources 8 .1.3 Analyzing Multiple Perspectives Essay Scaffold 8.2 Medieval Trading Cities Lesson Plan 8.2.1 Medieval Trade Cities 8.3 Deconstructing Religious Intolerance in Medieval Spain Lesson Plan 8.3.1 Rise of Religious Intolerance ★HistoriCAL Thinking Curricula The HIDDEN History In Medieval Sites of Encounter Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Marginalized people in medieval cities during the 1150s-1490s Tolerance 1. What does it mean to “Tolerate” someone? 2. Why don’t people accept one another, instead of just “Tolerate” someone? Cooperation vs. Conflict What leads to Conflict? “Most states and empires supported trade as the rulers and elite groups wanted access to products such as silk from China, Persia, Syria, and Egypt; spices from South and Southeast Asia; cotton cloth from India and Egypt; and gold from West Africa. Kings and their officials also realized that trade made their states strong and increased their tax income. Some used their military power to take over trade centers that belonged to other states or to dominate trade routes. As trade connections, imperial expansion, and travel increased in Afroeurasia, both conflict and cooperation occurred at sites of encounter. Competition between states for land and resources and between the followers of different religions made many encounters violent. At the same time, people from different cultures found ways to cooperate so that they could trade and coexist.” Source: California State Standards, 2016-2017. 1. According to the source what led to conflict? 2. According to the source what led to cooperation? 3. According to the source, where did conflicts usually arise? ★HistoriCAL Thinking Curricula Conflict: The Crusades Exploring Multiple Perspectives Research and explore the “Crusades.” 1. What does “Crusade” mean? 2. When did the Crusades and what were the causes of the Crusades? 3. What religions were at war? 4. Research and explore the Muslim’s viewpoint of the Crusades. What role and perspective did the Muslims have during the crusades? Support with evidence. 5. Research and explore the Christian viewpoint of the Crusades. What role and perspective did the Christians have during the crusades? Support with evidence. Cooperation and Conflict Effects Consider this question: How did increasing interconnection and trade, competition between states (and their people), and technological innovations lead to voyages of exploration? 1. (Your Thoughts) How would increased trade among different societies lead to more innovation and exploration? 2. Find evidence that trade increased among Afroeurasia during the 1000-1400’s. ★HistoriCAL Thinking Curricula 3. (Your thoughts) How would competition between states lead to innovation and voyages of exploration? 4. Conduct research (level 1, 2 or 3) and find evidence that the Spanish and Portuguese were in competition with one another during the “Age of Exploration”? 5. How did this “Competition” change our world? What was its effects on civilizations in the Americas and their economies at home? Summarize and Reflect 1. What questions do you have about “Medieval Sites of Encounter”? 2. In our modern world, where are the major “Sites of Encounter”? What makes them “Sites of Encounter”? 3. Has technology transformed modern “Sites of Encounter”? Provide examples. 4. How is competition among states beneficial? How is competition detrimental to states and their populations? Provide examples. 5. Do you see any patterns and parallels across time and civilizations? ★HistoriCAL Thinking Curricula Unit 8: Sites of Encounter in Medieval World, 1200-1490 8.1 The Multiple Perspectives of the Mongols Lesson: Big Idea and Essential Question: Duration: What are the different perspectives of the Mongol Empire throughout history? Big Idea: History can change based on your perspective Essential Question: How did the Mongol Empire increase the interconnection of Afroeurasia? How did the Mongol Empire destroy states and increase the interconnection of Afroeurasia? Approximately 2-3 Hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: (New California State Standards 2017) Sites of Encounter in the Medieval World, 1150-1490 How did the Mongol Empire destroy states and increase the interconnection of Afroeurasia? What were the effects of the exchanges at Majorca and Calicut? How did increasing interconnection and trade, competition between states (and their people), and technological innovations lead to voyages of exploration? 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Students will evaluate the differing perspectives of the Mongols by creating a thesis and support their thesis by writing a historical essay with evidence from primary sources. Lesson Overview What do I want my students to learn? (Purpose of the lesson) In this lesson students will consider different historical perspectives on the Mongol Empire. This lesson will reinforce how to analyze and consider different sources, as well as an opportunity to synthesize, corroborate and analyze historical evidence. By the end of the lesson students should understand that there tends to be many historical accounts and interpretations of one event or group of people but may not necessarily be correct, therefore it is vital as historians to consider all accounts but be wary for bias or lack of reliability. Teaching and Learning Activities 1. Establish context to this lesson by having students read and complete 8.1.1 Establishing Context handout. If students have access to devices that connect to the internet, students can complete the second page, in which they research key details about the Mongol empire Unit 8: Sites of Encounter in Medieval World, 1200-1490 (level 1 research). (Optional: Ted Education provides a great short video about Genghis Khan). 2. Once students a basic understanding of the Mongol empire, students will evaluate the different perspectives of the Mongol Empire by reading through 8.1.2 Mongol Primary and Secondary Sources . Depending on the ability level of the class, read together, in small groups or independently and students will answer the ten accompanying questions on lined paper, or on an online document. After student read each section, have them “check” a box, if the description characterized the Mongols in a positive, negative or neutral way. (Optional: Assign each group a particular perspective and have students conduct further research to corroborate that particular perspectives and have each group share out their finding to the class.) Assessing Student Learning 3. Students will use 8.1.2 Mongol Primary and Secondary Sources (or for advanced classes, have students find their own primary and secondary sources for differing perspectives on the Mongol Empire) to write an essay answering the DBQ question: What are the multiple historical perspectives of the Mongol Empire? To help students corroborate sources and analyze the text, distribute copies of 8.1.3 Analyzing Multiple Perspectives Essay Scaffold . This essay scaffold will guide students develop a thesis, cite historical evidence, corroborate sources, and analyze the historical evidence to answer. Resources: 8.1.1 Establishing Context 8.1.2 Mongol Primary and Secondary Sources 8.1.3 Analyzing Multiple Perspectives Essay Scaffold Internet Resources: 1. The Secret History of the Mongols (Full text) 2. Matthew Perry’s History (Page 312-313) 3. Ted Education, History vs. Genghis Khan The Mongols: Considering Multiple Perspectives Analyzing Historical Narratives Establishing Context The attacks and domination of the Mongol Empire had a huge negative effect on states, empires, and many people of Eurasia, but it also greatly extended trade, travel, and exchange between Afroeurasian societies. In the late twelfth century, nomadic warriors from the steppe and deserts north of China, the Mongol tribes (and other Central Asian nomadic tribes), were united by a charismatic leader, Chinggis (Genghis) Khan, who led them to conquests across Eurasia. At its height, the Mongol Empire was the largest land empire in world history. Mongols were fierce and highly mobile fighters who terrified the people they conquered, even though their numbers were small. After Chinggis Khan’s death, the Mongol Empire split up into four khanates (Kingdoms, controlled by a Khan). Chinggis’ grandson, Hulagu Khan, was ruler of the Il-Khanate. Since the Muslim states were divided, individually they were no match for the Mongol warriors. Hulagu conquered Persia, Syria and part of Anatolia and destroyed the Abbasid Caliphate’s capital of Baghdad. Although some feared that the Mongols would destroy the Muslim world, the Egyptian Mamluk Sultanate fought the Mongol army and stopped its advance. Mongols in the Khanate of the Golden Horde overran Russia and attacked Poland and Eastern Europe. The Khanate of the Great Khan went to another grandson, Kubilai Khan, who took over China from the Song dynasty. Kubilai established the Yuan dynasty and kept many Chinese customs, but replaced Confucian scholar-officials with foreign administrators. The Mongols conquered states in Southeast Asia and tried twice to invade Japan in the late thirteenth century, but failed both times. The domination of the Mongols did not last long; three of the four Mongol khanates fell by 100 years after the conquest. Although the Mongols killed many people and destroyed many cities in its conquest, after the conquest, the Mongols tolerated all religions and protected and promoted trade across Eurasia. Under their protection, the land trade route from China to the Mediterranean re-opened and trade boomed. The Mongols also moved people around throughout their empire, using, for example, Persian and Arab administrators in China, and facilitating the journey of Marco Polo (and many other less famous people) from Venice to China. The increase in interaction also spread Chinese technologies and ideas into the Muslim and Christian worlds (CA State Standards, 2017). Directions: After you read, answer the following questions. 1. How could a “Charismatic” leader help a civilization expand? __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ 2. Three of the four Khanates fell within 100 years on conquest. Why do you think these Kahantes became weak over time? __________________ __________________ __________________ __________________ __________________ __________________ 3. What were some effects of Mongol expansion and rule? __________________ __________________ __________________ __________________ __________________ __________________ ★HistoriCAL Thinking Curricula Establishing Context Directions: Conducting level 1 research (basic research), write some relevant and key details about each part of the Mongol empire. *Note: Remember you may not cite any of these sources in your academic work, but is helpful is getting background information. Mongol Empire Component Your Notes Important Mongol leaders Names and years in power Territories, Kingdoms and Empires conquered Military tactics, strategies, and weapons Social and cultural customs of the Mongols (Laws, music, food, dress, games etc.) ★HistoriCAL Thinking Curricula What are the different perspectives of the Mongol Empire? View of Mongols from A Mongol’s Perspective Source: (Many different Titles) Tobchi’an [Tobcha’an] or ‘History’, has appeared under a variety of names, including The Secret History of the Mongols, The Life of Chinggis Qahan, The True Record of Chinggis Qahan, and The Secret History of the Yuan Dynasty. No known author, written around 1228 (Many historians agree is was written by someone in the Mongolian court). “After wiping out the Tatars and plundering them of everything, Chinggis Qahan [arranged] a great council of his clan to decide what to do with the [Tatar] people. They entered a single yurt and conferred. ‘From early days the Tatars have destroyed our ancestors and fathers. [We must] gain vengeance on behalf of our fathers, we must seek revenge for our ancestors. Let them be killed. We will measure them against a linchpin and kill off [those who are taller than the linchpin]* until all have died. We will make slaves of the survivors. We will divide them among ourselves, some here, some there.” *Note: The Mongols killed only the adults and spared the children (who were shorter than the leader) and the women. Chinggis took two Tatar sisters as wives. 1. What may be problematic about this source? 2. What did Genghis Khan [ Chinggis Qahan] propose to do to the “Tartars” and what was his reason for doing so? View of Mongols from A Person invaded by the Mongols Source: Landgrave of Thuringia, 1220. “They are terrible in person, furious in aspect, their eyes show anger, their hands are rapacious, their teeth are bloody, and their jaws are ever ready to eat the flesh of men, and drink human blood. 3. Could this King be exaggerating? Why or why not? View of Mongols from A Person benefiting from or protected by the Mongols ★HistoriCAL Thinking Curricula Source: Friar Odoric of Pordenone, 1265. “[The Khan] The King travelleth in a two-wheeled carriage, all of perfumed wood and gold, and covered with great and fine skins, and set with many precious stones. And the carriage is drawn by four elephants...and also by four splendid horses..” 4. How does the Friar describe the Mongol Khan? Does he seem afraid? Source: Chua, Amy. Day of Empire: How Hyperpowers Rise to Global Dominance--and Why they Fall . Doubleday, 2007. “[Persecuted Muslims] Sought protection from the great Mongol Khan...and the Mongol army invaded Balasagun, beheading [the king] and incorporating his territory into the Mongol Empire. Shortly after, Genghis Khan proclaimed freedom of worship through the [dead king’s lands]. Thus, it was that the man whom Europe later called the Scourge of God came to be known in the East, from Tibet to the Aral sea, as a defender of religions- and even, according to the medieval Persian chronicler Juvaini, “One of the mercies of the Lord and one of the bounties of divine grace.” 5. Why was the Mongol’s considered the “defender of religions”? Source: Polo, Marco. Travels of Marco Polo . 1300. “[The Mongols] proceeded to elect for their king a man who was named Chinggis-khan (Genghis Khan), one of approved integrity, great wisdom, commanding eloquence, and eminent for his valour. He began his reign with so much justice and moderation, that he was beloved and revered as their deity rather than their sovereign; and the fame of his great and good qualities spreading over that part of the world, all the Tatars, however dispersed, placed themselves under his command.” 6. Genghis Khan died in 1227. Based on this information what makes this source problematic in determining what he was like? View of Mongols from European Historians Source: Paris, Mathew. Matthew Paris's English history. From the year 1235 to 1273. Published by H.G Bohn, 1889. “The men [Mongols] are inhuman and of the nature of beasts, rather to be called monsters than men, thirsting after and drinking blood, and tearing and devouring the flesh of dogs and human beings; they clothe themselves in the skins of bulls, and are armed with iron lances …” “They have no human laws, know no mercy, and are more cruel than lions or bears …” 7. How does Matthew Paris portray the Mongols? Should we trust his account, why or why not? ★HistoriCAL Thinking Curricula Source: Footnote (page 119) on an English publication of Marco Polo’s Travels , translated by Marsden, William. Published by J.M Dent in 1908. “It was at the court of the grandson of Jengiz-khan that ur author (Marco Polo) acquired an idea much too favourable of the virtues, although not perhaps of the military talents, of this extraordinary man (Genghis khan), who should be regarded as one of those scourges of mankind, which like the plague, pestilence, or famine, is sent from time to time to visit and desolate the world.” 8. Where did Marco Polo learn about Genghis Khan? Why can his source be problematic? 9. Can we trust THIS interpretation about Marco Polo’s account of Genghis Khan? Why or why not? View of Mongols from A Modern Day Historian Source: Weatherford, Jack. Genghis Khan and the Making of the Modern World. Three River press, 2004. “In twenty-five years, the Mongol army subjugated more lands and people than the Romans had conquered in four hundred years. Genghis Khan, together with his sons and grandsons, conquered the most densely populated civilizations in the 13th century. Whether measured by the total number of people defeated, the sum of the countries annexed, or by the total area occupied, Genghis Khan conquered more than twice as much as any other man in history.” 10. What is the tone of this historian about the Mongols, in particular Genghis Khan? How is his tone/ perspective different than the previous sources? ★HistoriCAL Thinking Curricula Document Based Question: What are the multiple historical perspectives of the Mongol Empire? Essay Scaffold Directions: After you have read through the primary and secondary source accounts of the Mongol Empire, you will develop a claim (thesis), corroborate sources, evaluate the possible strengths and weaknesses of each source and analyze what these sources can tell us about the Mongol empire by writing a four paragraph essay. Step 1: After you have read through the documents, write Positive Adjectives about the Mongol Empire Negative Adjectives about the Mongol Empire Step 2: Draft your essay Paragraph 1: Establish Context Who are the Mongols? Where did they live and what lands did they conquer? When did they conquer large areas of territories? What are they known for? Write your claim/ thesis (Try to include both positive and negative aspects of the Mongol empire into your claim. Thesis/Claim ★HistoriCAL Thinking Curricula DBQ: What are the multiple historical perspectives of the Mongol Empire? Paragraph 2 Topic: Mongol Empire Question: What are the multiple historical perspectives of the Mongol Empire? Mini Thesis/ Claim: Some historical accounts and interpretations are negative about the Mongol empire, characterizing the Mongols as ___________________and __________________. Evidence: According to ________________, it states, “________.” Corroborating evidence: ______________ confirms this description stating, “__________.” Analysis: (What do these two sources tell us about the Mongol empire?) Analysis: (But, what is problematic about these sources? Can we trust these two sources, why or why not)? Analysis help: Connect the evidence to your thesis and research questions. How does the evidence “prove” that your thesis/claim is accurate? ★HistoriCAL Thinking Curricula Paragraph 3 Topic: Mongol Empire Question: What are the multiple historical perspectives of the Mongol Empire? Mini Thesis/ Claim: In addition to negative accounts of the Mongols, there are many positive accounts as well, characterizing the Mongols as ___________________and __________________. Evidence: According to ________________, it states, “________.” Corroborating evidence: ______________ confirms this description stating, “__________.” Analysis: (What do these two sources tell us about the Mongol empire?) Analysis: (But, what is problematic about these sources? Can we trust these two sources, why or why not)? Analysis help: Connect the evidence to your thesis and research questions. How does the evidence “prove” that your thesis/claim is accurate? ★HistoriCAL Thinking Curricula Conclusion: Paragraph 4 Answer the question (Summarize your thesis): What are the multiple historical perspectives of the Mongol Empire? In addition, sum up the importance of this question to your reader: for example, answer some of these questions: ❏ Why are there different interpretations of the Mongol Empire? ❏ Why are some sources more reliable than others? ❏ What should we be careful of when we study primary and secondary sources? ❏ Why do multiple perspectives matter in history? ★HistoriCAL Thinking Curricula Unit 8: Medieval Trading Cities 8.2 Medieval Trade Cities Lesson: Big Idea and Essential Question: Duration: Identifying and explaining the strategic trade cities in the middle ages Big Idea: Connections can lead to growth and conflict Essential Questions: Approximately 1 Hour CA State History Standard: HistoriCAL Thinking Skill: Student Objective: (New 2017 CA State Standards) How did the Mongol Empire destroy states and increase the interconnection of Afroeurasia? What were the effects of the exchanges at Majorca and Calicut? How did increasing interconnection and trade, competition between states (and their people), and technological innovations lead to voyages of exploration? 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. Students will identify and explain the significance of the strategic locations Trade cities in the development of commerce and trade across Afro-Eurasia by conducting historical research. Lesson Overview What do I want my students to learn? (Purpose of the lesson) Students will examine the major sites of encounter during the middle ages (Timbuktu, Majorca, Cairo, Calicut and Quanzhou) and practice conducting historical research on the internet. Teaching and Learning Activities 1. Provide the digital copy of 8.2.1 Medieval Trade Cities and read as a class (or independently) the context and refer to map. Using a map online have students locate the locations of major sites of encounter on the map. If they try to connect the cities, they will see the “silk road.” 2. Explain that they will now conduct research on these trading cities during the middle ages. Read the Timbuktu example as a class. Encourage students to search for images of “ivory in Timbuktu artifact” or “Gold from Timbuktu Artifact.” This will show students how to search the internet strategically, instead of the student’s just typing “Ivory” and “gold.” Assessing Student Learning 3. Students will conduct research on Majorca, Cairo, Calicut and Quanzhou. (Optional: Students complete assignment in small groups or pairs or independently). Resources: 8.2.1 Medieval Trade Cities Sites of Encounter (Major Trading Cities) Context: Increasing Trade during 1150-1490CE Most states and empires supported trade as the rulers and elite groups wanted access to products such as silk from China, Persia, Syria, and Egypt; spices from South and Southeast Asia; cotton cloth from India and Egypt; and gold from West Africa. Kings and their officials also realized that trade made their state's strong (because of the increased wealth) and increased their tax income. Some Kings used their military power to take over trade cities that belonged to other states or to dominate and control the trade routes. As trade connections, imperial expansion, and travel increased in Afroeurasia, both conflict (war) and cooperation (friendship) occurred at sites of encounter . Competition between states for land and resources and between the followers of different religions made many encounters violent. At the same time, people from different cultures found ways to cooperate so that they could trade and coexist (CA State History Standards, 2017). On the map (of Afro-Eurasia) identify and label these important cities in their approximate locations: 1) Timbuktu 2) Genoa 3) Majorca 4) Cairo 5) Calicut 6) Quanzhou and then try to connect each city with one continuous line (connect the dots) Consider: Would the trade route be faster by sea or by land? Which route would be safer: by sea or by land? Which Route would you transport more goods? ★HistoriCAL Thinking Curricula Conduct Historical Research about the major trade cities during the Middle Ages 1150-1490 CE Level 1-3 Research Trading City Famous Kings, Merchants or Travelers who visited or lived there Items/ goods that were sold or traded at that city Image of an artifact that was sold or traded there, with year of artifact and title. Timbuktu 1150-1490 CE (Example) Mansa Musa (King) Ibn Battuta (Traveler) “West African commodities such as ivory, gold, salt, and slaves were shipped north.” Insoll, Timothy. “Trade & Empire: The Road to Timbuktu. Archaeology.org, 2000. Cresques, Abraham. Catalan Map, 1375. Showing Timbuktu and Mansa Musa holding a gold nugget, a primary good that was traded in Timbuktu. Majorca 1150-1490 CE Cairo 1150-1490 CE Calicut 1150-1490 CE Quanzhou 1150-1490 CE ★HistoriCAL Thinking Curricula Unit 8: Sites of Encounter in the Medieval World 1150-1490 8.3 Deconstructing Religious Intolerance in Medieval Spain Lesson: Big Idea and Essential Question: Duration: The Rise of Religious Intolerance in Europe in the 1400s: Deconstructing Religious Intolerance Big Idea: Power can be abused if people let it happen Essential Question: What were the causes for the rise of Intolerance that led to the Spanish inquisition? Approximately 1-2 Hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: (New California State Standards 2017) Sites of Encounter in the Medieval World, 1150-1490 How did the Mongol Empire destroy states and increase the interconnection of Afroeurasia? What were the effects of the exchanges at Majorca and Calicut? How did increasing interconnection and trade, competition between states (and their people), and technological innovations lead to voyages of exploration? 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. Students will investigate the rise of religious intolerance in the Iberian peninsula in the late 1400’s by analyzing primary sources. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The goal of the lesson is for students to discover that intolerance is not caused by “religion” itself but rather a myriad of factors and that it has happened many times throughout history. Students will learn about the rise of religious intolerance in Spain by reading primary and secondary sources and answering the question: What were the causes for the rise of Intolerance that led to the Spanish inquisition? This assignment also reinforces close reading strategies, guided inquiry and make connections to other events in history. Teaching and Learning Activities 1. Show the Iberian peninsula on the Map and provide some background. The Iberian Peninsula was controlled by the Islamic Civilization for hundreds of years. Over time Christian kingdoms went to war to conquer the Iberian peninsula and by the 1400’s Christian kings had defeated Muslim controlled territories. The Iberian Peninsula was culturally, religiously and ethnically very diverse, but most people lived in somewhat harmony, until a rise of religious intolerance manifested in the 1400’s against Jewish and Muslim populations. Students will investigate: What were the causes for the rise of Intolerance that led to the Spanish inquisition? Allow students to research some Unit 8: Sites of Encounter in the Medieval World 1150-1490 background to the Spanish inquisition (Some of the painting and engravings online are gruesome, so use caution). 2. Provide students with 8.3.1 Rise of Religious Intolerance handout. Students will read closely, annotate and answer the five questions (All the questions are identical) and the students must determine if the sources provide evidence on the causes for the rise of intolerance. Assessing Student Learning 3. When students have completed the questions, students will write a short response, in which they will develop a claim to answer the question, use evidence to support their claim and describe how the evidence connects supports their claim. Resources: 8.3.1 Rise of Religious Intolerance Internet Resources: 1. Met Museum (Iberian Peninsula) The Rise of Religious Intolerance in Europe in the 1400s Deconstructing Religious Intolerance Directions: Read through the Primary and secondary sources and answer the text dependent questions on a separate piece of paper. Background: In the 1400’s there became increasing intolerance of the Iberian (Modern day Spain and Portugal) Christian kingdoms to Jews and Muslims ended that multicultural society by 1500. Jews, a large portion of the Spanish population, were forced to convert to Catholicism or flee Spain in 1492; Muslim converts were expelled in 1609. Question: What were the causes for the rise of Intolerance that led to the Spanish inquisition? Context Source 1: The Spanish Inquisition and Rise of Religious Intolerance Overview “Over centuries, the Jewish community in Spain had flourished and grown in numbers and influence, though anti-Semitism had surfaced from time to time...The pogroms of 1391 were especially brutal, and the threat of violence hung over the Jewish community in Spain. Faced with the choice between baptism and death, the number of nominal converts to the Christian faith soon became very great. Many Jews were killed, and those who adopted Christian beliefs—the so-called conversos (Spanish: “converted”)—faced continued suspicion and prejudice. In addition, there remained a significant population of Jews who had professed conversion but continued to practice their faith in secret. Known as Marranos , those few converts from Judaism were perceived to be an even greater threat to the social order than those who had rejected forced conversion. After Aragon and Castile were united by the marriage of Ferdinand and Isabella (1469), the Marranos were denounced as a danger to the existence of Christian Spain. In 1478 Pope Sixtus IV issued a law authorizing the Catholic Monarchs to name inquisitors (judges) who would address the issue.” Source: Spanish Inquisition , Encyclopædia Britannica Inc, 2016. 1. According to this source can we determine why there was a rise in religious intolerance in the Iberian Peninsula in the 1400-1500’s? Why or why not? ★HistoriCAL Thinking Curricula Source 2: Alhambra Decree (Edict of Expulsion) This was the law that made Jewish people leave their homes. A Copy of the Edict of Expulsion, signed by Ferdinand and Isabella, 1492 “Furthermore, we procured and gave orders that inquisition should be made in our aforementioned kingships and lordships, which as you know has for twelve years been made and is being made, and by many guilty persons have been discovered, as is very well known...since the Christians have engaged in and continue to engage in social interaction and communication they have had means and ways they can to subvert and to steal faithful Christians from our holy Catholic faith and to separate them from it, and to draw them to themselves and subvert them to their own wicked belief and conviction, instructing them in the ceremonies and observances of their law, holding meetings at which they read and teach that which people must hold and believe according to their law...This proved by many statements and confessions, both from these same Jews and from those who have been perverted and enticed by them, which has redounded to the great injury, detriment, and opprobrium of our holy Catholic faith.” Source: Translated from Peters, Edward. "Jewish History and Gentile Memory: The Expulsion of 1492." Jewish History 9 (1995): 9-34, at 23-28. 2. According to this source can we determine why there was a rise in religious intolerance in the Iberian Peninsula in the 1400-1500’s? Why or why not? ★HistoriCAL Thinking Curricula Possible Reasons for Rise of Intolerance Source 3: Political Stability “All this was changed (having a religiously tolerant society) by the successful new Reconquest of Ferdinand and Isabella. It appears that the rulers, seeking to stabilize their power in both Castile and Aragon, where civil wars had created disorder in the 1470s, accepted an alliance with social forces that prepared the way for the elimination of a plural, open society. The crown accepted this policy because it seemed to ensure stability, but the new developments failed to bring about social unity, and the machinery of the Inquisition served only to intensify and deepen the shadow of conflict over Spain.” Source: Kamen, Henry. The Spanish Inquisition: a Historical Revision. Yale University Press, 1997. 3. According to this source can we determine why there was a rise in religious intolerance in the Iberian Peninsula in the 1400-1500’s? Why or why not? Source 4: Societal Discord (Disagreement) “The Inquisition is increasingly being placed in the context of developments occurring within wider society, and seen as a vehicle for the projection of personal and collective tensions and aggressions via malicious denunciations. As Jaime Contreras has pointed out (1992), behind the inquisitorial belligerence unleashed in Murcia (Spain) against conversos (Jews who converted to Christianity), there lay deep-rooted social discord linked to the failure of the middle classes to realize their ambitions. In other words, the potential for violent conflict already lay in society. The persecution of New Christians and other minority groups at the hands of the Holy Office merely provided a justification for it. According to this line of approach, the pursuit of heresy was marginal to its real function – the settlement of social and economic grievances and cultural prejudices (Kamen, 1997).” Source: Rawlings, Helen. The Spanish Inquisition. Blackwell Pub, 2005. 4. According to this source can we determine why there was a rise in religious intolerance in the Iberian Peninsula in the 1400-1500’s? Why or why not? ★HistoriCAL Thinking Curricula Source 5: Propaganda and Social Unrest “Nevertheless, this propaganda (about the Jewish population) served Torquemada (Grand Inquisitor) and his followers, and it is evident that they were able to convince the Monarchs of the truth of these claims. If the Jews were the source of all these troubles, then the logic of removing this "heresy" and cause of social unrest from the kingdom was apparent. The inevitability of that fateful act had little to do with the Monarchs themselves and everything to do with the events set into motion long before they came to the throne.” Source: Roth, Norman. Conversos: Inquisition and the Expulsion of the Jews from Spain. University of Wisconsin Press, 2002. 5. According to this source can we determine why there was a rise in religious intolerance in the Iberian Peninsula in the 1400-1500’s? Why or why not? Historical Analysis In a short response answer the question. Develop a claim (thesis), support your thesis with evidence from the text, cite your sources and explain how that evidence supports your claim. Question: What were the causes for the rise of Religious Intolerance which led to the Spanish Inquisition? ★HistoriCAL Thinking Curricula Unit 9: Global Convergence 9.0 Hidden Histories Journal (Global Convergence) 9.1 Impacts of the Columbian Exchange Lesson Plan 9.1.1 The Columbian Exchange: Examining its Impact 9.1.2 Columbian Exchange Recipe Project 9.2 European Advantages Lesson Plan 9.2.1 Primary and Secondary Sources (Spanish Advantages) 9.2.2 Essay Scaffold and template (Aztec) 9.2.3 DBQ Essay Scoring Rubric 9.3 Atlantic Slave Trade (What is missing in our textbooks?) Lesson Plan 9.3.1 Primary and Secondary Sources (Atlantic Slave Trade) ★HistoriCAL Thinking Curricula The HIDDEN History In the Age of Convergence Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? -The people in power? The winners? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Whose story is missing? Overview 1. What does “The Age of Convergence” mean to you? 2. When different people and culture “converge” what are some possible problems? 3. When different people and culture “converge” what are some possible benefits? The Native American “Holocaust” Native American Holocaust? “The Native American holocaust and the rise of European empires now increasingly remain conjoined subjects. The “darker side of the Renaissance” deepens century-old European metaphors of renewal and rebirth with death, disease, as well as enslavement across Native American homelands and the emergent Atlantic world.” Source: Blackhawk, Ned. "Teaching the Columbian Exchange." OAH Magazine of History , vol. 27, no. 4, 2013., pp. 31-34. 1. Why do you think that this author uses the word “Holocaust?” What is he referring to? Could this be an accurate description? Explain your reasoning. ★HistoriCAL Thinking Curricula Native American Genocide? “The issue of genocide and American Indian history has been contentious. Many writers see the massive depopulation of the indigenous population of the Americas after 1492 as a clear-cut case of the genocide. Other writers, however, contend that European and U.S. actions toward Indians were deplorable but were rarely if ever genocidal. To a significant extent, disagreements about the pervasiveness of genocide in the history of the post-Columbian Western Hemisphere, in general, and U.S. history, in particular, pivot on definitions of genocide. Conservative definitions emphasize intentional actions and policies of governments that result in very large population losses, usually from direct killing. More liberal definitions call for less stringent criteria for intent, focusing more on outcomes.” Source: Ostler, Jeffrey. “Genocide and American Indian History.” American History: Oxford Research Encyclopedia online, 2017. Retrieved from http://americanhistory.oxfordre.com/view/10.1093/acrefore/9780199329175.001.0001/acrefore-978019 9329175-e-3 1. (Research) What is the definition of “Genocide”? 2. What is the disagreement among historians described by Jeffrey Ostler? 3. (Research) Find evidence online that confirms or provides evidence that the deaths of the indigenous people during the 1400’s-1600’s was “genocide.” Explain the evidence that you provided. 4. (Research) Find evidence online that contradicts or evidence that indicates that the deaths of indigenous people during the 1400’s-1600’s was not “genocide.” Explain the evidence that you provided. Native American Genocide? “The encounter will never again achieve such an intensity, if indeed that is the word to use: the sixteenth century perpetrated the greatest genocide in human history.” Source: Todorov, Tzvetan, 1939. The Conquest of America: The Question of the Other, University of Oklahoma Press, Norman, 1999. ★HistoriCAL Thinking Curricula 5. (Research) Find evidence online that confirms or provides evidence that the deaths of the indigenous people during the 1400’s-1600’s was “genocide.” Explain the evidence that you provided. 6. (Research) Find evidence online that contradicts or evidence that indicates that the deaths of indigenous people during the 1400’s-1600’s was not “genocide.” Explain the evidence that you provided. 7. What are your thoughts, reactions and questions that you have about this historical debate? Hidden Figures Source: Facsimile of Lienzo de Tlaxcala, 1890. Original was created in 1550. ★HistoriCAL Thinking Curricula 1. What do you see in the codex illustration above? What do you think is happening? Malinche “Cortés gave Marina little credit, mentioning her in his letters to the king only twice, in 1520 as “my interpreter, who is an Indian woman,” and in 1526 as “Marina, who traveled always in my company after she had been given to me as a present.” Díaz was more accurate in according her the “doña” title, in recognition not just of her noble native origins but of the respect she earned among the Spaniards for her loyalty, tenacity, and intelligence— that Díaz claimed saved the expe dition on a number of occasions. The Mexica and other Nahuas also recog nized her status, giving her name the Nahuatl honorific suffix of –tzin that turned “Marina” into Malintzin, which the Spaniards heard as “Malinche.” Source: Restall, Matthew. Seven Myths of the Spanish Conquest. New York, US: Oxford University Press, 2003. 2. Matthew Restall says that Cortes gave Marina little credit, why do you think he did not mention her to the king? 3. (Research) Who is Malinche? 4. (Research) What are the different views of her in Mexico? How have they changed over the years? Deconstructing Human “Superiority” How come some people have power and some people do not? Why do some groups in history dominate and subjugate other groups? Is it because one group is “better” or “superior” than the other? Absolutely not. Humans are genetically 99.9% identical, meaning everyone has common ancestors (meaning we are all genetically related). So, essentially we are all fundamentally the same. But, how come if we are all biologically the same, how come our histories are so unequal? The Trope of Superiority “In colonial times, Spaniards sought to confine history by harnessing it to what may be the simplest trope ever invented to explain human behavior, dif ferences between peoples, and the outcome of historical events— the trope of superiority. Colonial chroniclers and the modern historians who followed them found ★HistoriCAL Thinking Curricula a satisfying simplicity and safety in the following circular argu ment: Spaniards conquered natives because they were superior, and they were superior because they conquered natives.” Source: Restall, Matthew. Seven Myths of the Spanish Conquest. New York, US: Oxford University Press, 2003. 1. (Define) What does “Trope” mean? 2. According to this source why did the Spanish believe they were superior men? “History followed different courses for different peoples because of differences among peoples’ environments, not because of biological differences among people themselves.” Source: Diamond, Jared M. Guns, Germs, and Steel: The Fates of Human Societies. W.W. Norton & Co, New York, 1997. 3. What do you think Jared Diamond means by this? 4. (Research) Conduct research on Jared Diamond’s Guns, Germs and Steel . What is his thesis (argument) of his book? Summary and Reflection 1. What questions do you have about the “Age of Convergence”? 2. Do you see any patterns and parallels across time and civilizations? ★HistoriCAL Thinking Curricula Unit 9: Global Convergence 1450-1750 CE 9.1 Columbian Exchange Lesson: Big Idea and Essential Question: Duration: Examining the Impact of the Columbian Exchange on Native Populations and European Nations: Historical Research and Analysis Big Idea: All actions, intentional or not have consequences Essential Questions: What impact did human expansion in the voyages of exploration have on the environment, trade networks, and global interconnection? What was the impact of the Columbian Exchange on Native populations of the Americas? What was the impact of the Columbian Exchange on European populations? Approximately 2 Hours (Project may be completed at home) CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason). 7.11. 2. Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 4. Relate and connect the values, social customs and traditions of the past to the student’s personal experiences. Students will analyze multiple historical perspectives about the “columbian exchange” and determine the effects on different communities. Lesson Overview What do I want my students to learn? (Purpose of the lesson) In most textbooks “The Columbian Exchange” is discussed and highlights the benefits of the exchange, however there were many negative effects on native american populations that enabled the Europeans to conquer North and South America with ease. In this lesson students will see how both sides were impacted. This lesson reinforces and allows students to practice searching for level 1, level 2 and level 3 sources and interpretation and analysis historical information. In addition, the extension activity allows students to connect the effects of Columbian Exchange to their own lives by including student’s culture and family history shine through. Teaching and Learning Activities Unit 9: Global Convergence 1450-1750 CE (Note) This lesson should be taught after a discussion on European explorations and Columbus sailing to the “New World.” 1. (Background) Show students maps of the “Old World” and the “New World” and explain that these two worlds were once connected by the “Land bridge” thousands of years ago which led to a migration of people from Afro-Eurasia to the New World (North America). When the “land bridge” melted, people, plants and animals became isolated on each landmass. Therefore, some plants and animals did not exist on those landmassess until Columbus arrived in 1492/1493 and brought with him diseases, plants and animals. On his travels back to Europe took back plants and animals that were unknown in Europe. This process is called the “Columbian Exchange.” This exchange has many consequences for both the Old World and the New World, students will investigate those effects. 2. Distribute 9.1.1 The Columbian Exchange: Examining its Impact and read the context as a class and students answer two questions based on the reading. Assessing Student Learning 3. (Part 2) Students will ten conduct internet research to determine the Columbian Exchanges impact on Native populations and European nations. Read the example as a class and remind students to correctly cite the Level 2 or Level 3 source that they found. 4. (Extension) To connect the Columbian Exchange with students lived experiences, distribute 9.1.2 Columbian Exchange Recipe Project . Students can create a project about their favorite recipe, conduct research on each ingredient and share out to the class in a creative way (Cookbook, video, photos, presentation, poster etc.). Resources: 9.1.1 The Columbian Exchange: Examining its Impact 9.1.2 Columbian Exchange Recipe Project Examining the Impact of the Columbian Exchange on Native Populations and European Nations Historical Research and Analysis Context People, plants, and animals were introduced to places where they had previously been unknown. This “Columbian Exchange” led to profound changes in economies, diets, social organization, and, in the Americas, to a massive devastation of Native American populations because of exposure to new disease microorganisms originating in Afroeurasia. The Columbian Exchange marks the important biological exchange of disease, plants and animals between both hemispheres. From Afroeurasia, the Americas acquired horses, cows, pigs, and sheep. Introduction of new staple crops helped increase the population in much of Afroeurasia, and the imported animals and plants transformed the landscapes of the Americas. The Colombian Exchange also occurred across the Pacific Ocean: American crops transplanted to China grew the Chinese economy, while the chili pepper sent to Southeast Asia affected food preparation, the economy, and culture. The diffusion of Afroeurasian diseases to the Americas had catastrophic demographic consequences. The mortality of as much as 90% of Native American population allowed European newcomers to conquer territories in the Americas. Migration by Europeans and forced migration of Africans to the Americas led to a radically different population mix and the emergence of new hybrid populations and cultures. Africans enslaved and forced to migrate outnumbered Europeans in the Americas until the nineteenth century. The loss of so many people caused severe economic and demographic disruption in tropical Africa. The effects of the Columbian Exchange were profound environmental change and huge human population shifts (California State History Standards, 2017). Where did the concept “Columbian Exchange” come from? In 1972, the historian Alfred W. Crosby, Jr., proposed that Christopher Columbus's voyages to the New World produced even greater consequences biologically than they did culturally. The Columbian Exchange is the term Crosby coined to describe the worldwide redistribution of plants, animals, and diseases that resulted from the initial contacts between Europeans and American Indians. Source: "Columbian Exchange." Encyclopedia of North American Indians, Houghton Mifflin, edited by Frederick E. Hoxie, Houghton Mifflin, 1996. Text Dependent Questions: 1. What are some positive effects of the “Columbian Exchange”? 2. What were some negative effects of the “Columbian Exchange”? ★HistoriCAL Thinking Curricula Columbian Exchange Research and Analysis Directions: Conduct research (Level 1, 2 and 3) about the “Columbian Exchange” and determine what were its effects on the Old World (Europe) and the New World (North and South America). Questions to answer: What was the impact of the Columbian Exchange on Native populations of the Americas? What was the impact of the Columbian Exchange on European populations? -Disease -Plants -Animals -Technology Questions to Answer: What did Europeans BRING to North and South America between 1400-1600? What was the impact of the Columbian Exchange on Native populations of the Americas? Bullet Point List (From Level 1 source) Primary or Secondary Source explaining What the Europeans brought to the Americas and how affected Native peoples Impact on Native Nations and People (Identify if it had a positive or negative impact) Diseases (Example) ● Bubonic Plague ● Chicken pox ● Cholera ● Flu ● Smallpox ● (any many more diseases) “Within three years the plague wiped out between 90-96% of the inhabitants of coastal New England. Native Societies lay devastated.” Source: Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, Simon & Schuster, New York, 1996. The European explorers and colonists brought with them many diseases that devastated Native communities. Almost all of the Native people were killed in North and South America. This negatively affected these communities because society, culture and families were destroyed. Plants Animals Technology ★HistoriCAL Thinking Curricula Questions to answer: What did Europeans TAKE back to Europe, Africa and Asia? What was the impact of the Columbian Exchange on European populations? Bullet Point List (From Level 1 source) Primary or Secondary Source explaining What the Europeans took back to Europe and how it affected European nations and people. Impact on European Nations and People (Identify if it had positive or negative impact) Diseases (Example) N/A Vew few diseases were brought back to Europe and not as life threatening compared to what the Europeans brought to the Americas “Many diseases-from Anthrax to tuberculous, cholera to streptococcus, ringworm to various poxes- are passed back and forth between humans and livestock. Since early inhabitants of the Western Hemisphere (North and South America) had no live stocks (Animals), [the Europeans] caught no diseases from them.” Source: Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, Simon & Schuster, New York, 1996. Europeans were immune to most of the deadly diseases they brought with them to the Americas, however the native populations were not, so it killed more than 90% of the native americans. This allowed the Europeans to colonize North and South America easily, because there was little native resistance. Plants Animals Technology Reflection: Who did the “Columbian Exchange” positively impact (Old World or New World)? Why did they have more of an advantage? ★HistoriCAL Thinking Curricula Columbian Exchange Recipe Project (Planning Guide) Directions: Find a recipe. Maybe that recipe has been passed down in your family, maybe it’s your favorite food- pick a recipe that is special to you. Write the recipe ingredients and how to make the food dish and then explain where each food item came from. Provide details about the food in your analysis. Optional: Make the food at home, take a picture/ or draw a picture or create a video (with a phone or Chromebook) and write the ingredients and WHERE the ingredients came from (Old World or New World). Task/ Question Brainstorm/ Notes (Remember this is just brainstorming, you will have to write/ film the final project on another paper or medium) Grading 1. What recipe will you use? (Why is it important to you? Will you have to ask a family member or look on the internet?) Did you use a complex and unique recipe? Does it have more than 5 ingredients? What makes it special to you? 2. Will you make the recipe? Or will you make it with a family member? Or will you conduct research on a particular recipe? (Plan ahead, what ingredients would you need to create this dish? Is it feasible to make or will you write a cookbook instead?) Did you effectively use your time and demonstrates that you planned and researched your project. 3. What kind of project will you do? Photos? Video? Google Slide Presentation? Poster? Drawings? Cookbook? (If you will be making the dish, take photos or film yourself, make sure you explain where each ingredient is found. Or if you are creating a cookbook, be sure to research each step and ingredient and find appropriate pictures to illustrate how to make your dish). Creative display of information. Use technology or imagination to display your information. Is each ingredient discussed and where it came from? Any fun facts about your ingredients, about where they originated or how they have changed over time? ★HistoriCAL Thinking Curricula Unit 9: Global Convergence 9.2 Spanish Advantages Over the Aztecs Lesson: Big Idea and Essential Question: Duration: Understanding the Advantages of European Powers: Deconstructing Power Through Historical Inquiry Big Idea: Power stems from advantages, not superiority Essential Question: How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men? Approximately 2 Hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.7.3. Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Students will evaluate the reasons why the Spanish Conquistadors were able to conquer the Aztec Empires by analyzing primary and secondary sources, create a thesis and defend their thesis with historical evidence. Lesson Overview What do I want my students to learn? (Purpose of the lesson) In this lesson students will deconstruct the advantages that the Spanish had over the Aztec Empire. In the early 1800-1900’s (Western) Historical scholarship focused on the “Civilized” nature of the Spanish and their moral greatness which made them “superior men” and thereby able to defeat the mighty Aztec empire. But, really the Spanish had many advantages, not because they were “superior” but, rather- just lucky. Students will practice analyzing sources, finding corroborating sources and writing a historical analysis answering the question: How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men? Teaching and Learning Activities 1. As a class read the introduction in 9.2.1 Primary and Secondary Sources (Spanish Advantages). Ask what it means that “The Spanish were not “superior” men in comparison to the Aztecs. In history the victors are not the winners because they are biologically or culturally “better” than the “losers,” rather the victors were given certain advantages because of environments, luck, or a series of historical accidents.” a. Remind students that humans DNA is 99% identical, meaning we are fundamentally the same, we all just look different because of geographical differences of where our ancestors originated. 2. Review the Spanish invasion of the Aztec empire and show a map of the the territory the Spanish were able to conquer in the 1500’s in South and North America. Pose the question to the students “How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men?” (Optional: students can make a list of reasons before you pass out the assignment as an anticipatory set, to Unit 9: Global Convergence pique interest). 3. As a class students will read the four sources and answer the questions on lined paper. 4. After students have read each source, students will research corroborating evidence to provide additional evidence that particular factor led to the Spanish conquistador’s success in invading Central and South America. Assessing Student Learning 5. Once students have answered the questions and found corroborating evidence, students will develop a claim/ historical thesis answering the question: How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men? Example of a historical thesis could be The Spanish conquistadors were able to defeat the mighty Aztec Empire with only 600 men because of disease, horses and alliances. Using the 9.2.2 Essay Scaffold and template (Aztec) students will write a rough draft of their essay with evidence from the assignment 9.2.1 Primary and Secondary Sources (Spanish Advantages) as well as their corroborating sources. Resources: 9.2.1 Primary and Secondary Sources (Spanish Advantages) 9.2.2 Essay Scaffold and template (Aztec) 9.2.3 DBQ Essay Scoring Rubric Internet Resources: 1. PBS learning adventure (Fall of the Aztecs) Understanding the Advantages of the European Powers Deconstructing Power Through Historical Inquiry The Spanish were not “superior” men in comparison to the Aztecs. In history the victors are not the winners because they are biologically or culturally “better” than the “losers,” rather the victors were given certain advantages because of environments, luck, or a series of historical accidents. Let’s examine the Spanish conquest of the Aztec Empire to understand this. DBQ Question: How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men? Source: Diamond, Jared M. Guns, Germs, and Steel: The Fates of Human Societies. W.W. Norton & Co, 1997. Source 1:Disease “What gave the Spaniards a decisive advantage was small pox, which reached Mexico in 1520 with one infected slave arriving from Spanish Cuba. The resulting epidemic proceeded to kill nearly half of the Aztecs, including the Emperor Cuitlahuac. Aztec survivors were demoralized by the mysterious illness that killed Indians and spared Spaniards, as if advertising the Spaniards invincibility. By 1618, Mexico’s initial population of about 20 million had plummeted to about 1.6 million.” 1. What does that mean that the “Aztec Survivor were demoralized?” 2. (Research) Why were the Spanish immune from smallpox (why didn't they get sick)? 3. Find another corroborating source that confirms that disease weakened the Aztec empire, making it vulnerable to attack. Source: Guns, Germs and Steel, PBS Online. “Variables: The Story of ….Horses.” http://www.pbs.org/gunsgermssteel/variables/horses.html Source 2: Horses “Without horses, the evolution of complex European economies and trading networks would have been unthinkable. Most significantly, the horse transformed the art of war. From the earliest horse-drawn chariots of the Hittite empire, to the bareback cavalrymen of Attila the Hun, the warhorse has become synonymous with Eurasian military success. Spanish horses were instrumental in the conquest of the New World. Neither the Aztec nor the Inca had ever seen humans riding animals before; the psychological impact of mounted troops was tremendous.” 4. How do you think horses would be used in warfare? What would give a soldier an advantage if they were on a horse? 5. What does it mean, “...the psychological impact of mounted troops was tremendous?” 6. Find a corroborating source that confirms that Horses gave the conquistadors an advantage over the Aztec armies. Source: Restall, Matthew. Seven Myths of the Spanish Conquest. Oxford University Press, 2003. Source 3: Alliances ★HistoriCAL Thinking Curricula “When the Spaniards under Cortés left the Gulf coast and headed toward central Mexico, native Cempoalan warriors and porters accompanied them, and Tlaxcalans, Huejotzincans, and others later became part of a vast sup port force that greatly outnumbered the Spaniards. The Huejotzincans con tinued to fight alongside Spaniards and provide other services as the Conquest stretched out over the 1520s and 1530s. As Huejotzingo’s rulers would inform the king in 1560, “we never abandoned or left them. And as they went to conquer Michoacan, Jalisco, and Colhuacan, and at Pánuco and Oaxaca and Tehuantepec and Guatemala, we were the only ones who went along while they conquered and made war here in New Spain until they had finished the conquest; we never abandoned them, in no way did we hold back their warmaking, though some of us were destroyed in it.” 7. Why do you think neighboring tribes of the Aztecs helped out the Spanish? 8. How long did the different tribes help the Spanish? 9. Find another corroborating source that confirms that the Spanish were helped by rival tribes. Source: Prescott, William H. The Works of William H. Prescott . Lippincott Co, 1904. Source 4: Timing “Such was the condition of the Aztec monarchy on the arrival of Cortes;- the people disgusted with the arrogance of the sovereign; the provinces and distant cities outraged by fiscal exactions [taxes]; while potent enemies in the neighborhood lay watching the hour when they might assail their formidable rival with advantage.” “The Indian empire was in a manner conquered by Indians.” 10. Why was it the “perfect time” for the Spanish to conquer the Valley of Mexico? 11. What does the Historian William Prescott mean that “The Indian empire was in a manner conquered by Indians”? 12. Find another source corroborating that the Spanish timing of invasion, gave them an advantage. ★HistoriCAL Thinking Curricula Document Based Question: How were the Spanish Conquistadors able to defeat the mighty Aztec Empire with only 600 men? Paragraph 1 Introduction: Set the stage. When, where, who and what happened? Describe the Aztec and Spanish Empires, how they met, and what happened that led to the Aztec downfall. Restate the DBQ question and write your thesis. The Spanish conquistadors were able to defeat the mighty Aztec empire with only 600 men because of ___________________, ____________________and _________________________. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Paragraph 2 The Spanish conquistadors were able to defeat the Aztec empire because ___________________. Insert evidence from multiple sources that confirm that this is true. (Analysis) Explain how that evidence answers the DBQ question. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 3 The Spanish conquistadors were able to defeat the Aztec empire because ___________________. Insert evidence from multiple sources that confirm that this is true. (Analysis) Explain how that evidence answers the DBQ question. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Paragraph 4 The Spanish conquistadors were able to defeat the Aztec empire because ___________________. Insert evidence from multiple sources that confirm that this is true. (Analysis) Explain how that evidence answers the DBQ question. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ★HistoriCAL Thinking Curricula _________________________________________________________ _________________________________________________________ Paragraph 5 Conclusion: Restate your claim/ thesis. The Spanish conquistadors were able to defeat the mighty Aztec empire with only 600 men because of ___________________, ____________________and _________________________. Possible ideas for the conclusion: Explain the consequences and effects of the Spanish conquest of Mexico and/or discuss how the Spanish were not “superior” but, what other factors explain the conquest of Mexico? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ ★HistoriCAL Thinking Curricula Unit 9: Global Convergence Transatlantic Slave Trade Lesson: Big Idea and Essential Question: Duration: What’s missing from the textbooks about the early Atlantic-Slave Trade? Corroborating Primary and Secondary Source Documents Big Ideas: To truly understand history you need to put yourself into someone else's shoes. Essential Question: What’s missing from the textbooks about the early Atlantic-Slave Trade? Approximately 2 hours. CA State History Standard: HistoriCAL Thinking Skill: Student Objective: California State Standards, 2016-2017 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Students will analyze the California State History Standards about the Atlantic Slave trade and determine what and who is missing by reading primary and secondary sources and finding corroborating evidence. Lesson Overview What do I want my students to learn? (Purpose of the lesson) This lesson will help reinforce corroborating sources, researching credible and reliable historical evidence on the internet and for students to see what is missing in textbooks and social studies standards. Coupled with these skills, this lesson’s aim is to teach “empathy.” Much of the student’s textbook considers the facts: names dates and events but sometimes misses the powerful emotions and personal experiences of people living in the past. Teaching and Learning Activities 1. Discuss as a class “Slavery” and what it means to be a “Slave.” Present a map of the world and the trade routes between Europe, Africa and the Americas. Explains that millions of human beings were forcibly enslaved and taken to the Americas to work on large plantations. As a class read the first page of 9.3.1 Primary and Secondary Sources (Atlantic Slave Trade). Explain that these are the new “California State Standards” which informs the teachers what to teach in California. If students have internet access, have students research Queen Nzinga and her role in the slave trade in Africa. 2. As a class discuss the answers to number 6:” Does this passage say anything about the experience of the the Slaves? Their lives, the pain they suffered? Does it say that Slavery is wrong? What and who is missing in this paragraph?” This should spark a discussion about the lack Unit 9: Global Convergence of emotion, experience and trauma enslaved people endured. 3. Depending on the academic level of your classes, read the text as a class, in small groups or independently. Each source highlights a component that is missing from the California State Standards. a. The absolute brutality enslaved people endured b. Enslaved people resisted and revolted c. Enslaved people were heros d. The horrors enslaved children endured e. The horrors enslaved mothers endured f. Slaves are people 4. After students have read each section, students will find a corroborating source to confirm or supply additional evidence for each source. Students must find a primary and secondary source and explain how it also provides evidence about enslaved people’s experiences. For students that need additional help with researching sources, provide the link for Primary sources on enslaved people “Children and Youth in History” , for first hand accounts of enslaved children and teenages (Optional: Students can conduct research in groups and present their findings and evidence to the class). Assessing Student Learning 5. Once students have conducted research and have read through the source documents, students will write an essay answering a question of their choice: What’s missing from the textbooks about the early Atlantic-Slave Trade? Or, write a persuasive essay about How the Atlantic Slave Trade should be taught in schools? a. Students can opt to write a five paragraph essay about the the Trans-Atlantic slave trade. Resources: 9.3.1 Primary and Secondary Sources (Atlantic Slave Trade) Online Resources 1. Primary sources on enslaved people “Children and Youth in History” http://chnm.gmu.edu/cyh/case-studies/141 2. The Transatlantic Slave Trade Database, 2013. http://slavevoyages.org/ Transatlantic Slave Trade California State Standards Analysis This excerpt is from California’s new State Standards, meaning this is what students in California are supposed to learn, in regards to the the role and extent of slavery in the new world. “Next students investigate the transport of African slaves to the Americas and the creation of racialized slavery with the question: Was slavery always racial? The teacher refers back to examples of slavery in the ancient and medieval world, such as Rome, where slaves belonged to all ethnic groups and were usually captives in war. In the medieval Mediterranean, Christians and Muslims enslaved captives who did not belong to their own religions. However, slavery was not necessarily for life, and the children of slaves were not always slaves themselves. In the Americas and what the trade circuit scholars call the Atlantic World, European slave-traders imported kidnapped Africans to work on plantations and mines in response to shortages of labor in the Americas. Since relatively few Europeans wished to migrate to the Americas to perform grueling labor in tropical climates, European planters and mine operators turned to western Africa to acquire large numbers of enslaved men and women and thereby have the labor for large-scale capitalist enterprises in the Americas (1). Teachers may also highlight the role played by African leaders such as Queen Nzinga from Angola in this increasingly global exchange (2). In the Americas, slavery became racialized (3) and Europeans began to cultivate the idea that Africans were lesser people who were supposed to be enslaved. Students analyze visuals of the Middle Passage and maps of the Atlantic World trade routes and the numbers of slaves who were transported to the Caribbean and Brazil, which vastly outnumbered those who were transported to the Thirteen Colonies (4). Africans took part in the world economy in ways that profited rulers and traders but that caused misery for millions (5). The forced removal of millions of people also had severe economic and demographic consequences in tropical Africa.” Text Dependent Questions: 1. Why were “slaves” needed in the “New World”: 2. (Research) Who is Queen Nzinga from Angola. Did she promote the “slave trade” or resist it? 3. What do you think this means, “In the Americas, slavery became racialized?” 4. CA Standards state: “Students analyze visuals of the Middle Passage and maps of the Atlantic World trade routes and the numbers of slaves who were transported to the Caribbean and Brazil, which vastly outnumbered those who were transported to the Thirteen Colonies.” Why do you think that this fact was included? 5. Re-read this statement: “Africans took part in the world economy in ways that profited rulers and traders but that caused misery for millions.” What does it mean to you? 6. Does this passage say anything about the experience of the the Slaves? Their lives, the pain they suffered? Does it say that Slavery is wrong? What and who is missing in this paragraph? ★HistoriCAL Thinking Curricula What’s missing from the CA State Standards and Textbooks about the early Atlantic-Slave Trade? Corroborating Primary and Secondary Source Documents Walsh, Robert. Notices of Brazil in 1828-1829 . F. Westley and A.H Davis, 1830. Source 1: The absolute brutality enslaved people endured Note: Eyewitness account of the “Middle Passage.” Walsh witnessed the harsh and brutal conditions aboard a “slave ship.” Men, women, pregnant women, and children were chained in the middle and bottom of large ships. The conditions were abhorrent. “They opened the hatches, and turned them [enslaved people] up on deck. They [enslaved people] were manacled together, in twos and threes. There may be well conceived, when they found a number of them in different stages of suffocation; many of them were foaming at the mouth, and in the last agonies-many were dead. A living man was sometimes dragged up, and his companion body was a dead body; sometimes, of the three attached to the same chain, one was dying and another dead.” 1. Describe the absolute brutality enslaved people had to endure. 2. Can you find a corroborating source that confirms the absolute brutality enslaved people had to endure during the “middle passage?” Write the title of the source and 2-4 sentences that corroborate the above quote. Source: Morgan, Kenneth. Slavery and the British Empire: From Africa to America . Oxford, GB: OUP Oxford, 2007. Source 2: Enslaved people resisted and revolted “Resistance to bondage by slaves occurred frequently, as one might expect in a situation where unequal power relationships defined the position of masters and unfree labourers. The most obvious and major form of resistance was collective rebellion, but slave resistance ranged far beyond revolt to incorporate other strategies intended to combat bondage. For slaves, unwillingness to perform work adequately, either because their condition stimulated opposition or because they were badly treated, was a common act of resistance. This could be done by working below the levels of expected productivity, arriving at work late, failing to complete tasks, or sabotaging work routines. Slaves could feign ignorance about learning to use axes or wheelbarrows. They could pretend to be careless. When disenchanted or alienated from their lot, slaves downed tools and stopped work. Opportunities existed to damage a master’s property, to steal food, and to interrupt seasonal work routines. Thus sometimes slaves picked tobacco leaves too early, flooded rice fields, or stole sugar cane.” 3. Describe how enslaved people resisted and revolted. 4. Can you find a corroborating source that confirms that enslaved people resisted and revolted? Write the title of the source and 2-4 sentences that corroborate the above quote. ★HistoriCAL Thinking Curricula Source: Guillemard, F.H. The Life of Ferdinand Magellan and the first circumnavigation of the globe . Dodd, Mead & Co, 1890. Source 3: Enslaved people were heros Note: Enrique was a slave aboard the famous ships of the explorer Ferdinand Magellan; he was a navigator, translator and servant to Magellan. With his help Magellan was able to circumnavigate the world, yet he is rarely if ever mentioned. “Here for the first time they (the natives and Magellan’s crew) exchanged sign- language for a more satisfactory means of communication, for Magellan’s slave Enrique from Malacca, found that his Malay was understood ….The next day, which was Good Friday, Enrique was sent on shore to obtain provisions. He returned with the king, who brought dishes of fish and rice to the Captain-general with his own hand.” 5. Describe how Enrique was a hero. 6. Can you find another enslaved person who was a hero? Write the title of the source and 2-4 sentences that corroborate the above quote. Colleen A. Vasconcellos, "Children in the Slave Trade," in Children and Youth in History, Item #141, http://chnm.gmu.edu/cyh/case-studies/141 Source: 4: The horrors enslaved children endured “During the Middle Passage across the Atlantic that lasted anywhere from one month to three, children experienced high mortality rates. Many succumbed to the illnesses that accompanied every slaving voyage across the Atlantic, especially yaws and intestinal worms. Sometimes ill children were thrown overboard in the hope that their disease would not spread to the rest of the slave cargo .” 7. Describe the horrors enslaved children had to endure. 8. Can you find additional corroborating evidence that documents the horrors of what enslaved children had to endure? Write the title of the source and 2-4 sentences that corroborate the above quote. ★HistoriCAL Thinking Curricula Source: Bush, Barbara. “African Caribbean Slave Mothers and Children: Traumas of Dislocation and Enslavement Across the Atlantic World.” Caribbean Quarterly, vol. 56, no. 1/2, 2010, pp. 69–94. Source 5: The horrors enslaved mothers endured “Alexander Falconbridge, a ship’s surgeon turned abolitionist, observed that coffle’s [a row of people chained together] sometimes included women “so far advanced in their pregnancy, as to be delivered during the journey...to the coast [or] on board ship.” However, if the child was born before sale to the ship, its chances of survival were compromised …” “James Arnold claimed the captain refused to buy one woman “as she had a child in her arms” and was taken back to the shore; but he continued, “the next morning she was brought out again, this time without the child which had been killed the night before by the black trader in order to [sell] the mother.” 9. Describe the horrors enslaved mothers had to endure. 10. Can you find an additional corroborating evidence that documents the horrors of enslaved women and mothers? Write the title of the source and 2-4 sentences that corroborate the above quote. Source: Asante, Molefi Kete. "The Ideology of Racial Hierarchy and the Construction of the European Slave Trade". Black Renaissance . 3 (3): 133–146, 2001. Source 6: Slaves are people “This is why we cannot have a fruitful discussion until we understand that no African slaves were removed from Africa, only African people were removed. They were blacksmiths, farmers, fishers, priests, traders, musicians, soldiers, traders, and members of royal families. They were captured against their wills and then enslaved in the Caribbean and America.” 11. Look in your textbook, how does the text refer to people who are enslaved? 12. By calling someone a “slave” what does that infer? Pick a question to answer in a historical essay: What’s missing from the textbooks about the early Atlantic-Slave Trade? Or, write a persuasive essay about How the Atlantic Slave Trade should be taught in schools? What did people enslaved during the “Middle Passage?” Directions: Develop a claim (Thesis). Defend your thesis by including multiple corroborating sources, reference and cite appropriately and analyze the information, how does this answer the question. ★HistoriCAL Thinking Curricula Unit 10: Age of Ideas 10.0 Hidden Histories Journal (Age of Ideas) 10.1 Multiple Perspectives of the Reformation 10.1.1 Multiple Perspectives of the Reformation Student Research 10.2 Different Perspectives of the Renaissance 10.2.1 Different Perspectives of the Renaissance Handout 10. 3 Student Generated DBQ 10.3.1 Student Generated DBQ Reading and steps 10.3.2 DBQ Essay Scaffold (Student Generated DBQ) 10.3.3 Rubric for writing Historical Essay ★HistoriCAL Thinking Curricula The HIDDEN History In the Age of Ideas Journal Directions: As a historian it is your task to try to reconstruct the past. But, whose “history” are you reconstructing? As we analyze and evaluate sources we must consider the unique and varied experiences of ALL people, not just the people written in textbooks. Hidden history focus: Whose story is missing? Investigative Journal Investigate whose story is missing, underrepresented, hidden heroes and narratives that are in the shadows during the Age of Ideas Journal. Select a historical question and conduct research. Develop a historical claim and support your claim with historical evidence. Possible contexts and time periods to consider: 1. Reformation in Europe a. Who were the persecuted religious communities? How were they treated? b. How did the Reformation and Counter-Reformation redistribute power in Europe? 2. The Renaissance a. What were the lives of the wealthy like versus poor during the Renaissance? b. How did corruption fuel parts of the Renaissance? c. What happened to diseased populations? 3. The Scientific Revolution a. Who did the scientific revolution benefit? b. Who participated in the scientific revolution, who did not? 4. Humanist Ideas and the enlightenment a. Who is left out of the the new ideals? People in Power vs. the “Common man or woman” ★HistoriCAL Thinking Curricula Source: Portrait of Elizabeth, 1588 by George Gower. Source: The Peasant Wedding, 1569 by Pieter Brueghel the Elder 1. Conduct Research and find a level 2 (Secondary source) or level 3 source (Primary source) about what life was like for the Monarchs (Queens and Kings) of Europe, during the 1500’s and include your source. 2. Conduct Research and find a level 2 (Secondary source) or level 3 source (Primary source) about what life was like for the peasants of Europe in the 1500’s and include your source. The Renaissance Art Analysis (Then and Now) 1. Who is your favorite artists, cartoonist, graphic designer or comic? What makes them your favorite? Include some appropriate images of their work. 2. Conduct research online and find 4 of the most remarkable “Renaissance” Paintings (1400’s-1600’s) or sculptures with the artist's name the the year it was created in the four boxes below. 1 2 ★HistoriCAL Thinking Curricula 3 4 3. After you have conducted research and examined Renaissance art, did you see any similarities in the artistic styles or subjects? Did you see any patterns or commonalities? If you did not, how are they different? 4. Based on the art that you viewed, what can you infer what life was like back then? How did people live? Did all people live that way? Reflection and Analysis 1. Have you seen any patterns across time and civilizations about “marginalized” groups? Support with evidence. 2. How have people’s lived improved or changed since the medieval era? Consider women, children, the poor, people of color, slaves, etc. Support your claims with evidence. 3. How have people’s lived not changed during the Medieval era? What still persists (continues) today? Support your claims with evidence. 4. Are there any lessons to draw from history? How should we use the past to reflect and respond to modern issues and events? ★HistoriCAL Thinking Curricula 5. What are your questions, thoughts and reactions to historical inquiry, to the content you learned this year? ★HistoriCAL Thinking Curricula Unit 10: Impact of Ideas, 1500-1750 10.1 Multiple Perspectives of the Reformation and Counter-Reformation Lesson: Big Idea and Essential Question: Duration: Researching the different experiences and perspectives of people living during the Reformation in Europe. Big Idea: Perspectives may be different depending on your position in society Essential Question: What are the different perspectives of the Reformation and Counter-Reformation in Europe? Approximately 1-2 Hours CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.9 Students analyze the historical developments of the Reformation. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. Students will investigate the course and consequences of the Reformation around Europe by analyzing the experiences of Kings, Catholics, Protestants, women and clergy. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The purpose of the lesson is for students to see that there were many different perspectives of the course and consequences of the Reformation in Europe. Some people were victims of the Inquisition, some benefited from a new status in society, some people were religiously inspired and some people were drawn to secular ideas. Students will practice their internet research skills and draw conclusions from ther evidence (analysis). Teaching and Learning Activities 1. As a class or independently students read the background on the Reformation in Europe in 10.1.1 Multiple Perspectives of the Reformation Student Research and answer the text-dependent questions. 2. Once students have some background knowledge of the Reformation and Counter-Reformation in Europe, students will conduct research online that is from multiple points of view. Read the example from King Henry VIII and discuss his view of the Reformation. Did he benefit from the Reformation? What were the effects of the Reformation on his Country? Assessing Student Learning 3. In small groups or independently, students will conduct research online about groups and people that were affected by the Reformation or Counter-Reformation. They will select text that describes their experience and then students will explain how that person or group would view the Reformation or Counter-Reformation. Unit 10: Impact of Ideas, 1500-1750 Resources: 10.1.1 Multiple Perspectives of the Reformation Student Research Multiple Perspectives of the Reformation Source: Luther, Martin. 95 Theses. Wittenberg, 1522. The Reformation in Europe: Course and Consequences By the early sixteenth century, criticism of the clerical and institutional practices of the Catholic Church (e.g., the selling of indulgences and corruption by the clergy) was extensive. Martin Luther not only criticized these practices, but also fundamental doctrines such as the validity of five of the seven sacraments and the need for clergy and good works to achieve salvation. He created a new theology that Christian religious practice be strictly guided by knowledge from within the Bible alone and that salvation was justified by ‘faith alone.’ The Catholic Reformation in response to Protestantism transformed the Roman Church as well, especially in its practices. All churches stressed education, understanding of doctrine, and social discipline for lay people. The Reformation had dramatic effects on European people. All of the new denominations, Catholic and Protestant, were intolerant of each other and would not allow believers from another denomination to coexist with their believers. Mobs of ordinary people sometimes fought over religious differences. The rulers of states chose one denomination and Text Dependent Questions: 1. (Research) “Reformation” has a root word of “Reform.” What does “Reform” mean? __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ 2. Describe the religious intolerance during the 1400’s-1500’s: __________________________ __________________________ __________________________ __________________________ ★HistoriCAL Thinking Curricula required all the people living in the state to belong to that denomination. The threat of Protestantism added more fuel to the already growing religious persecution in Spain, which had expelled the Jews in 1492. Spain expelled all Muslims between 1500 and 1614 and persecuted converts and dissenters in the Spanish Inquisition. Spanish identity became associated with Roman Catholic belief and a strong sense of the Spanish mission to protect and spread it, which showed also in the strenuous and successful efforts of the Spanish to convert the local people in their Latin American colonies and the Philippines. Protestant states were also intolerant and executed Catholics and members of other Protestant denominations. In addition, state authorities executed 50,000 people, ¾ of them women, as witches who had sworn loyalty to the devil. Whereas the Catholic Church insisted that priests and nuns remain celibate (unmarried), the new Protestant churches permitted their clergy to marry. In a few radical Protestant sects, women sometimes became leaders in church organization and propagation. However, male clergy, both Catholic and Protestant, generally agreed that even though men and women are equal in the sight of God women should bow to the will of their fathers and husbands in religious and intellectual matters. Religious differences shaped European divisions for the rest of the early modern era. Most of northwestern Europe, such as England, the Netherlands, the northern German lands, and Scandinavia, became Protestant, while most of southwestern Europe, such as France, Spain, the southern German lands, and Italy, remained loyal to Rome. Religious differences led to wars between Spain and England, the revolt of the Netherlands, the Huguenot civil wars in France, and the Thirty Years War in Germany, which ended in 1648. By that time, after 150 years of religious warfare, many Europeans were calling for religious toleration to bring an end to religious violence. Source: California State Standards, 2016-2017 __________________________ __________________________ 3. Which group in society were the majority of victims during this rise of religious intolerance? __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ 4. The text explains that warfare and executions were due to “religion” but what could be another explanation why warefare increased and executions increased? __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ★HistoriCAL Thinking Curricula Multiple Perspectives of the Reformation and Counter-Reformation Researching the experiences of different people during Reformation Person/Group During the Reformation and Counter-Reformation Evidence and Source How were these people affected during the Reformation? Did they have a positive experience (did they gain power) or did they have a negative experience? 1. King Henry VIII Search terms: King Henry VIII and the Reformation . “With the backing of the English parliament and clergy, Henry ultimately decided that he didn’t need the pope’s permission to rule on issues affecting the Church of England. In 1533 Henry and Anne Boleyn were married, and their daughter Elizabeth was born. Mary was declared illegitimate and Elizabeth named his heir. England’s monasteries were closed and in most cases sold off to add to Henry’s wealth.” Source: History.com King Henry VIII benefited from the Reformation in Europe, because it allowed him to get a divorce (Which was against Catholic rules) and he benefited financially from the reformation because he received profits from items sold off from Catholic ministries. 2. Women: Women accused of Witchcraft during the Reformation and Inquisition 3. Catholics in Protestant countries during the Reformation 4. Protestants in Catholic Countries during the Reformation 5. Inquisitors (Clergy who judged if people were guilty of Heresy) As an effect of the Reformation ★HistoriCAL Thinking Curricula Unit 10: Impact of Ideas, 1500-1750 8.2 Different Perspectives of the Renaissance Lesson: Big Idea and Essential Question: Duration: Is the “Renaissance” a Mischaracterization of an Age? Examining the different perspectives of the Renaissance Big Idea: Perspectives may be different depending on your position in society Approximately 1 hour CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 3. Describe the importance of contributions from past civilizations and cultures. Students will analyze the the multiple perspectives of the Renaissance by analyzing various interpretations of the Renaissance and determine if the time period is mischaracterized. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The purpose of this lesson is to show that the Renaissance covered a big period in European history and the concept is used to characterize the artistic and architectural advances of a select echelon of society and did not necessarily affect everyone across Europe in an equal manner. While, the purpose is not to underscore the accomplishments of the Renaissance (it is encouraged to teach the artistic advances and human accomplishment) but rather show a more complete picture of what life was like in Europe for all people not just the elite. Students will practice their close reading strategies as well as analysis strategies by answering the question: Is the “Renaissance” a Mischaracterization of an Age? Teaching and Learning Activities 1. As as class examine the two paintings on the 10.2.1 Different Perspectives of the Renaissance Handout (Look online for high resolution Pictures). Ask the students what they see, and how these paintings are similar and different. Explain that both painting were created during the time period known as the “Renaissance” in Europe. 2. As a class or independently students will read the secondary sources and answer the text dependent questions. Remind them they are trying to uncover if the “Renaissance” term is appropriate and uncover how various people live during the Renaissance era. Unit 10: Impact of Ideas, 1500-1750 Assessing Student Learning 3. After students have answered the text dependent questions students will write a short response using evidence from the text, answering the question: Is the “Renaissance” a Mischaracterization of an Age? In other words, did everyone experience a “rebirth” in arts and learning? Who experienced the “renaissance” and who did not? Resources: 10.2.1 Different Perspectives of the Renaissance Handout Is the “Renaissance” a Mischaracterization of an Age? Examining the different perspectives of the Renaissance Da Vinci, Leonardo. Mona Lisa . Louvre Museum, 1507. Brueghel, Pieter. Triumph of Death. Prado Museum, 1562. Directions: Read the sources closely and answer the following questions on a lined piece of paper. Source 1: Human Achievement “The Renaissance was a cultural and intellectual movement that began in the Italian city-states in the mid-fourteenth century and spread across Europe by the sixteenth century.The Italian Peninsula witnessed significant urbanization and the formation of prosperous independent city-states such as Venice, Genoa, Florence and Milan. With wealth generated from trade and industry, and inspired by commercial and political rivalry with one another, these city-states experienced a remarkable burst of creativity that produced the artistic and literary advances of the Renaissance.” Source: California State Standards, 2016-2017. 1. According to this source, what factors led to the “Renaissance”? 2. Which location and people benefited from the “Renaissance?” Source 2: Coining of the term “Renaissance” “The term 'Renaissance' - referring to the revolution in cultural and artistic life that took place in Europe in the 15th and 16th centuries - was first applied (used) as late as the 19th century, ★HistoriCAL Thinking Curricula when the French historian Jules Michelet used it in his History of France of 1855.” Source: Brotton, Jeremy. “The Myth of the Renaissance in Europe.” BBC Online, 2011. Retrieved from: http://www.bbc.co.uk/history/british/tudors/renaissance_europe_ 01.shtml 3. Who invented the term “Renaissance” to Characterize the time period between 1300-1600s in Europe? Source 3: Major events in the 1300's-1600’s In Europe 1. Huguenot Wars in France (Approximately 3 million died) 2. Spanish Inquisition (Approximately 3,000 people executed) 3. Black Death (approximately 75-200 Million people died) 4. Hundred Years War (England v. France) 4. The textbook and state standards discuss the human accomplishments and advances during this time period, what is left out? Source 4: Women “All the advances of Renaissance Italy, its economy, its states, and its humanistic culture, worked to mold the noblewoman into an aesthetic (something concerned with beauty) object: decorous, chaste, and doubly dependent-on her husband as well as the prince.” Source: Kelly, Joan. Women, History & Theory: The Essays of Joan Kelly . University of Chicago Press, 1984. 5. What role did women have in the Renaissance? Did she gain more rights or privileges during this time period? Source 5: Social Classes “In 1400 Europe had two main social classes, the nobility and the peasants or workers, and some peasants and workers were exposed to the upper-class life because they worked as servants or artisans in houses of the wealthy. By 1600 the inflated cash economy had fragmented this relatively simple social structure into a multi-class society, which still included the upper and lower classes, in addition to a new middle class and desperately poor class.” Source: Sider, Sandra. Handbook to life in Renaissance Europe. Oxford University Press, 2005. 6. What were the social classes in “Renaissance” Europe? ★HistoriCAL Thinking Curricula 7. Who benefited from the advances in art, architecture and trade? 8. Final Question: Is the “Renaissance” a Mischaracterization of an Age? In other words, did everyone experience a “rebirth” in arts and learning? Who experienced the “renaissance” and who did not? ★HistoriCAL Thinking Curricula Unit 10: Impact of Ideas, 1500-1750 8.3 Student Generated DBQ Lesson: Big Idea and Essential Question: Duration: The Age of Ideas: Student Generated Document Based Questions Big Idea: Student Generated Essential Question: Student Generated Approximately 3-4 Hours (Time spent researching and Essay Writing) CA State History Standard: HistoriCAL Thinking Skill: Student Objective: 7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance. 7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions. 1. Evaluate a primary source and secondary source document by contextualizing historical evidence. 2. Analyze multiple historical accounts and consider different perspectives. 5. Evaluate evidence and utilize that evidence to support a claim or thesis. 6. Create an original critical narrative and support with appropriate historical evidence. Students will develop a DBQ question and create an original thesis and support their thesis with historical evidence by writing a historical essay. Lesson Overview What do I want my students to learn? (Purpose of the lesson) The culminating lesson will challenge students to develop their own historical questions (From a short reading on the Renaissance and the Scientific Revolution), create their own thesis and defend their thesis with original research. In this assignment students will apply all the historical thinking skills that they have developed and mastered in the course of the year and produce an original historical essay. Teaching and Learning Activities 1. Explain to students that they will be developing their own “DBQ” on the Renaissance or the Scientific Revolution. Distribute 10.3.1 Student Generated DBQ Reading and steps as digital or hard paper copy. a. (Optional) Have students look at the previous DBQ assignments and the essays they had previously written in the course. Discuss how their essays have changed over time and how they have improved and what do they still consider challenges when researching and writing historical essays. 2. As a class or independently students will read the California State Standards, 2016-2017 on the Renaissance and Scientific Revolution. From this reading they will select a portion of it in which they will conduct research to find out more information about that particular section. For students that need additional guidance, encourage them to select a question from the “Questions to Consider” column to conduct research. 3. Give students some time to research online (Level 1) a particular subject or topic that they read. Encourage students to select a topic they are curious or passionate about. Once students have researched for 15-30 minutes students will start formulating questions. As a class Unit 10: Impact of Ideas, 1500-1750 read Part 1 of 10.3.1 Student Generated DBQ Reading and steps and discuss the examples in class. Allow students ample time to come up with a series of questions; provide feedback on questions and eliminate questions that may be to simplistic or too broad. 4. After students have selected a historical question to research they will conduct research for primary and secondary sources that may provide evidence to answer their historical question: Part 2 10.3.1 Student Generated DBQ Reading and steps. 5. Once students have found multiple Primary and Secondary sources students will develop a thesis statement/ claim. As a class read the examples. In small groups, students can present their questions and claims and the group can give them suggestions and feedback to improve their thesis. Assessing Student Learning 6. Once students have found multiple sources of evidence, students will find corroborating evidence and analyze the evidence in Part 4 of 10.3.1 Student Generated DBQ Reading and steps . Encourge students to paraphrase and summarize the author's main points and draw conclusions from the research they found. Find students that they are trying to “prove” their historical claim is accurate. a. For advanced classes, students can start writing their historical essays using the 10.3.2 DBQ Essay Scaffold (Student Generated DBQ) and 10.3.3 Rubric for writing Historical Essay after they have developed a thesis and found appropriate evidence. 7. Students will write a five paragraph essay, using the 10.3.1 Student Generated DBQ Reading and steps and 10.3.2 DBQ Essay Scaffold (Student Generated DBQ) . Resources: 10.3.1 Student Generated DBQ Reading and steps 10.3.2 DBQ Essay Scaffold (Student Generated DBQ) 10.3.3 Rubric for writing Historical Essay The Age of Ideas Student Generated Document Based Questions Directions: You will create your own DBQ and write a historical essay about the Renaissance or the Scientific Revolution. First, you will read a historical overview of the Renaissance and Scientific Revolution. Second, you will formulate questions that you will investigate through research. Third, you will develop a thesis based on your research. Fourth, you will find credible and reliable sources that support your thesis. Fifth, you will write a five paragraph essay that answers your DBQ question. The Renaissance The Renaissance was a cultural and intellectual movement that began in the Italian city-states in the mid-fourteenth century and spread across Europe by the sixteenth century. The Italian Peninsula witnessed significant urbanization and the formation of prosperous independent city-states such as Venice, Genoa, Florence and Milan. With wealth generated from trade and industry, and inspired by commercial and political rivalry with one another, these city-states experienced a remarkable burst of creativity that produced the artistic and literary advances of the Renaissance. Through extensive contact with Byzantine and Islamic scholars, a considerable body of Greco-Roman knowledge was rediscovered. This revival of classical learning was named humanism. Humanists studied history, moral philosophy, poetry, rhetoric, and grammar, subjects they thought should be the key elements of an enlightened education. Humanism facilitated considerable achievements in literature, such as the works of Dante Alighieri, Machiavelli, and William Shakespeare, and the arts, such the painting and sculpture of Leonardo da Vinci and Michelangelo di Buonarroti Simoni. After 1455, the printing press, using movable metal type, and the availability of manufactured paper disseminated humanism and Italian Renaissance learning to other parts of Europe and beyond. In Northern Europe, humanist interest in the origin and development of languages inspired the creation of new and more exacting Greek and Latin versions of the New Testament as well as vernacular translations of the Bible. This emphasis on exact reading of the Christian scriptures was an important influence upon early Protestant thinkers. Scientific Revolution Humanism played a continuing role in advancing science, mathematics, and Questions to Consider Q: What caused the Renaissance? Q: What knowledge was preserved and rediscovered? Q: How did Humanism inspire human achievements? Q: What were the effects of the printing press? ★HistoriCAL Thinking Curricula engineering techniques, as well as the understanding of human anatomy and astronomy. Discoveries led to a Scientific Revolution in early modern Europe. The long-term origins of the Scientific Revolution were rooted in the historical connections with Greco-Roman rationalism; Jewish, Christian, and Muslim science; and Renaissance humanism. European exploration and colonization in this period also stimulated a desire for intellectual understanding of the human and natural world. New information, new plants, and new animals from the Americas, which were not mentioned in the Bible nor by Aristotle and other ancient Greek authorities, led many to challenge traditional Christian and classical ideas about the universe. Scientists replaced reliance on classical authorities with the methodologies of the Scientific Revolution: empiricism, scientific observation, mathematical proof, and experimental science. They created what is today known as the scientific method. A number of significant inventions and instruments of the 16 th and 17 th centuries—the telescope, microscope, thermometer, and barometer— furthered scientific knowledge and understanding. There were significant scientific theories in astronomy and physics, including those associated with Nicolaus Copernicus, Johannes Kepler, Sir Isaac Newton, and Galileo Galilei (a physicist and astronomer who was charged with heresy by the Catholic Church for his public support of Copernicus’ theory that the earth revolved around the sun; he spent his final days under house arrest). By the eighteenth century, scientific thinking and rational thought in Europe were reconciled with religious ideas and practice, as scientists justified their studies as identifying the patterns of the natural world to discover the plan of the divine. Many people accepted the concept that the universe operates according to natural laws, which human reason can discover and explain. The development of a culture of scientific inquiry in Europe was associated with its autonomous universities in some countries. In these institutions scholars received some legal protection and were relatively free to study and argue what they pleased. Source: California State Standards, 2016-2017. Q: What caused the Scientific Revolution? Q: How did the Scientific Revolution challenge traditional beliefs? Q: What made the Scientific Revolution a “Revolution”? Q: Why was Galileo Galilei charged with heresy? Q: What were the effects of the Scientific Revolution? ★HistoriCAL Thinking Curricula Part 1: Develop and Research Historical Question How to develop a Historical Research Question: 1. Pick a topic, event or controversy from the the Renaissance or Scientific Revolution. 2. Conduct Level 1 research on the internet to learn about your topic. 3. Find a cause and effect, controversy, multiple perspectives, impact or legacy of a historical figure or event. 4. Narrow your question. A question that is too “big” cannot be answered in a five paragraph essay, for example: “What causes wars?” Instead, narrow your question: “What were the primary causes of the French and Indian War?” 5. Research other historical questions online to get some ideas or “Historiographies” of your topic (how your topic has been studied and interpreted in the past). Examples of DBQ Questions: 1. How did the Senators justify Julius Caesar's assassination? 2. Why is the time period under the Abbasid dynasty referred to as the Golden Age of Islam? 3. How did Ghana and Mali become powerful empires in West Africa during the 300-1600’s? 4. Was Mansa Musa the richest person who ever lived? 5. What was the purpose and role of human sacrifice in Aztec Society? (Research) Notes/ Possible Questions ★HistoriCAL Thinking Curricula Part 2: Conduct Research online for Primary and Secondary Sources Your Historical Question: Directions: Conduct Research on your historical question. Find a level 2 (secondary source) and Level 1 sources (Primary Sources) that helps you answer the question. Website URL Source/ Type of Source/ Comments Evidence (Copied) Example http://www.bu.edu/africa/outrea ch/k_o_ghana/ This is from Boston University and is a primary source from Al-Bakri who visiting Ghana in the 11th Century. Boston University got the information from: Al-Bakri, The Book of Routes and Realms, cited in Levitzion and Hopkins, Corpus of Early Arabic Sources for West African History, (Cambridge University Press, 1981) pp. 79-81. “On every donkey-load of salt when it is brought into the country their king levies one golden dinar and two dinars when it is sent out. … The best gold is found in his land comes from the town of Ghiyaru, which is eighteen days’ traveling distance from the king’s town over a country inhabited by tribes of the Sudan whose dwellings are continuous … The king of Ghana when he calls up his army, can put 200,000 men into the field, more than 40,000 of them archers.” ★HistoriCAL Thinking Curricula Part 3: Develop a Thesis Directions: After you have conducted research, what have you discovered? Can you answer your historical question? Examples: Note that each example uses part of the question in their thesis and has three reasons or causes to answer the question. Research Question: Was Mansa Musa the richest person who ever lived? Thesis: It cannot be determined if Mansa Musa was the richest person who ever lived because of the lack of primary sources, conflicting reports and lack of tangible evidence. Research Question: What was the purpose and role of human sacrifice in Aztec Society? Thesis: The purpose of human sacrifice in Aztec society was for religious purposes, political control of the populace and was used as a military strategy. Notes/ Possible Thesis Statement ★HistoriCAL Thinking Curricula Part 4: Analysis Research Question: Thesis/ Claim: Body Paragraph Evidence: According to source, it states, “________.” Corroborating Evidence: This is confirm by ________, stating, “_______________.” Analysis: This evidence supports the claim because … Analysis help: Connect the evidence to your thesis and research questions. How does the evidence “prove” that your thesis/claim is accurate? ★HistoriCAL Thinking Curricula Student Generated DBQ DBQ Question: Paragraph 1 Introduction: Set the stage. When, where, who and what happened? What is the DBQ question? What is your thesis that answers the DBQ question? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 2: Restate the first part of your thesis. Provide multiple pieces of evidence to support your claim and explain how that evidence connects, corroborates or conflicts with your claim. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 3: Restate the second part of your thesis. Provide multiple pieces of evidence to support your claim and explain how that evidence connects, corroborates or conflicts with your claim. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Paragraph 4: Restate the third part of your thesis. Provide multiple pieces of evidence to support your claim and explain how that evidence connects, corroborates or conflicts with your claim. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula Paragraph 5: Conclusion. Restate your whole thesis. Explain the importance or impact of your question or thesis. Are there any controversies about your topic or multiple perspectives? Does more research need to be done to determine the true nature of your question? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ★HistoriCAL Thinking Curricula
Abstract (if available)
Abstract
A re-evaluation of history curricula is needed for secondary schools to address the weaknesses of how history is being currently taught in California’s schools. Research shows that existing history curricula relies on rote, dyadic methods of instruction, is not culturally relevant, does not teach students to “think like a historian” and current curricula does not emphasize higher-level critical thinking skills. In order to address the weaknesses of current curricula, a new history curricula was developed based on research, entitled HistoriCAL Thinking Curriculum. HistoriCAL Thinking Curriculum offers an academically rigorous curriculum designed specifically for California’s diverse student population. HistoriCAL Thinking Curriculum incorporates culturally responsive pedagogy and teaches historical-thinking skills that will increase student motivation and achievement.
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Caldwell, Jaime Binks
(author)
Core Title
Rethinking history curricula: an innovative history curricula for California's students
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
06/13/2017
Defense Date
04/06/2017
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
culturally relevant pedagogy,curricula,curriculum,Education,history curriculum,history education,OAI-PMH Harvest
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Hirabayashi, Kimberly (
committee chair
), Green, Alan (
committee member
), Kaplan, Sandra (
committee member
)
Creator Email
jaimetolles@gmail.com,tolles@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c40-383435
Unique identifier
UC11258333
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etd-CaldwellJa-5393.pdf (filename),usctheses-c40-383435 (legacy record id)
Legacy Identifier
etd-CaldwellJa-5393.pdf
Dmrecord
383435
Document Type
Dissertation
Rights
Caldwell, Jaime Binks
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
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University of Southern California Digital Library
Repository Location
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Tags
culturally relevant pedagogy
history curriculum
history education