Compelling Question: How do historians conduct research? Supporting Question I Supporting Question II Supporting Question III How do historians form How do historians gather, source, How do historians formalize compelling and supporting and validate resources that are arguments and communicate questions? helpful in answering compelling and their conclusions? supporting questions? (D1.1, D1.2, D1.3, D1.4, D1.5) (D1,5, D3,3, D3.4, D4.1-D4.4) (D1.5, D2.His.3 - D2.His.13, D3.1, D3.2) Sources Sources Sources (Teacher) (Teacher) (Teacher) www.teachinghistory.org https://sheg.stanford.edu www.FacingHistory.org Research Paper Steps at: www.teachinghistory.org (Student) (Student) (Student) Preliminary Research () Graphic Organizer Writing an Annotated Bibliography t Read the text about Jackie Read the text about Cesar Chavez. View the two sources. Robinson. Write a compelling Identify how the validity of this Why there be different (or question based on the text. source would be determined. similar) interpretations of the What supporting questions same event? would you ask about Jackie Robinson? Summative Performance Task: Evidence Based Argument Presentation How and why do historians, investigating the same topic, have different (or similar) interpretations of events/topics? Overview This module integrates skills from the Common Core History/Social Studies 9-12 reading and writing standards and C3 Framework and Inquiry Arc into social studies instruction. It draws upon
Compelling Question: How do historians conduct research? Supporting Question I How do historians form compelling and supporting questions? (D1.1, D1.2, D1.3, D1.4, D1.5) Supporting Question II How do historians gather, source, and validate resources that are helpful in answering compelling and supporting questions? (D1.5, D2.His.3 - D2.His.13, D3.1, D3.2) Supporting Question III How do historians formalize arguments and communicate their conclusions? (D1,5, D3,3, D3.4, D4.1-D4.4) Sources (Teacher) www.teachinghistory.org Research Paper Steps at: (Student) Preliminary Research () Graphic Organizer Sources (Teacher) https://sheg.stanford.edu www.teachinghistory.org (Student) Writing an Annotated Bibliography t Sources (Teacher) www.FacingHistory.org (Student) Read the text about Jackie Robinson. Write a compelling question based on the text. What supporting questions would you ask about Jackie Robinson? Read the text about Cesar Chavez. Identify how the validity of this source would be determined. View the two sources. Why there be different (or similar) interpretations of the same event? Summative Performance Task: Evidence Based Argument Presentation How and why do historians, investigating the same topic, have different (or similar) interpretations of events/topics? Overview This module integrates skills from the Common Core History/Social Studies 9-12 reading and writing standards and C3 Framework and Inquiry Arc into social studies instruction. It draws upon
Microhistory%20-%20An%20Historical%20Inquiry%20Process.docx