Historical Perspective Unit



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Historical Perspective Unit



Tools of historians and exploring different perspectives of significant events in American History

Author-Misti French & Tracey Leath

School- Pembroke Elementary School

Grade Level- 5th Grade Social Studies

District- Christian County Schools

This unit may be taught in two ways. The unit may be taught in its entirety as an end of year culminating unit for a large standard which spans many eras of American history. When teaching it this way, the teacher is able to use different significant events from history for analysis since students will already be exposed to these events such as “I Have A Dream” speech etc. The unit may also be divided into 2 parts with the introductory lessons as a unit for primary and secondary sources with the ending lessons using historic events at end of year as a culminating assessment of standard.


Statement of Purpose

Kentucky Program of Studies and Core Content Connections

Program of Studies Applicable Skills and Concepts SS-5-HP-S-1 Students will demonstrate an understanding of the interpretive nature of history using a variety of tools such as primary and secondary sources.

        • Investigate and chronologically describe major events in U.S. history using- charts, fictional and report writing, role playing

        • Explain and draw inferences about the importance of major events in U.S. history


SS-5-HP-S-2 Students will use information from print and non-print sources (e.g. documents, information passages/texts, interviews, digital and environment

  • Examine factual and fictional accounts of events and people in U.S. history




Core Content

SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g. artifacts, diaries, maps and timelines) to describe significant events in the history of the U.S. and interpret different perspectives. DOK 3




What do you want students to KNOW?

What ATTITUDES or HABITS will students develop?

  • Know the different tools that historians use (primary sources, secondary sources, artifacts, diaries and timelines)

  • Know the difference of perspectives that can be shown with different sources

  • Know that historians must use multiple sources to get a thorough view of history

  • Know how to interpret different perspectives by using primary and secondary sources

  • Critical vocabulary

  • Become more introspective

  • Develop organizational skills

  • Develop attitudes of a historian such as empathy, curiosity, self awareness (personal perspective)

  • Develop cooperative attitude




What do you want students to UNDERSTAND?

What SKILLS will students develop?

  • Understand that history depends on who is telling the story and what his/her perspective is

  • Understand that different parties in history may have totally different perspectives




  • Understand how to think in a historical context to understand significant events

  • Understand that by interpreting different perspectives, historians are better able to describe events in American history.

  • Describing

  • Interpretation skills

  • communicate effectively in speaking, writing, listening, and reading

  • note making and summarizing

  • explaining

  • analyzing

  • inferring

  • prioritizing

  • cooperation skills

  • visualizing

  • comparison

Assessment Tasks

  1. Task Rotation addressing Mastery Learners, Interpersonal Learners, Self Expressive Learners and Understanding Learners

  2. American History Wax Museum Role Play Culminating Activity-where students must become a primary source from history thus interpreting and describing major events and people in American History

Essential Questions

What ESSENTIAL QUESTIONS will frame the learning?

  • Why isn’t understanding history simply knowing the factual information of specific events?

  • How do you think in a historical context in order to understand significant events?

  • Why is it important to understand historical perspective?

  • Why is it important to understand the past in order to understand the present and plan for the future?

  • How could including only one group’s perspective effect historical knowledge (example-the settler’s viewpoint on Westward Expansion) of American history?


Culminating Assessment

ASSESSMENT

How will students show what they know and understand?




  1. Students will complete a task rotation addressing each of the four styles.

    • Mastery Task- Students sort items into primary and secondary sources piles- list items on Task Rotation and then complete Mastery style multiple choice questions.

    • Interpersonal Task- Students play card perspective game and must describe two different perspectives of an event. (Empathy)

    • Self Expressive Task- Students imagine they are a historian and are “traveling” back in time. Students must then decide in their opinions which tools would be most important to show multiple perspectives and then describe how the above tools help them to report the event more historically accurately than it is now.

    • Understanding Task- Students will complete an ORQ.




  1. Students will participate in a culminating project named American History Museum** where students role play a chosen American hero after researching and writing multiple informational pieces. Students interpret history and describe significant events as primary source (someone who was there). These characters from history are performed for audiences in school. Student reporters also interview these historical people to create a news cast movie reporting on different perspectives in history. Students also are asked to compare the information gained from secondary sources as opposed to the “primary sources” of the role play activity.

The History Museum is an extensive undertaking and the unit may be taught without the Museum assessment if time is limited.


**(Idea for Wax Museum was inspired by 2 other teachers that shared their project with fellow teachers)



Essential Questions


Why isn’t understanding history simply knowing the factual information of events?
How do you think in a historical context in order to understand significant events?
Why is it important to understand historical perspective?
Why is it important to understand the past in order to understand the present and plan for the future?



Guiding Questions

What are primary and secondary sources?
What are artifacts?
How are primary sources, secondary sources and artifacts similar and different?
How do you represent multiple perspectives when reporting on an event?



How do people’s feelings and emotions affect their viewpoint of historical events?
Why is it important to try to put yourself in someone else’s shoes in order to understand historic events?
Do you feel it is important to include perspectives of citizens from America’s enemies in wars when teaching students about history? (ex. perspective of Japanese soldier or child in Nagasaki when teaching about WWII, Iraqi students’ viewpoint or British citizen’s perspective on Revolutionary War)



Why do we need to fully understand primary and secondary sources in order to study history?
How could only including one parties’ perspective effect historical knowledge (example- the settlers’ viewpoint on Westward Expansion)?
What stories of historic events can you see as being only “one side of the story”? (celebrating Columbus Day and why it would not be a day that Native Americans might celebrate)




If you could re-write an account of history, what would you change?
How could people who write textbooks be sure to include multiple perspectives when they write history books for American students?
How could we create a perfect- non biased account of historical events?





Vocabulary

Mapping the Vocabulary for the lesson/unit of study.





Essential to Know

Historic perspective

Primary source

Secondary source

Significant events

Artifacts

Viewpoint




Important to Know

Timelines

Diaries

Journals


Eyewitness

Autobiography

Biography

Bias


Nice to Know

Museum

Photographs

Encyclopedias

News reports

Multiple

Docent






Connect

  • Word Walls

  • See It, Say It, Show It

  • Glossary/ CODE Notebook

  • Synonyms activity

Organize

  • Prioritizing Vocabulary

  • Vocabulary Notebook

  • Group and Label- categorizing

Deep Process

  • Visualizing Vocabulary

  • Discussion

  • Think Pair Share

  • Compare Contrast Writing

  • Multi-Sensory Processing

  • Storytelling




Exercise and Elaborate

  • Vocabulary Games

  • Write to Learn

  • Vocabulary Carousel

  • Three’s a Crowd

  • Para-Writing




Lesson Sequence

Standard

Lesson

Tools/Strategy

Product

Learn Styles
















Core Content
SS- 05- 5.1.1 Students will use a variety of primary and secondary sources (e.g. artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. (DOK 3)

Hook Bridge-

That’s Not The Way It Happened

Brainstorming

Reflection

Writing To Learn

Analysis

Written reflection








xx




xx







Intro To Vocab

Vocab look up

Discussion

Brainstorming

Analysis


Comparison

CODE


Synonyms

Think Pair Share




Vocab Notebook




xx

xx




xx







Lecture Discussion- History and The Tools To Study It

Etch a Sketch

Visualizing



Note taking





xx




xx

xx







Hands On Classification of Artifacts

Problem Solving

Analysis


Graphic Organizer

Written Graphic Organizer




xx




xx

xx







Passage Read Aloud & discussion


Compare Contrast

Collaboration

Brainstorming


Responses to collaborative questions








xx

xx

xx





Visualizing Vocabulary Activity


Collaboration

Visualizing




Group Vocab Cards w/ sketches and explanations




xx

xx




xx






Tools For Historians

Brainstorming

Visualizing

Comparison

Analysis



Y Chart and analysis questions


xx

xx

xx

xx





Voices From The Past

Technology

Visualizing

Compare Contrast


Graphic Organizer



xx

xx




xx







My View On Perspective

Brainstorming

Reflection

Writing To Learn


Quick Write Reflection using vocab






xx


xx

xx










All About Perspective- Power Point Game

Technology

Collaboration



Index card for additional slide

xx

xx













Becoming an American Hero

Collaboration

Questioning

Interpretation

Note taking

Reflection

Role playing



Index card with questions for interview

Reflection

Notes



xx

xx

xx

xx






Wax Museum

Writing to learn

Collaboration

Role playing


Brochure

Monologue





xx

xx

xx

xx






Unit Assessment

Task Rotation

Compare Contrast



ORQ


Completed responses task rotation


xx

xx

xx

xx





Student Learning Goals- Historic Perspective Unit-

Name__________________







Know

As a result of this unit of study, I will:




  • Know the different tools that historians use (primary sources, secondary sources, artifacts, diaries and timelines)

  • Know the difference of perspectives that can be shown with different sources

  • Know that historians must use multiple sources to get a thorough view of history

  • Know how to interpret different perspectives by using primary and secondary sources

  • Know how to describe significant events based on multiple perspectives

  • Know critical vocabulary


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