Welcome history cohorts!

1. Welcome history cohorts! Please look for your name tag and take a seat.

2. I am like U.S. Grant, because I drink too much! Table Groups You are currently sitting at a table with at least one teacher who has been a member of the History Cohort before. That person(s) will act as the mentor(s) to your table group as we review important ideas, terminology, and pedagogical practices. • At your table, introduce yourselves, the school/grade(s) you teach and your favorite unit to teach in U.S. history. • As a team, brainstorm and decide upon a team name based on a famous historical figure. You must be able to give three reasons why that name/person fits your team.

3. OVERVIEW OF HISTORY COHORT • Congratulations on being a member of this elite group! • Who we are: Sue, Tom, & Angela • Why we instituted a year-long Cohort group • Requirements • Stipend • Books • Student Tests • Our EQ for the year: • What relationship should exist between government, the people, and the media? • Our topic for today: • Early print culture and politics in America

4. Book Club: Affairs of Honor Affairs of Honor: National Politics in the New Republic by Joanne Freeman Facilitated by Tom Smith Oct. 13, 20, 27

5. Saturday Dialogue #1 Social Change & Film Presented by the Nevada Museum of Art

6. Art of Audubon: Print Media Thursday, January 13 Facilitated by Colin Robertson, Education Curator Nevada Museum of Art

7. Saturday Dialogue #2 Muckrackers: America’s Dirty Laundry Facilitated by John Reid Saturday, January 29

8. Saturday Dialogue #3 Media and War: How Vietnam Changed Journalism Facilitated by Tom Smith

9. Saturday Dialogue #4 Nevada in the News Facilitated by John Reid Saturday, April 2

10. Testing Time All Cohort members will take a pre-test and a post-test so that we can conduct a study as to whether your content knowledge increased as a result of the Cohort experience. Feel free to take a quick break when you finish your test. You can also put together your binder at this time. One suggestion for binder organization/tab labels is… Cohort Meetings My DBQ Project Book Club Saturday Dialogues

11. P.s. I love eQs & Hqs! A collaborative introduction & review for your team

12. Quick Draw Competition • Choose the fastest writer in the group. Give them a weapon (a marker). • Write the definition of a primary source (in your group’s own words). • Brainstorm as quietly as possible all of the different types of primary sources available. • Add specific examples of each type that you have used in your own classroom (i.e. Rosa Parks arrest records). • The winning group will have the most types and examples of primary sources listed at the end of the time limit. • There are four minutes until high noon.

13. So what makes a question anEssential Question? An Essential Question (EQ)… • Addresses the big ideas of history • Does not have a right or wrong answer • Helps students to think broadly about history rather than focusing on details • Allows for multiple interpretations • Requires an understanding of cause and effect

14. Essential Questions are… • Interdisciplinary • Problematic • Difficult to answer

15. Why Use EQs? • EQs help students construct own understanding of the past. • EQs help students understand that history is NOT a static collection of facts that are never changing but a vibrant story that continues to change with new evidence and interpretation. • EQs provide the thematic link between units/topics and help students make memorable connections.

16. Why Use EQs? • EQs force students to examine and challenge their own beliefs through investigation of historical evidence. They learn to take a stance based on evidence. • Students must examine multiple perspectives.

17. How to use EQs effectively… • Carefully select 4-6 EQs to use throughout the year. • Make sure that you use the same EQs for the whole year. • Make questions relevant to students today – link past to present. • Investigate through primary sources/case studies • Use primary sources encourage students to recognize multiple perspectives.

18. Some Things To Consider… • An EQ shouldn’t have a right, wrong, or preconceived answer. • You should be able to see how an EQ would enhance the learning in at LEAST THREE (hopefully more) units of study. • EQs can only be answered by considering multiple perspectives and/or addressing controversy. • Students should have to take a stance in their answers.

19. Cue the EQ… CHART PAPER COLUMN ONE CHART PAPER COLUMN TWO Separate a piece of chart paper into two columns. Follow the directions below. • Given the following Essential Question, make a list of units in U.S. history for which you could apply this question and explain how. • EQ: Should liberty be limited? • As a group, come up with two of your own Essential Questions (EQs) that meet the guidelines specified previously.

20. Share EQs • What is your best EQ? • What is the hardest part of this process? • Can you see yourself framing your history curriculum around EQs? • If you are interested in having more time/structure to play with EQs, please come to our NNCSS presentation on November 6.

21. Historical Questions: The Missing Link But how do we get kids to focus on the important historical information in each unit?

22. Characteristics of Historical Questions • HQs focus on a specific benchmark/topic in history, whereas EQs cover many benchmarks/topic found in history. • HQs help you to apply the big essential questions to specific historical situations. • HQs are relevant to specific time period/topic. • HQs address a specific benchmark. • HQs are not as broad as EQs. • HQs have an explicit and direct tie-in to the EQ.

23. EQ + Standard = HQ • Here’s an example: • EQ: What types of relationships should exist between government, institutions, and individuals? • Add Standard Benchmark H2(6-8).10) = • HQ: Why did people feel the need to limit government power through the Articles of Confederation? Did they limit it appropriately? • HQ: Did the Articles of Confederation establish an appropriate relationship between the government and the states? Between the government and the people?

24. Another HQ Example • EQ- Can war be justified? • Add the benchmark: H3.[6-8].7 Explain the struggle between states’ rights and federalism, and the impact on the national identity in the United States. = • HQ- How did the Confederacy justify secession and civil war?

25. EQ & HQ Examples Please look at the handout for more examples.

26. Practice Writing Historical Questions • Move into four groups and go to your assigned poster. (Group 1: January-March; Group 2: April-June; Group 3: July-Sept; Group 4: Oct-December) • You will have three minutes at a poster. In this time, write one or two historical questions to expand on these essential questions.

27. Let’s Play with Some Primary Sources! Setting up the Colonial experience with freedom of the press… The burning of Zenger's New York Weekly Journal

28. Cold Document Analysis • Primary Sources as a Cold Case File • Preview the case files: • What do you already know about the Zenger Trial and Cato’s essay, “On Freedom of Speech?” • Review & make notations on existing evidence: • Carefully read the documents. • What are the three most important things you learned in each document? • What are some questions you have now that you have read the documents? • Investigate further. In this case, interview Tom or I as we go through the day.

29. H.O.T. Document Analysis • Historical Orientation To Document Analysis • To make primary sources come alive for students, they need historical background and context. If a cold read is used, it must be accompanied by a H.O.T. document analysis as well. • How can you model this type of document analysis in the classroom? What would you change to meet the needs of your students? (vocabulary, shorter sections, etc.)

30. Some HOT document background & tidbits Cato’s Letters Zenger Trial • Rank the facts about England, Cato, and his letters from most important to least important in understanding the context and relationship to the colonial experience with the media. • Code the Facts: • Place a next to the most interesting fact. • Place a next to a fact that you will share with students. • Place a next to a fact you already knew (smarty pants!).

31. Dr. Tom Smith Early Republic: Nation Building, Print Culture & The French Revolution

32. DBQ Project • Please take out your Cohort Assignment Sheet and read through the assignment. • Some dates are due dates, while others are suggestions to work through the natural tendency to procrastinate. • Four hours of your stipend are connected to turning in pieces of the assignment on time. • Today we are going to work through a DBQ together so that you can see what they entail.

33. The History Paper • Choosing a topic • Choose an area in which you are interested or want to improve your knowledge and teaching. • The topic will help you to understand the nuances and detailed background so that you can feel totally confident presenting/helping kids with the DBQ. • The paper will be written as a college level paper. You should use Chicago Style when citing sources. You must include at least four sources in your paper. • The paper will be five-six pages in length. • Writing the paper will provide you with the secondary sources to use in your DBQ and will most likely lead you in the direction of finding your primary sources.

34. Dr. Tom Smith Guidelines and hints for writing the paper…

35. So, what the heck is a DBQ? I am certainly not an expert on writing DBQs. I used them regularly in the classroom, but I’m sure there are others in the room who have more expertise. I hope you will all help to teach your peers about this process. My goal (that of getting every kid to do the DBQ) may be different than that of an AP teacher. • In the simplest terms, a DBQ is an essay question based on a series of documents; but it is really much more than that. • Document-based questions are for all students, from elementary school through high school. They help prepare students to compare and contrast particular issues from multiple perspectives, reconciling differing positions, evaluating the strength of particular arguments, providing authentic opportunities at a high level of thinking, and developing life skills.

36. DBQ Components What kids need… What a DBQ should include… • Ample background on the subject matter • Instruction on how to write their answers with time for practice • Practice reading primary sources • Teacher led instruction for part of the process • Primary sources that are distinguished by time and author • Primary sources that are challenging but not impossible • Short secondary source excerpts that help build context • Clear and succinct guidelines for how to answers/succeed with the DBQ

37. DBQs & History Mysteries • Some important considerations: • DBQs should enrich the content you teach. • DBQs should include primary & secondary sources. • DBQs should help answer an important historical question. • DBQs should allow for more than one interpretation. • The DBQ process must be taught EXPLICITLY before students can be expected to do one on their own. For grades 5-8, they might be done in small groups all year long. • DBQs offer a great way to do authentic assessment of skill based learning.

38. Let’s do a DBQ! • We’ll learn all about making one and delivering one to students later. Today we are just going to play around with a DBQ about Andrew Jackson to help you see how it works!

39. EQ + STANDARD/TOPIC = HQ • EQ: What types of relationships should exist between government, institutions, and individuals? • Topic: Jacksonian Democracy • Standard: H2.6-8.14 (Describe contributing factors in the development of a national identity following the War of 1812.) ------------------------------------------------------------------------------ • HQ: How democratic was the relationship between President Andrew Jackson and institutions and individuals? A tip: Always break down the question with students before you begin.

40. First Steps • Step 1: • Read the historical background essay for the DBQ. • Step 2: • Become familiar with the definition of democracy in the next box. de·moc·ra·cy 1. government by the people; a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system. 2. a state of society characterized by formal equality of rights and privileges. 3. political or social equality; democratic spirit. 4. the common people of a community as distinguished from any privileged class; the common people with respect to their political power.

41. A few fun facts and more background…(volunteers?) • Jackson - first president from west of Appalachian Mountains • Story of Jackson’s inaugural party • The National Bank • 1st 18 months of presidency, Jackson removed 9% of officeholders (Spoils System) • Indian Removal Policies & Worcester v. Georgia • Opening of American society

42. Analyze a Few Sources Together Document E: King Andrew the First Document F: Bank Veto Message Document G: Daniel Webster on Bank Veto

44. Partner up to DBQ! • Read through each document, talk with your group about it, and answer the scaffolding questions together. • Answer the historical question, “How democratic was the relationship between President Andrew Jackson and institutions and individuals?” (This becomes your thesis statement for you answer.) • Complete the Chicken Foot essay organizer on chart paper.

45. Reflection What did you learn (content wise) from this exercise? Do you think DBQs (created by you for your students’ needs) will be beneficial to students? How do you feel about the overall process of answering a DBQ?

46. Right Around the Corner… Cohort Assignment NNCSS Conference • Brainstorm your topic/DBQ Question & begin looking for sources. Your topic is due Friday Dec. 3 at our next meeting. • Read Cramer, pgs 1-42, 91-118, 134-159, 163-178. • Read for the Book Club – see assignment sheet. • Please join us for the 8th annual Social Studies Conference at Damonte Ranch High School on Saturday, November 6.

47. Please Fill out the satisfaction survey before you head out.Do not forget to take your student tests with you. Have a great afternoon! See you soon.