WS/FCS Unit Planning Organizer Subject(s) Grade/Course Unit of Study Unit Title Pacing Social Studies 9th Grade Historical Thinking Skills (1.1, 1.2, 1.3, 1.4) Unit 1:Thinking like a Historian 3 days (Block) Conceptual Lenses Historical Thinking Perspective Primary Source Analysis Continuity and Change Unit Overview Students will be able to decode and analyze historical documents (primary sources, secondary sources, maps, charts, artwork). Students will be able to read, analyze and evaluate historical arguments; apply and compare historical models, and construct arguments based on historical and modern sources. Points of focus in this unit include the skills and tools that historians use to understand and write about history. Students will develop a understanding of: Timelines, and use of significant periods, dates and cause and effect Differentiate primary and secondary sources Identify and interpreting bias Analyze data in historical maps Access to and availability of reliable historical resources Unit Enduring Understanding(s) 1. Chronological thinking is the foundation of historical reasoning—the ability to examine relationships among historical events and to explain historical causality. 2. The study of history is subject to an individual’s interpretation of past events, issues, and problems. There is usually no one right answer, one essential fact, or one authoritative interpretation that can be used to explain the past. 3. Formulate historical questions by deconstructing a variety of sources, such as historical narratives and passages, including eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art, architecture, and other records from the past Unit Essential Question(s) 1. How do historians use chronological thinking to interpret and create timelines? 2. How do historians understand history from maps, graphs and primary sources? 3. How do historians compare and analyze historical narratives to identify issues, causes and effects? 3. How do historians use research to interpret, analyze and combine data into a cohesive narrative? Essential State Standards Priority Objectives Supporting Objectives WH.H.1.1 Use Chronological thinking to: 1. Identify the structure of a historical narrative or story: (its beginning, middle and end) 2. Interpret data presented in time lines and create time lines WH.H.1.2 Use Historical Comprehension to: 1. Reconstruct the literal meaning of a historical passage 2. Differentiate between historical facts and historical interpretations 3. Analyze data in historical maps 4. Analyze visual, literary and musical sources WH.H.1.3 Use Historical Analysis and Interpretation to: 1. Identify issues and problems in the past 2. Consider multiple perspectives of various peoples in the past 3. Analyze cause-and-effect relationships and multiple causation. 4. Evaluate competing historical narratives and debates among historians. 5. Evaluate the influence of the past on contemporary issues WH.H.1.4 Use Historical Research to: 1. Formulate historical questions 2. Obtain historical data from a variety of sources 3. Support interpretations with historical evidence 4. Construct analytical essays using historical evidence to support arguments. “Unpacked” Concepts (students need to know) WH.H.1.1 Use Chronological thinking to: 1. the structure of a historical narrative or story: (its beginning, middle and end) 2. data presented in time lines and create time lines WH.H.1.2 Use Historical Comprehension to: “Unpacked” Skills COGNITION (students need to be (RBT Level) able to do) WH.H.1.1 WH.H.1.1 1. Identify 1. Identify 2. Interpret 2. Understand WH.H.1.2 WH.H.1.2 1. the literal meaning of a historical passage 2. between historical facts and historical interpretations 3. data in historical maps 4. visual, literary and musical sources 1.Reconstruct 2. Differentiate 3. Analyze 4. Analyze 1.Create 2.Analyze 3.Analyze 4.Analyze WH.H.1.3 Use Historical Analysis and Interpretation to: 1. issues and problems in the past 2 multiple perspectives of various peoples in the past 3. cause-and-effect relationships and multiple causation. 4. competing historical narratives and debates among historians. 5. the influence of the past on contemporary issues WH.H.1.3 1. Identify 2. Consider 3. Analyze 4. Evaluate 5. Evaluate WH.H.1.3 1. Identify 2. Apply 3. Analyze 4. Evaluate 5. Evaluate WH.H.1.4 1. Formulate 2. Obtain 3. Support 4. Construct WH.H.1.4 1. Create 2. Analyze 3. Apply 4. Create WH.H.1.4 Use Historical Research to: 1. historical questions 2. historical data from a variety of sources 3. interpretations with historical evidence 4. analytical essays using historical evidence to support arguments. Unit “Chunking” & Enduring Understandings Essential Factual Content Timeline/ Chronology Atlas Map Political map Physical map Cardinal directions BC/AD: BCE/CE Cause & Effect Cause & Effect What is History? Political Economic Social Technology Culture Primary Source Secondary Source Context Theory Model Research Analysis World Map Determining Bias &Historical Theory Suggested Lesson Essential Questions H What is geography? G C & G E X How is time measured? What makes an event significant? How do historians evaluate the past? X How do context and perspective effect interpretation of past events? X X X X X X X X X X X X X X Sub Concepts HISTORY GEOGRAPHY CIVICS & GOVERNMENT ECONOMICS C CULTURE Language Objective EXAMPLES Historical Thinking and Geography Skill Resources ○ “Straight Ahead” □“Uphill” ∆“Mountainous” Historical Thinking Geography Skills . General Unit Resources SAS Curriculum Pathways #2000 Interactive Map #370 Prehistory: Landmark Discoveries #578 Prehistoric Cave Art Learn 360 Learning about Maps and Globes Globalization in the Media (discusses bias) Word Power-Biased Bridging World History Bridging World History Unit 1: Maps, Time, and World History Unit 2: Memory and History Textbook “Historian’s Toolbox” Textbook Ancillary “Historian’s Toolbox” Wikipedia “What is History?” Sennacherib’s Prison primary resource document