TX HISTORYUnit 1:Being a HistorianLesson 1.1

Our New Motto

7th Grade in the Lead…

…Excel and Succeed

Let’s Review My Expectations First In this class….

The 4 Levels of Respect

SLANTSLANT

Interactive Student NotebookWe will set-up: Cover Page Inside Cover Syllabus

Page Table of Contents “Unit 1” Page

When you see the following icon on a slide, you will copy the information or respond to the instructions in your Interactive Student Notebook:

Now, you we will begin with the COVER PAGE

Copy the following on the 1st page:

Social Studies: Texas History

Interactive Student Notebook

Period ___

2010-2011

Mr. Santos

Student Name:_____________

Inside Cover Page Paste the Syllabus to the inside cover page If you need to fold, fold only in half and paste

the folded back side of the syllabus

Now you will create the Table of Contents on the front and back front and back of the next 4 pages

Table of Contents

DATE TITLE PAGE

     

     

     

     

     

     

     

     

     

Unit Page Now you will create the UNIT Page After the Table of Contents Write in the center of the 5th page the

following:

UNIT 1:

Being a Historian

Customize your notebook – Decorate it Later in the period you will decoratedecorate the

Cover Page, Unit Page, and parts of the Table of Contents

In your Interactive Student Notebook, create the next page’s title.

Title: Starter / Big QuestionsStarter / Big Questions Page: # 1# 1

Add this information to your Table of ContentsTable of Contents

Divide your page into two (2) sectionsDivide your page into two (2) sections

Starter/ Big Questions Pg. 1

Table of ContentsTable of Contents

DATE TITLE PAGE

8/25   Starter/Big Questions  1

   

     

     

     

     

     

     

     

10 mins

Distribute:Columbus’ Excerpts from Letters to Queen of Spain

Read-Think-Write-Pair-ShareRead-Think-Write-Pair-Share

Read quietly Columbus’ letter

Think of some questions that you have about the letter

Distribute:Columbus’ Excerpts from Letters to Queen of Spain

Read-Think-Write-Pair-ShareRead-Think-Write-Pair-Share

Write in the Starter section of your notebook (top half page) 3 questions that you have about the letter

Distribute:Columbus’ Excerpts from Letters to Queen of Spain

Read-Think-Write-Pair-ShareRead-Think-Write-Pair-Share

Pair with a partner to select the best question

Share out to class when you are called by me

Did anything in the letter surprise you? Why?

Big Questions1. When we study history, howhow do primary

sources and secondary sources improve our understanding?

2.2. HowHow can the historical record –evidence- be huge and limited?

3.3. What is the difference What is the difference between primary and secondary sources?

5 mins

In your Interactive Student Notebook, create the next page’s title.

Title: Primary and Secondary SourcesPrimary and Secondary Sources Page: # 2# 2

Add this information to your Table of ContentsTable of Contents

Table of ContentsTable of Contents

DATE TITLE PAGE

8/25   Starter/Big Questions  1

 8/25 Primary and Secondary Sources  2

     

     

     

     

     

     

     

Draw a T-Chart

Primary Source Secondary Source

With your partner…. Turn to page 103 – read first paragraph only

under the heading ”Cortes Lands in Mexico”

Turn to page 104 – read only the paragraphs inside the quotations

With your partner…. Discover which of the two passages is a

Primary Source and which a Secondary Source

Write characteristics in the T-Chart that you think helped you to figure out which is a Primary and which a Secondary Source.

How can you tell the difference?10 mins

Share out…

Primary Source Secondary Source

Primary Source Actual records/evidence that has survived

from the past from people who participated or observed those events or times

What do you imagine are some examples of Primary Sources?

Secondary Source Descriptions and interpretations of events in

the past by historians based on multiple sources

What do you imagine are some examples of Secondary Sources?

In your Interactive Student Notebook, create the next page’s title.

Title: History SpeaksHistory Speaks Page: # 3# 3

Add this information to your Table of ContentsTable of Contents

Draw a T-Chart

What I did yesterday Primary source left behind (Evidence)

1.2.3.4.5.

1.2.3.4.5.

History Speaks Record at least 5 things 5 things that you did yesterday

Opposite each activity, record any pieces of evidence evidence that might be left as a result of that activity.

Share with your partner – I will call on your partner in 10 minutes to share out with the class

What I did yesterday Primary source left behind (Evidence)

1.2.3.4.5.

1.2.3.4.5.

Primary Sources can include… Documents Images/Audio Objects Personal Items

In your Interactive Student Notebook, create the next page’s title.

Title: AP-PARTS PracticeAP-PARTS Practice Page: # 4# 4

Add this information to your Table of ContentsTable of Contents

Primary Source Documents In this class, as we study Primary Source

Documents, we will be using a strategy that you will use in High School history classes.

The strategy is called AP-PARTS

Distribute Handout & Columbus’ Letter

APPARTSA Author

P Place and Time

P Prior Knowledge

A Audience

R Reason

T The Main Idea

S Significance

Distribute“Drawing the Black Beans: The Mier Prisoners”

Read – Annotate – PairRead – Annotate – Pair

Read Read the document quietly Annotate Annotate the document as needed Pair Pair with a partner after 5 minutes to compare

annotations

Let’s begin with “Author”

Question of Curiosity If you could ask the author of this document a If you could ask the author of this document a

question, what would you ask?question, what would you ask?

In your Interactive Student Notebook, create the next page’s title.

Title: AP-PARTS My Choice (Part 1)AP-PARTS My Choice (Part 1) Page: # 5# 5

Add this information to your Table of ContentsTable of Contents

With a partner, select one of the following documents to analyze…(a.) “Native Americans and Spaniards Meet on Galveston Island” P. 686

(b.) “The Alabamas” P. 688

(c.) “A Traveler Describes Houston” P. 692

(d.) “A San Antonio Mother Describes Her Son’s Accident” P. 693

(e.) “Ten Bears Speaks” P. 695

Add a Question of Curiosity If you could ask the author of this document a If you could ask the author of this document a

question, what would you ask?question, what would you ask?

In your Interactive Student Notebook, create the next page’s title.

Title: AP-PARTS My Choice (Part 2)AP-PARTS My Choice (Part 2) Page: # 5# 5

Add this information to your Table of ContentsTable of Contents

Create a Visual Artifact for Your Document

Create a “photograph” or a painting in your notebook that reflects what you just read

Time Has Expired Let’s Review Our Big Questions

Big Questions1. When we study history, howhow do primary

sources and secondary sources improve our understanding?

2.2. HowHow can the historical record –evidence- be huge and limited?

3.3. What is the difference What is the difference between primary and secondary sources?

Exit Ticket What are 2 Big Ideas that you learned in this

lesson? Why are they important?

Homework For homework, you need to finish decorating

your Interactive Student Notebook. You can add stickers or photos that are

appropriate. Remember, RETURNRETURN your notebook to me. It will remain in the classroom the rest of the

year.