Unit+One--+Roles+of+a+Historian

What perspective is the history coming from? Is the historian accurate with his observations? Why or why not? Is there bias in this historians statements? What does this scene and our class have in common?
 * The Role of the Historian (Starting 13-08-2008)

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To help you get a deeper understanding of what a historian is, follow the link and read the article "The Many Hats of a Historian" from [|BBC.com] and answer the questions provided below. The assignment will be due **next class**, Thursday or Friday of this week. Your assignment must be **typed** with a proper heading including name, date and period. Here is one of my favorite historians of all time. Take a look at the clip above and ask yourself what does this scene and our class have in common? To help you get a deeper understanding of what a historian is, follow the link and read the article "The Many Hats of a Historian" from [|BBC.com] and answer the questions provided below. The assignment will be due **next class**, Monday of next week. Your assignment must be **typed** with a proper heading including name, date and period.

Vocabulary- This needs to be done before you start the reading. Definitions need to be reworded into your own words. Be sure you do this in your note book (electronic or paper). I will not take this in for grading. Heretical Faggot (British/English Definition, definition in reading) Eucharist abstain penance beseeching source

1. In section 1, Heretical beliefs, the historian gives his account of a historical event. What is happening to Hogsflesh? What is the historian's “story” or main point of the article? 2. What are the roles of a historian defined by John Arnold? Do you agree or disagree with his assumptions? Can you think of any other roles? 3. What is meant by “treat(ing) their sources with fidelity?” Remember to put your response in your own words. Why is it important to remember this when reading historical references? 4. How can a single event be interpreted in more than one way? Can you think of an event in your life that historians could interpret with differing points of view? 5. Talk to a family member or friend about something that happened to you both a long time ago. Examine how you both remember the incident and write about it. With that in mind, when attaching meaning to history, is it possible for a historian to be completely objective? Use examples from the incident you just discussed to reinforce your response. 6. What problems may arise when historians practice subjective history? In what ways may subjective history be beneficial to the study of history? Think back to the incident you just discussed with your family member or friend. Why did it make sense for you to remember the event the way you did and for the other person to remember it the way he or she did? What does this tell us about history? 7. Why is every historian "a storyteller?" If all historians are storytellers and there are myriad versions of every story, can we trust historians? Why or why not? 8. How did your view of history and historians change based on this reading? How will you approach history now that you have explored these views?

In Class Assignment 8/18/2008: Creation of a Primary Source


As a benchmark, we will start at the 1700's. Traditionally, your teacher would stand up in front of the classroom and explain "all you need to know" about the time period. Today, things are going to change a bit. For the past week we have been exploring what historians do. You now understand what primary and secondary sources are. You have analyzed and discussed the roles of a historian. You have just completed an assignment in which you were able to practice some of the basic skills of a historian. We will now push you into the pool of history and have you start swimming on your own. In groups we will be discovering what life was like in particular regions in the world during the 1700's. Your key question for this assignment is:


 * Which factors were most prominent in each region during the 1700's?**

Key Idea: Factors of Analysis
Today you will be divided into teams once again. You will be assigned a geographic locations below. It will then be your responsibility to show your class what did each world region look like during the 1700's. You will display this by creating a wiki. Here is an example of what it will look like: Example Assignment //Note: This is by no means a perfect example. The main use of this link is to give you a visual idea of what is expected.//

However, before we begin the assignment, it is crucial that each of you understand the term Factors of Analysis. So what are they? || ||
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Mr. Webster (above), a good friend of Mr. Spivey who taught at KIS a couple of years ago would say "...any of several methods for reducing correlational data to a smaller number of dimensions or factors; beginning with a correlation matrix a small number of components or factors are extracted that are regarded as the basic variables that account for the interrelations observed in the data." ([|TheFreeDictionary.com])

WHAT???????????? Okay well let's think of it a different way. What makes a civilization powerful? Let's go ahead right now and as a class clarify "What makes a nation powerful?"

Good! Simply put, factors of analysis means breaking up history into different categories. This will make comparing and contrasting much easier. Think of it this way, since many of you have lived abroad, you can see both the good and bad in your old host country because you can compare it to Korea. In this project you may find out that your area is very strong in technology. Try and convince us that technology defines a civilization. The same would be true for wealth, artistic creativity, or countless other indicators.

We will break the world up into sections that teams will explore. The key areas to consider are:

Now that we have explained it and given some examples, here is a List of Factors of Analysis that your group should consider analyzing as you research your project.

**Directions for the Project Day 1 (Detective):**
1. Teams will be decided by the teacher. 2. Each team will be assigned a geographic location. 3. You will start conducting research. In terms of research we will ask you to start off by using the following site: [|http://www.worldhistory.abc-clio.com]. To sign into the database use the following information: USER NAME: KIS PASSWORD: welcome 4. Start to identify Factors of Analysis that each civilization focuses on in the world during the 1700's. Remember that as historians, there is never a "right answer." There are only answers that are well thought out (through critical thinking) and backed by factual information (stats, primary sources, etc). 5. Organize your thoughts and as a group, start to develop a thesis statement. 6. Get your thesis approved and continue //research for homework using your textbook or library books at home//. For the time being, YOU WILL NOT be able to use sources outside of the three stated below on this assignment for the time being.


 * **Middle East (//MWH// 60-70)**
 * **East Asia (//MWH// 89-99)**
 * **Western Europe (//MWH// 34-57, 80-88)**
 * **Eastern Europe / Russia (//Packet from Earth and Its People// 575-581)**
 * **Americas (//ABC-CLIO// look under Eras)**
 * **South Asia (//MWH// 71-79)**
 * **Africa (//ABC-CLIO// look under Eras)**

7. Start working on your separate sections of your wiki. This will be combined into one project next class.

**Day Two: Little more detective work and Interpreter**
At this juncture we will be able to expand the sources that we are using for your research. For the first part of the class we will go down to the library and learn how to use source other than the internet. IT IS NOT ACCEPTABLE FOR YOU TO USE WIKIPEDIA AS A MAIN SOURCE. Wikipedia is fine only for background information. Below is a way in which you can evaluate web resource while conducting research.

Evaluating Web Resources
To facilitate your expertise, you will first need to learn how to research appropriate websites and texts. To ensure that your website is appropriate for historical research, you must ask the following questions and follow the same line of reasoning that a historian would use when evaluating historical sources.

Who is the author of the website?

Where did the author get this information?

How current and up-to-date is the website? How often is it maintained?

What bias may the author have when presenting this information?

Would I feel comfortable citing this website in a major essay or project? Would my classmates and teacher have confidence in this source?

For more guidance on evaluating the suitability of web resources, click on the following link: [|http://www.dianahacker.com/resdoc/tips.html.]

The following websites may prove helpful to you as you explore the world in 1700. These are examples of websites that your teachers deem appropriate for historical research. This is not an exhaustive list but will certainly lead you far along the path of developing expertise in your region. Click here for Web Resources to help you with your project.

Citing Resources!!!!!!!!!
As noted above, please research your work carefully by using trusted Internet and print resources. Remember [|Diana Hacker's rules] for validating resources and apply them judiciously. More importantly, you need to enter as much information as possible into Wikispaces using your own words. Any time that you do not use your own words or material in Wikispaces, you must cite your resources correctly. While you are gathering research on the Internet for your Wikispaces page, you need to take note of the following:

1. Name of author(s) 2. Title of the website 3. Names of any editors 4. Date of publication 5. Name of any sponsoring organization 6. Date you found the website 7. URL of the website (ex: <[|http://www.google.com>)]

Not every website will have all seven items listed above, but you need to write down as many as possible in the order listed above and then insert that information in parentheses at the immediate end of the material you enter. This will help you get in the practice of doing so when you have research papers later this year. Turnitin.com will be used for this assignment.

Remainder of Time:
For the rest of the lesson you will have time to work and develop your wiki. It needs to be done by next class.

**Day Three: Judge and Philosopher**
There will be two outcomes of this assignment as follows:


 * 1. 1700 Jigsaw:** We need to analyze and assess the world circa 1700. To do this effectively, we have broken the world into regional pieces. You have been assigned to become an expert on one regional piece of the 1700 World Puzzle.

Once you have completed your piece of the puzzle, you will be joined with other regional experts to share what you have learned so that you can assess the world effectively as of 1700.

In this exercise, you will not only be graded by your teacher for the content you post on the wiki but also by how well you teach your classmates in the jigsaw breakout session. [| 1700 Jigsaw Rubric.doc] In addition, your classmates will evaluate your performance in the jigsaw breakout session. [| Jigsaw Breakout Student Evaluation.doc]
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 * 2. Socratic Seminar:** After the 1700 Jigsaw, you will reconvene with your regional team and prepare to discuss the following question with the rest of the class:


 * Which societies had the strongest combination of factors to dominate other regions? Why?**

Your insights, comments and active participation in the seminar will be assessed by your teachers during this session. Here is the rubric that will be used during the debate. Make sure to look over it so you know what you have to do to get full points: [| Socratic Seminar Rubric.doc] After the debate you will reflect on what you have learned on the student evaluation: [| Student Evaluation of a Socratic Seminar.doc] || |
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Drop your Wikis here for each group:
 * **East Asia**
 * **Western Europe**
 * **Eastern Europe and Russia**
 * **Americas**
 * **South Asia**
 * **Africa**
 * **Middle East**
 * **South-west Asia**
 * **South-west Asia**