1. Sow, Sew, So’ing History Anthony J. Fitzpatrick Vice-President for Professional Development Services American Institute for History Education Anthony J. Fitzpatrick Vice-President for Professional Development Services American Institute for History Education

2. Sowing History Introducing a specific event or thesis into the historical narrative for the purpose of extending its impact or story across time. Example 1: The writing of the Declaration of Independence was a singular document with a specific purpose; all other incarnations betray the original intent.. Example 2: The Quest for Independence and Equality has reverberations throughout history. Introducing a specific event or thesis into the historical narrative for the purpose of extending its impact or story across time. Example 1: The writing of the Declaration of Independence was a singular document with a specific purpose; all other incarnations betray the original intent.. Example 2: The Quest for Independence and Equality has reverberations throughout history.

3. Sewing History Identifying the subsequent events or documents that call back to the original introduction or “thesis”. Event example: Declaration of Sentiments, David Walker’s Appeal. Concept example: The Civil Rights movement - Use an entry point and trace it chronologically Identifying the subsequent events or documents that call back to the original introduction or “thesis”. Event example: Declaration of Sentiments, David Walker’s Appeal. Concept example: The Civil Rights movement - Use an entry point and trace it chronologically

4. So’ing History Identify and explain the event or concepts’ significance to the American identity, spirit, and culture. The Declaration of Independence was written for a specific purpose. While others may reference the document, they haven’t placed themselves in a similar historical circumstance to activate the true meaning of the document. The Declaration of Independence is central to our identity. It captures our dreams and spirit throughout history. It is central to our idea of freedom, liberty and self-determination. Identify and explain the event or concepts’ significance to the American identity, spirit, and culture. The Declaration of Independence was written for a specific purpose. While others may reference the document, they haven’t placed themselves in a similar historical circumstance to activate the true meaning of the document. The Declaration of Independence is central to our identity. It captures our dreams and spirit throughout history. It is central to our idea of freedom, liberty and self-determination.

5. Let’s test this out shall we? The legacy of the American Revolution can be crystallized in at least two ways: 1. The American Revolution is an ongoing conflict and negotiation between competing social forces over who should have power and voice. 2. The American Revolution continues as those in power need to accommodate dissident interests to stay in power. The legacy of the American Revolution can be crystallized in at least two ways: 1. The American Revolution is an ongoing conflict and negotiation between competing social forces over who should have power and voice. 2. The American Revolution continues as those in power need to accommodate dissident interests to stay in power.

6. Thesis 1: Thesis 1: The American Revolution is an ongoing conflict and negotiation between competing social forces over who should have power and voice. Let’s brainstorm some ideas about this thesis: Can we think of any groups to apply this to? Can we think of any events we can “sew” together? Let’s brainstorm some ideas about this thesis: Can we think of any groups to apply this to? Can we think of any events we can “sew” together?

7. Thesis 2: The American Revolution continues as those in power need to accommodate dissident interests to stay in power. Thesis 2: The American Revolution continues as those in power need to accommodate dissident interests to stay in power. Let’s brainstorm how we could approach proving this thesis: What information could I try to find to see if this is true? Let’s brainstorm how we could approach proving this thesis: What information could I try to find to see if this is true?

8. It’s like a cooking show really ;) Luckily – I sometimes plan for these things in advance

9. Practice Time Using the document packet: Sort into two piles and correlate to the appropriate thesis. Organize the materials in a logical manner to prove the thesis. - Is the evidence sufficient? What else would you need? Create a general impression of the thesis that you would like to share - why is this idea significant? SO? Be prepared to share your findings with the group. Using the document packet: Sort into two piles and correlate to the appropriate thesis. Organize the materials in a logical manner to prove the thesis. - Is the evidence sufficient? What else would you need? Create a general impression of the thesis that you would like to share - why is this idea significant? SO? Be prepared to share your findings with the group.

10. SO… I found some other sources too.

11. Which Thesis?

12. Sample Classroom Activity and Final Product Students select an event or a concept. They research the Sow, Sew and So. Using string - students will utilize three needles made of construction paper. They will write the Sow, Sew and So on the needles (one to each). (OR DIGITAL MATERIALS!) Students will then use the chronological events and display them in a visual and/or textual form (on buttons). Students will then use the string to thread it all together. Students select an event or a concept. They research the Sow, Sew and So. Using string - students will utilize three needles made of construction paper. They will write the Sow, Sew and So on the needles (one to each). (OR DIGITAL MATERIALS!) Students will then use the chronological events and display them in a visual and/or textual form (on buttons). Students will then use the string to thread it all together.

13. Project Construction Thread the “So” first. Thread the Visual and textual representations based on student research (use buttons as a base). Thread the “Sew” Thread the “Sow” The threading will occur from right to left - but the final product will read left to right. Thread the “So” first. Thread the Visual and textual representations based on student research (use buttons as a base). Thread the “Sew” Thread the “Sow” The threading will occur from right to left - but the final product will read left to right.

14. What do you have? A logically researched event or concept that addresses a beginning, researched support and impact on history in a hands-on project that can be displayed in the classroom.

15. Then What? This project can be extended into the writing process in your classroom. It can be the basis for group work such as Jigsaw and Think Pair Share. This project can be extended into the writing process in your classroom. It can be the basis for group work such as Jigsaw and Think Pair Share.

16. Let’s extend... With each addition - explain it’s connection to the constant thread through ESP or SPEECH. Pull out excerpts from key documents and show their relevance over time by using White Out! Utilize True to Their Word via Presidential Inaugurals and State of the Union Addresses to gain an entry point and goalposts into governmental actions with regard to the concept or event. With each addition - explain it’s connection to the constant thread through ESP or SPEECH. Pull out excerpts from key documents and show their relevance over time by using White Out! Utilize True to Their Word via Presidential Inaugurals and State of the Union Addresses to gain an entry point and goalposts into governmental actions with regard to the concept or event.

17. We’ve just weaved our way through history using the seeds of our ideas sown long ago. Questions, Comments, Modifications? Thank You Very Much afitzpatrick@aihe.info Questions, Comments, Modifications? Thank You Very Much afitzpatrick@aihe.info