EQs: What must we understand and do to succeed in our history class EQs: What must we understand and do to succeed in our history class? Aim: How can we learn about bias and different perspectives? Do Now: (Select on below and answer in full sentence) Why do people keep diaries? What is perspective? How can the same event be both good and bad at the same time? Homework- Must work on Diary due Monday September 30th. Need to bring in two copies. No Name.

Diary Make sure you get a Diary instruction sheet. I need you to write your name on top. This will be your first major project and homework assignment for this term in Global History. Listen very closely to instructions on the Diary Project.

The Case of the Discovered Diary Part I: Members of the seminar shall each keep a diary for the week of September 21st-25th. The diaries can recount events, activities, thoughts, emotions, or any combination of these things. The only requirement is that each daily entry must be at least 200 words and no more than 350 words in length. Bring two copies of the diary with you to class on September 30th. DO NOT SIGN IT OR IN ANY WAY PUT YOUR NAME ON IT.

Part II: Each person will be given a copy of a diary written by another person. The recipient should regard the diary as a previously undiscovered primary document, and will then proceed to write a brief 3-4-page paper on the historical figure whose diary has come into your possession. These papers deal with both the explicit and implicit information contained in the document. In other words, what and how much can be ascertained about its author based upon the available evidence?   Important: Students are encouraged to do research to provide historical context for any material in the diary they are analyzing. Such sources such as a newspaper, the subway map, online sources, or a bulletin board must be cited. Bring two copies of the paper, plus the original diary, to class on October 4th.

Part III: Each person will be given both a diary and the paper written about it. Seminar members now should regard themselves as analysts or reviewers of the paper (or secondary work). How accurate and insightful is it? Were there misinterpretations? What if any potentially significant issues have been left unexplored? Do the biases or opinions of the paper’s author seem to affect the nature of their analysis? If so, where and how? Again, feel free to consult sources other than the diary--both those cited by the paper’s author and any others thought to be helpful or relevant. These reviews should also be 3-4 pages long. Two copies of it should be brought to class on October 4th.   Guidelines: Your work must include the following… Be creative with your diary entries! You can write them in an actual journal or type them using 12-point font, Times New Roman. You may also include pictures, drawings, or memorabilia such as a ticket, leaf, or other items within the pages to enhance the entry. All papers must be typed using 12-point font, double-spaced Times New Roman. Use formal tone and language in your analyses of the diary entry and secondary source – you are a historian! Review your essay for spelling and grammatical errors.

Dates for Project -September 21st-25th Write Diary Entry’s every night - September 30th Must bring in two copies of diary- with no name on it. - September 30th Diary will be exchanged. -October 4th reviews are due on diaries (3-4 pages typed.)

Lunchroom Fight Lesson Imagine that you are the principal of a school and you just found out that there was a fight in the lunchroom during lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw and who they think started the fight. Unfortunately, you have received many conflicting accounts that disagree not only as to who started the fight, but also as to who was involved and when the fight even started. It’s important to remember that NO ONE is just plain lying.

Activity on Lunch fight In pairs, students must answer the following questions: • Why would there be different stories of the event if no one is just plain lying? • What are the different types of people who might have seen this fight? (e.g., friends of those involved versus people who don’t know the kids who were fighting; those who were fighting versus those who were witnesses; adults versus kids) • What might make one pe

Summary --- Debrief. Issues to discuss: a. Why might people see or remember things differently? b. Who has an interest in one kid getting in trouble instead of another kid? Who was standing where? Could they see the whole event? c. The plausibility of the stories themselves (e.g., issues of exaggeration and how the stories fit into what is known about the students’ prior histories). Is the story believable, trustworthy? d. Time: Do stories change over time? How might what we remember right after the event differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy? e. Physical Evidence: what kinds might have an effect on what you believe: bruises, missing objects, etc. Lunchroom Fight f. All of these things apply to history: How events are interpreted, remembered, explained, and judged to be trustworthy. Studying history involves considering people’s perspectives and biases; evidence; trustworthiness. Similar to the principal, historians trying to figure out what happened in the past.