1. Hello Everyone! Please do now: Take out NAME TAG
Write homework in agenda
Put it away
Take out Brown Bag
DO NOT OPEN!
Notes from yesterday
Wait for instructions

2. Unit: Introduction
Topic: What do historians do?
EQ: What does the collection of evidence allow historians to do?

3. Fracture Crisis
Title screen
NEW
CONTINUE
TUTORIAL

4. Department of Timeline Security Training Program
EST
TEMPUS
Department of Timeline Security
It’s About Time
EST
TEMPUS
Department of Timeline Security Training Program
COLLECT I CONSIDER I COMMUNICATE
Include: 8 skills?
Cite evidence?
Compare.
Ask question, identify sources, analyze evidence,
Level assumptions, provide context, make an argument, interpret,
Collect
10. Read
4. Define (Vocabulary)
2. Summarize
3. Process/sequence
Investigate
5 & 6. Purpose//POV
7 & 9 Connect (graphics/text, primary and secondary)
8. Fact vs. Opinion (myth vs. history)
Communicate
Write (ARE)
Create
Present
Collect
Consider
Communicate

5. The Starting Point
Truth exists.
Truth needs to be supported.

6. The most important word in history is…

7. BECAUSE

8. Training Module 1: Collect
Read Define Summarize
School Fight Scenario
PRESS START

9. Collect involves the gathering basic information without opinion or interpretation: -“License and registration please” -Tell me what happened here. -How fast were you going sir? - Have you been drinking?
“Tell me what happened.”
“What was their name and grade?”
“What is your name and grade?”
“What did you hear and see?”

10. Sources of Information
Primary Sources
Secondary Sources
Diaries, journals, and letters
Newspaper articles
Government records
Photographs, maps, postcards, posters
Podcasts
Interviews
Artifacts
Bones
Fossils
Biographies
Histories
Literary Criticism
Textbooks
Wikapedia
Artifacts
Letters
Observations
Textbooks
Wikipedia
Documentaries
Podcasts
Bones
Paintings
Newspaper Articles
Fossils
Diaries
Interviews
Historians cant always interview people.
They collect different types of information

11. Collect Level 4 Summarize PRESS START
Summarize what we just learned from these 2 students. Write it down in a brief statement.
PRESS START

12. Hello Everyone! Please do now: Take out NAME TAG
Write homework in agenda
Put it away
Take Out:
Notes from yesterday
Pen or Pencil
Wait for instructions

13. Department of Timeline Security Training Program
EST
TEMPUS
Department of Timeline Security
It’s About Time
EST
TEMPUS
Department of Timeline Security Training Program
COLLECT I CONSIDER I COMMUNICATE
Include: 8 skills?
Cite evidence?
Compare.
Ask question, identify sources, analyze evidence,
Level assumptions, provide context, make an argument, interpret,
Collect
10. Read
4. Define (Vocabulary)
2. Summarize
3. Process/sequence
Investigate
5 & 6. Purpose//POV
7 & 9 Connect (graphics/text, primary and secondary)
8. Fact vs. Opinion (myth vs. history)
Communicate
Write (ARE)
Create
Present
Collect
Consider
Communicate

14. Consider involves analyzing, interpreting and connecting the basic information:
-What does this other evidence show? -Has this person done this before? - Does his story make sense?

15. Look at the following items
Look at the following items. What is it and what does it tell you about the person who has it?
5 & 6. Purpose//POV
7 & 9 Connect (graphics/text, primary and secondary)
8. Fact vs. Opinion (myth vs. history)

16. 5 & 6. Purpose//POV
7 & 9 Connect (graphics/text, primary and secondary)
8. Fact vs. Opinion (myth vs. history)

17. Communicate involves logically sharing information with others:
-How can I summarize this information?
-How can I convince others to agree with me?
-What evidence do I have that my position is true? - What is the best method of presenting this information?

18. Explanation/Analysis
Communicate Level 2
A.C.E.
Claim
Evidence
Explanation/Analysis
PRESS START

19. Claim- answer to the question you have investigated and making a statement.
Evidence- Data, direct or paraphrased quote with proper citation.
Explanation/Analysis

20. EQ: Which is better, dogs or cats?
C: Dogs are better than cats. <-Claim
E: Dogs are known as loyal animals. <- Evidence
E: No matter how many times I call my dog stupid he still loves me <-connect them