1. Historical Thinking in an Inquiry-Based Classroom Jan. 19, 2016 Part 2 Risa Gluskin

2. Historical Significance addresses the question: “What is worth studying?” Applies criteria

3. Mesopotamian Dragon’s Den: Criteria CBC Television, 2013, http://www.cbc.ca/television/ (March 11, 2013).http://www.cbc.ca/television/ “Events, people, or developments have historical significance if they resulted in change. That is, they had deep consequences, for many people, over a long period of time.” (Significance, Guidepost 1, The Big Six)

4. Dragon’s Den Assessment As and For Learning Assessment comes from the Latin word assidere, which means “to sit beside or with” (Lorna Earl, Assessment as Learning, 2003) Self-assessment to create self-awareness – At beginning of course especially To create a baseline and set goals – “Overemphasis on the product may devalue the essential experiences of the process of inquiry.” (Jill Colyer and Jennifer Watt, IQ, 2014)

5. Continuity and Change Asks us to consider similarities and differences in the lives and conditions of societies that came before us

6. Histiograph

7. Progress and Decline 1920s Timeline

8. Use of Primary Source Evidence asks us to consider: Contextualization Sourcing Corroboration Various interpretations

9. Idle No More Identify different historical perspectives in three different types of evidence: 1.video (views on the Indian Act from ‘The Eighth Fire’) Worksheet on how irritating, repressive, and/or absurd aspects of it can be 2.primary source evidence (Indian Act terminology) E.g., illegitimates, half-breeds, non-treaty Indian, intoxicants 3.secondary sources (headlines from different newspapers about Idle No More protests) – The decent fix for aboriginal rights (Maclean’s, Feb. 1, 2013) – Idle threats aren’t the answer (Toronto Sun, Jan. 16, 2013) – worthwhile movement to gain rights – inconvenient – dangerous

10. Historical Perspectives Asks us not to judge the past by today’s standards Has students directly consider what is different between us and them.

11. Ancient Greek Women Discuss what inferences historians could make about Greek women based on 10 objects. Divide your inferences into these three categories: What is known for certain? What is probable? What is unsure (you are guessing)? “Attributed to the Amasis Painter: Lekythos. (31.11.10)”. Heilbrunn Timeline of Art History. Metropolitan Museum of Art. 2000-. http://metmuseum.org/toah/works-of-art/31.11.10 (July 10, 2012).

12. Colonial Power’s Perspective Independence Movement’s Perspective Who (who colonized, who resisted – class, ethnicity, leaders) What (main events) When and where (background of colonization, origins, significant dates of resistance and holding on; where – boundaries, geo-political significance of location, sites and dates of resistance) How (methods of colonization, methods of resistance - peaceful/violent, and methods of holding on to power or punishing rebel/nationalist leaders – imprisonment, death, education) Why (reasons for colonization, reasons to push for independence/nationalism, reasons for mother country to hold on or relent)

13. Triangulation Products ObservationsConversations Comparing lessons of decolonization from: Algeria, Ghana, India, Kenya Handbook

14. Causes and Consequences Shifts our focus to the multiple causes and consequences of events, both intended and unintended

15. Vietnam War Causes BBC, GCSE Bitesize, How and Why Was the US Involved in the Cold War?, 2013, http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/usa19292000/3coldwar1.shtml (March 12, 2013).http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/usa19292000/3coldwar1.shtml Assess the influence of the Cold War and decolonization in causing the Vietnam War. In other words, to what extent did the Cold War and decolonization cause the Vietnam War? (Though other factors may have played a role, only focus on the relative influence of these two.) Colonization and Decolonization in Vietnam, The Beginning of the Colony Marathon Race, March 14, 2012, http://colonizationdecolonizationvietnam.blogspot.ca/ (March 12, 2013). http://colonizationdecolonizationvietnam.blogspot.ca/ Other

16. Who and/or What Makes Historical Change? Groups Individuals Historical Conditions/ Social Forces X

17. Ethical Dimensions of History Meaningful history does not “neutralize” past events We must consider historical perspective but also recognize that some things are unjust

18. Mayan Bloodletting How Maya themselves saw bloodletting (*ethical concerns): – Consensual – people agreed to it (*children, orphans, slaves, not nobles) Many children agreed to it because they were brought up in that climate – Religiously motivated Pain was seen as something they give for the gods – *Less pain for nobles They believed it would lead to good things – Important if doom is coming – *to keep nobles in power

19. Weighing the Evidence – HTC Journal Entry 1. an unethical practice (ethical concerns are heaviest, even considering their own culture) 2. on the whole it is okay but there are some minor ethical concerns 3. an ethical practice (it was accepted in their society and we don’t have major ethical concerns)

20. Next Step Go forth and stand on the side of your class!