1.  In your groups, read the “lunchroom fight scenario” handout and answer the three questions on your own piece of paper.  You will need an additional piece of paper for notes.  Day 3 of Introduction Unit: Classroom Culture and Power of Historical Literacy

2.  This classroom should be a safe, relaxed educational environment. This is a community of learners—you each have the ABILITY and RIGHT to learn. Guidelines are in place to protect this right.  We are here to learn and be better in May than we are today.  You have my respect and my trust. I am pumped to be your teacher and I know that you are all unique, talented human beings. You’re a person, not a statistic or test score.  You can be successful in this class!

3.  Objective: I can…identify and discuss characteristics of history; establish a purpose for this class  Essential Question: Why should you take this class? 1. Do Now—Lunchroom Fight discussion (classwork paper) 2. Video-Why Study History? (classwork paper) 3. Story of your birth (classwork paper) 4. Pre-Test/Skills Diagnostics (separate paper) 5. Cornell Notes—Go to my page on the JOJ website, download this ppt, and complete Cornell notes for slides 12-23. Work in groups of 2-3 depending on computer access. (separate paper/cornell paper)

4. Remember group discussion expectations. Please raise your hand and wait to be called on by me. Only one person at a time and respect one another! 1. How could there be different stories of the event if no one is lying? 2. Who are the different people who might have seen this fight? 3. What might make one person’s story more believable than another person’s?

5.  Why might people see or remember things differently?  Who has an interest in one person getting in trouble instead of another? Who was standing where? Could they see the whole event?  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?  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?

6.  The principal needs to consider which stories are more or less reliable because it’s important to understand why the fight began. Not only is it important that the instigator (if there was one) be punished, but also it’s important to think about how to prevent such fights in the future.

7.  Historians, in trying to figure out what happened in the past, essentially engage in the same work. Just like the principal, there’s no way to actually recreate the moment or time- travel to witness it. All that historians have to work with is the remaining evidence — ranging from people’s stories to physical artifacts.

8.  Sourcing is the act of questioning a piece of evidence and trying to determine if it’s trustworthy. When you source, you ask how people’s biases or perspectives shape their story. This doesn’t necessarily mean that a person is lying if he or she comes from a particular perspective. They still might have something valuable to contribute to your understanding of what happened in the past. But as a reader it’s important to keep in mind that each person sees the world in a particular way. When you keep that in mind, you’re sourcing.

9.  Draw a line underneath your DO NOW.  During the video, jot down everything that you recognize.  This will introduce the notes on today’s essential question: Why should you take this class?

10.  What is the story of your birth? Quietly write everything you can think of and include an illustration.  Be ready to share with your neighbors.

11. 1. How do you know the story of your birth? 2. What evidence do you have to back your story? 3. How might someone else remember the story?

13.  History is the story of humans. It is the memory of mankind.  History is about real people, real events, real issues.  Specifically, history is an account of the past.

14.  Accounts/narratives differ depending on one’s perspective.  We rely on evidence to construct our accounts of the past.  We must question the reliability of each piece of evidence.  Any single piece of evidence is insufficient.  We must consult multiple pieces of evidence in order to build a plausible account.

15. Historians:  ask questions about human interaction in current and past events,  seek appropriate sources of data, and  attempt to develop an explanation to answer those questions.

16.  What happened?  How did it happen?  Why did it happen?

17. 1. To uncover the unknown 2. To answer questions 3. To identify the relationship between past and present 4. To record and evaluate the accomplishments of individuals, agencies, or institutions 5. To aid in our understanding of the culture in which we live

18. Historical investigation moving from more simple to more complex. 1) Recall: History is what we choose to remember about the past. 2) Interpret: History involves explaining people and events. 3) Apply: Use what we know about the past to understand the present.

19. 4) Analyze: History involves figuring out complicated situations. 5) Synthesize: History involves making sense out of a jumble of facts. 6) Evaluate: History involves making judgments about people and events.

20.  We study it in order to get a sense of who we are and to better understand ourselves.  It enables us to understand human tendencies, social institutions, and the human condition/struggle.  We study history so that we can learn from the past.

21.  Background knowledge helps us to participate in society.  It can help develop tolerance, open- mindedness, respect for diversity, and appreciation of social justice.  History improves skills like reading, writing, listening, speaking, and research—making you more ready for college, career, and civic life!  Historical thinking is critical thinking!

22.  Our planet and society are facing huge problems: climate change and environmental destruction, economic crisis, inequality, poverty, oppression, war.  It is up to YOU and YOUR GENERATION to tackle these problems.  People make choices. Choices make history.

23.  True or false: Human nature as we know it today is a product of our history, not its cause.

24.  In your Cornell notes summary, write a paragraph (5-6 complete sentences) answering the following question: Why should you take this class? This is your Cornell Notes summary and will function as your reflection.  Make sure you turn in classwork, Cornell notes, pre-test and syllabus signature sheet before leaving today.

25. https://apstudent.collegeboard.org/apcourse/ap-united-states-history 1. List the 7 themes of AP US History. 2. List the 9 period of AP US History. 3. List the 9 historical thinking skills in AP US History. 4. A) What are the 4 parts of the AP Exam? B) How much time and percentage of score is each part? C) How long is the entire exam? 5. List 3 interesting college majors recommended for APUSH students. 6. List 5 interesting career areas recommended for APUSH students. 7. What aspect of APUSH will be your biggest strength? (Historical knowledge, reading, writing, taking exams, etc.) 8. What aspect of APUSH will be your biggest challenge? (Historical knowledge, reading, writing, taking exams, etc.) 9. How do you plan to work on this challenge? 10. What is your goal for the AP Exam? Describe your plan to achieve this goal.

26. “ History is about the sequence of events that led to the lives we lead today. It is the story of how we came to be ourselves. Understanding it is the key to finding out if and how we can further change the world in which we live. ‘He who controls the past controls the future,’ is one of the slogans of the totalitarians who control the state in George Orwell’s 1984. It is a slogan always taken seriously by those living in the palaces…”—Chris Harman