Day 2- Finding and Evaluating Sources, Online Collaboration and Discussion Tools
Time
Activity
Description
Materials
9:00-9:30
JR
Text on Text
Choose a marker
Annotate each text with analysis, connections to other texts, questions, reactions
Respond to other annotations
Markers, textbook excerpts, big paper
9:30-10:30
JR
Jigsaw
Guiding Questions:
How does this author define the purposes of studying history?
What does the study of history consist of? What kinds of topics are to be studied? Who is to be studied?
What topics, themes, and narratives are emphasized? What are left out?
What should a student of history be able to do? to learn? What should he or she believe?

20min- read
10min- discuss
30 min- teach/discuss



10:30-10:55

EK
Review of primary source activities
What did you learn from each of the activities? What seem to be the strength and weaknesses of each?
Why not just have student read and discuss?
What should you be doing while students are doing these activities?
None necessary
10:55-11:10
Break


11:10-11:30

JR
Review of yesterday
Review of yesterday
- Two goals: experimenting with diverse pedagogies and learning about the history of history instruction
- Two sets of EQs: how did 19th C. textbooks position America in the world? How has history instruction changed? & How can diverse pedagogies serve diverse learners
- Activities: lecture, note-making, think-aloud, jigsaw, using “primary source algorithm”
Today
- Finish our discussion of reading activities (although we’ll do more)
- Web Search and Web Site assessment/evaluation strategies
- Technology mediated communication and collaboration-

Assessments
Thanks for signing up for sites…

Basics of lesson planning
- Share learning goals
- Intro and orientation
- Conduct activity
Exit exercise/reflection, etc.
- DBQ
- Expected to use outside sources…
DBQ Example: http://ap_history_online.tripod.com/apushdbq1.htm
11:30-12:30
Lunch Break
Read BPS Pacing Guide
Think of one questions for discussion
Copies of BPS pacing guide
12:30-
1:30
IM Discussion in Typewith.me
Questions for discussion:
What is the purpose of studying this subject?
What is the proper object of study in this subject?
What topics, themes, and narratives are emphasized in the BPS history guide? What is left out?
Student questions…
Group 1: http://typewith.me/r833dDEeUY
Group 2: http://typewith.me/mof21WPrAa
1:30-2:30

JR
Searching and Web Literacy
Guided Inquiry vs. Open Research

Search Directories
Search Engines

Advanced Google Search
Search Terms
Assessing Web Sites
Searching and Web Literacy Slides

https://docs.google.com/present/view?id=ddqt5t5t_89c6nq75g7

Laptops for students, wireless connections, students with Google Accounts
2:30-3:30
Analyzing Visual Evidence
- Connecting key details to course themes
- Scaffolding Visual Evidence analysis for students
Constantine Conversion art .ppt
3:30-4:00

JR
Wrap Up
Homework… Show 19th century textbooks. Continue preparing lesson, DBQ, etc.