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Historiography Curriculum

Grade 9-12: Unit One

What is History?

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Course Description

Historiography is exploring new frontiers of learning through a course designed around research practices and end-product creation. Through

creativity and innovation, the research model brings students to new levels of intellectual development and engagement, which will serve them well

as they take their place in a global community. This course grounded in inquiry/project based instruction is aims to develop skills to produce their

own creations relevant to course content through the process of student research and discovery; respecting the discovery made by others; thinking

critically; constructing opportunities for each student to become clear class experts by identifying his or her points of greatest interest within the

curriculum, and developing student leadership skills

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Pacing Chart

Unit 1

5 Weeks

Unit 2 10 Weeks

Unit 3 10 Weeks

Unit 4 10 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

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Career Ready Practices

Standards

CRP2, CRP4, CRP5, CRP6, CRP7, CRP8, CRP10, CRP11, CRP12

- CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

- CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice,

and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

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Career Ready Practices

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

- CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

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Career Ready Practices

- CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

- CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

- CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

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Career Ready Practices

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

- CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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English Language Arts & History/Social Studies Grades 9-10 Common Core Standards

Craft and Structure:

RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic

aspects of history/social science.

Integration of Knowledge and Ideas:

RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

English Language Arts Standards » Writing » Grade 9-10

Text Types and Purposes:

WHST.9-10.1 a-d: Write arguments focused on discipline-specific content.

WHST.9-10.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

processes.

Production and Distribution of Writing:

WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge:

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WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject demonstrating understanding of the subject

under investigation.

WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the

usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding

plagiarism and following a standard format for citation.

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Grade: 9-12

Unit: One

Topic: What is history?

Description: In this unit students are

introduced to the origins and importance of

history and develop the historical thinking

and analysis skills

New Jersey Core Curriculum Content Standards (NJCCCS):

Common Core State Standards (CCSS): RH.9-10.7, RH.11-12.8, RH.11-12.6, WHST.11-12.2.E, WHST.9-10.7, WHST.9-10.8, WHST.11-12.2.E,

WHST.9-10.1 a-d, WHST.9-10.2 a-f

NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

Assess the origins of

history.

Standard: RH.9-10.4,

RH.9-10, RH.11-12.10,

WHST.9-10.1 a-d,

WHST.9-10.2 a-f

1) What is history?

2) Where and when did

history begin?

3) Why is it important

to study and record

history?

4) What is the role of

written language in

recorded history?

Microtheme: Write a one-

page paper or create a

graphic novel telling your

own personal family history

or the history of someone

you admire.

Origins of Human History

Article:

http://www.polyhigh.org/ou

rpages/faculty_resources/E

mergency%20Lesson%20Pl

What is history?

http://www.history.ac.uk/i

hr/Focus/Whatishistory/m

arwick1.html

Stanford Education

Group:

https://sheg.stanford.edu/

what-is-history-poster

History Today. Recorded

History:

Visual Arts: Create an

original poster, mural, or

sculpture that symbolized

what history means to

humanity.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

an/realeve.pdf

http://www.historytoday.c

om/simon-

szreter/recorded-history

Khan Academy Records

and History:

https://www.khanacademy

.org/partner-content/big-

history-

project/agriculture-

civilization/first-cities-

appear/a/recordkeeping-

and-history

Met Museum Origins of

Written History:

http://www.metmuseum.o

rg/toah/hd/wrtg/hd_wrtg.h

tm

Explain the importance of

history.

Standard: RH.9-10.7,

1) What is the

difference between

history and the past?

Journal:

How does the quote below

convey the importance of

Why study history?

https://www.historians.org/a

bout-aha-and-

membership/aha-history-

ELA/Poetry: Write a short

poem interpreting the

importance of history.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

RH.11-12.8, WHST.9-

10.7, WHST.9-10.1 a-d,

WHST.9-10.2 a-f

2) How does history

make the world a

better place?

3) Why study history?

history? Rewrite this quote

in your own words “Those

who don't know history are

doomed to repeat it.”

― Edmund Burke

Debating History:

Each person’s worldview is

shaped by individual

experiences, as well as the

experiences of the group to

which he or she belongs. If

we are ignorant of the

contemporary and historical

experiences of a variety of

cultures, then we cannot

hope to understand why

people, communities or

nations behave the way they

do or make the decisions

they make.

Activity: In groups of 4

students will be assigned the

pro or con side of a

historical argument. 1)

Dropping the Atomic Bomb

on Japan 2) Child Labor

Laws and 3) GMOs

and-archives/archives/why-

study-history-(1998)

Why History Matters:

http://www.history.ac.uk/ma

kinghistory/resources/article

s/why_history_matters.html

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

Socratic Discussion: Do you

believe the quote below to

be true? Why?

“It is from numberless acts

of courage that human

history is shaped. Each time

a person stands up for an

ideal, or acts to improve the

life of others, or strikes out

against injustice, he or she

sends forth a tiny ripple of

hope, and those ripples

build a current that can

sweep down the mightiest

walls of oppression and

resistance.” -Robert F.

Kennedy (adapted)

Examine connections

between the historical past

and the present.

Standard: RH.9-10.4,

RH.9-10.7, WHST.9-10.7,

WHST.9-10.1 a-d

1) How is history a

record of human

experiences that link

the past to the

present and the

future?

2) How does your own

personal history

Journal: How does the

historical past of Paterson

influence modern life in the

city?

Re-Writing History

Lesson Plan: http://www.educationworld.

Historical Past and

Present:

http://www.europhd.eu/html

/_onda02/07/PDF/14th_lab_

scientificmaterial/liu/past_p

resent.pdf

ELA: Re-imagine your

own history or the history

of your city, country or

town in an original short

story. How would life be

different?

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

impact identity?

com/a_lesson/rewriting-

history.shtml

Interpret ideas and events

from different historical

perspectives.

Standard: RH.9-10.7,

RH.11-12.6, WHST.11-

12.2.E, RH.11-12.8,

WHST.9-10.7, WHST.9-

10.8, WHST.9-10.1 a-d,

WHST.9-10.2 a-f

1) How does history

change through

various lenses?

2) Why is historical

perspective

important to future

generations?

Lunchroom Fight Lesson: http://sheg.stanford.edu/upl

oad/V3LessonPlans/Lunchr

ooom%20Fight.pdf

Have you ever heard of the water cycle? What do you know about it?

Point of View Lesson:

A careful analysis of

political cartoons can

provide a glimpse into key

moments of U.S. political

history. In this activity,

students will closely

examine political cartoons

about the Stamp Act; make

inferences about the

political, social, and

economic situations

depicted therein; and offer

informed speculations

concerning each creator’s

point of view.

Stanford Thinking Like a

Historian: Historical

Thinking Chart

http://sheg.stanford.edu/u

pload/V3LessonPlans/Hist

orical%20Thinking%20C

hart.pdf

Historical Thinking

Project:

http://historicalthinking.ca

/historical-perspectives

Visual Arts/History: Create a campaign poster

or political cartoon for the

upcoming 2016

Presidential election from

own perspective.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

Using the primary source

analysis tool to interpret the

point of view of the artist.

http://www.loc.gov/teachers

/usingprimarysources/resour

ces/Primary_Source_Analys

is_Tool.pdf

Evaluate information for

accuracy, separating fact

from opinion.

Standard: RH.9-10.7,

RH.11-12.6, RH.11-12.8,

WHST.9-10.8

1) How do historians

construct the

“truth”?

2) How do researchers

separate fact from

fiction?

Fact or Fiction Lesson

Plan: http://learning.blogs.nytime

s.com/2004/05/28/animal-

fact-or-fiction/?_r=0

Fact Check and

Corroborate:

In groups of two students

should choose 3 historical

History Today: Between

Fact and Fiction:

http://www.historytoday.co

m/mathew-lyons/between-

fact-and-fiction

Inquiry Lesson:

http://teachinghistory.org/te

aching-materials/teaching-

guides/24123

Boston Massacre: Fact,

Creative Writing: Have

students write their own

historical fiction story. Ask

them the questions like: If

you could travel back in

time, which historical era

would you choose? Why?

What historical events were

taking place, during that

time? What would your

character be like? How

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

events widely believed to be

true and their sources. Use

the criteria below in the

computer lab or on class

ipads to determine

authenticity.

Are there other sources

to support this source?

Are there sources that

disagree with this

source? Why?

What’s the same?

What’s different?

What are the reasons for

the similarities and

differences?

Do sources

acknowledge counter

evidence?

Was anything omitted?

Fiction, or Bad Memory

http://www.smithsoniansour

ce.org/display/lessonplan/vi

ewdetails.aspx?TopicId=10

04&LessonPlanId=1016

would you smoothly inject

your character into that

particular place and time?

Identify, examine, and

interpret primary sources

and secondary sources

Standard: RH.11-12.2,

RH.11-12.6, RH.11-12.7,

WHST.11-12.2, WHST.9-

1) What is a primary

source?

2) What is a secondary

source?

3) How do historians

Time Capsule: In groups of

3-4 have students create a

time capsule of the 21st

century made up of primary

documents that will tell

future generations about

how e lived and how we

National Archives History

in the Raw:

http://www.archives.gov/ed

ucation/history-in-the-

raw.html

Primary Sources:

ELA: Have students write

a short essay in which they

define primary and

secondary sources and then

explore a topic using one of

each.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

10.8 classify sources? were.

Primary Vs. Secondary: Have students choose an

historical event that they’d

like to know more about.

Then, in their groups, have

them research to find one

source about this event.

They should then identify if

this source is primary or

secondary and explain why.

Finally they should prepare

a one to two minute class

presentation about what

they’ve found. (Note: if

class is mostly beginning

level students, you may

want to choose the historical

event for them based on the

plentitude of information

available. For classes

without computers, you may

choose to provide books,

newspaper articles, copies

of speeches, etc.).

Interpreting Sources:

http://www.teachtci.com/tea

ching-strategy-and-

classroom-technology-

webinars/primary-sources-

three-places-to-get-them-

and-ten-classroom-

activities.html

Teaching Primary and

Secondary Sources: https://portal.utpa.edu/utpa_

main/daa_home/coah_home

/history_phil_home/mas_ho

me2011/events_news/mas_c

urriculum/SecondaryLP_Pri

marySecondarySources_We

b.pdf

National Archives NHD

Resources: http://www.archives.gov/ed

ucation/history-day/

UC Davis: The Process of

Historical Investigation: http://historyproject.ucdavis

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

Excerpt from entry from

Encyclopedia Britannica Online

concerning Aztec rain deity

Tlaloc. “Five months of the 18-

month ritual year were dedicated

to Tlaloc and to his fellow deities,

the Tlaloque, who were believed

to dwell on the mountaintops.

Children were sacrificed to Tlaloc

on the first month, Atlcaualo, and

on the third, Tozoztontli. During

the sixth month, Etzalqualiztli,

the rain priests ceremonially

bathed in the lake; they imitated

the cries of waterfowls and used

magic “fog rattles”

(ayauhchicauaztli) in order to

obtain rain. The 13th month,

Tepeilhuitl, was dedicated to the

mountain Tlaloque; small idols

made of amaranth paste were

ritually killed and eaten. A similar

rite was held on the 16th month,

Atemoztli.” 1) What event or

historical period is being

discussed? 2) Is this a Primary or

Secondary Source? 3) Why do

you think this?

.edu/pdfs/Process_of_Histor

ical_Investigation.pdf

Primary and Secondary

Sources:

https://mnliteracy.org/sites/d

efault/files/curriculum/socia

l_studies_week_6.pdf

Recognize bias and 1) How does bias and Differentiating fact from

fiction: Show students PBS Recognizing Bias: ELA/technology/social

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Interdisciplinary

Connections

opinion in historical text.

Standard: RH.11-12.2,

RH.11-12.6, RH.11-12.7,

WHST.11-12.2, RH.9-

10.7, WHST.9-10.8,

opinion affect

history?

2) What is point of

view?

3) What is bias?

propaganda posters. What is

propaganda?

http://sheg.stanford.edu/upl

oad/V3LessonPlans/Nazi%2

0Propaganda%20Lesson%2

0Plan.pdf

Journal: What does the

following quote mean to

you? Rewrite in your own

words. “There are two sides

to every story.”

Inquiry Chart: Using an Ichart:

http://www.adlit.org/pdfs/str

ategy-library/ichart.pdf

Have students complete a

side-by-side comparison of

two historical events.

http://www.pbs.org/pov/elg

eneral/lesson-plan/

What is Bias and How do

we Recognize it?

https://www.pdesas.org/mo

dule/content/resources/1940

2/view.ashx

University of Massachusetts

Historical Bias:

https://www.umass.edu/wsp

/history/outline/bias.html

NPR Draw My Left! No,

No, My Other Left! A

Hidden Bias In Art

History Revealed:

http://www.npr.org/sections

/krulwich/2014/05/07/30982

8787/draw-my-left-no-no-

my-other-left-a-hidden-bias-

in-art-history-revealed

media: Write a 140-

character twitter post

answering the question.

Why is a novel a difficult

source to use when creating

an NHD project?

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Unit Vocabulary

History

Primary source

Secondary source

Artifact

Culture

Context

Chronology

Perspective

Interpretation,

Acts

Opinions

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Unit Project

NHD Project Stage I: THE PROCESS OF HISTORICAL INVESTIGATION

The goal at the end of this unit Developing research skills: students act as historians discovering how to uncover primary sources, build historical

context and form historical interpretations; Becoming experts on their research topic: presenting their research to teachers, students, and historians.

Starting the NHD Project

Have students choose a topic for their research project. Ask them to write this down, why they chose this topic, and how it relates to the NHD theme.

Have students develop five to six questions that will guide their research. These should be open-ended questions that they will be able to answer

once they put together good information. They should not be able to be answered by yes or no.

Find a primary source and fill out a Document Analysis Guide (National Archives) This assignment can be given multiple times, as students need

to have multiple primary sources for their projects.

Find a secondary source and write down the importance of this source to their project. This assignment can be given multiple times, as students

need to have multiple secondary sources for their projects.

Have students turn in a written copy of their thesis. This can be done in stages. For example, have students turn in a rough draft, a second draft,

and a final draft of their thesis.

Ask students to respond in written form to the following questions: What is your argument? What are the long-term results of your topic? What

are the short-term results of your topic? What is the heart of your topic? What are some primary sources that support your argument? What are

some secondary sources that support your argument? How does your argument relate to the NHD theme?

Have students turn in a rough draft, second draft, and final draft of their Process Paper.

Have students turn in a rough draft, second draft, and final draft of their bibliography.

Have students peer edit each others project content.

***Document Analysis Worksheets: https://www.archives.gov/education/lessons/worksheets/

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Field Trip Ideas: WPUNJ Library, Paterson Public Library, and Rutgers Library