Who was Toussaint Louverture?Print made from an 1838 engraving                           French print from                ...
Who was Toussaint  LOuverture?:  A History Lab        MCSS 2013  Eric Beckman, Anoka HS
Todays session● History Labs: what and why?● Why the Haitian Revolution● The Toussaint LOuverture Lesson  ○ overview  ○ in...
What are History Labs?● Authentic historical practice  ○ Interpretation of sources  ○ Weighing evidence  ○ Drawing conclus...
One History Lab ModelDay One:●   Hook●   Context●   Teacher: Pose Question●   Students: interpret and discuss documents●  ...
Shifting our understanding ofhistory from knowing      doing      Settled                                           Carefu...
Why History Labs● Not just a good idea,    its the law            New Standards, Benchmark●   Engagement              9.4....
Make your own labs● Choose topic● Find sources  ○ select  ○ edit● Formulate guiding question● Processing check in● Authent...
Why Toussaint LOuverture                              ● Broadened Curriculum                                ○ Western Hemi...
Hook:      Who an 1838 engravingPrint made from                was Toussaint Louverture?               French print from  ...
Haitian Revolution
Lear letter
History Lab Model, more detail,compare with lesson plan ● Hook with visual or text ● Establish context ● Pose organizing q...
Students constructing historical          knowledge
History Lab Theory and PracticeInformed by:Lendohl Calder, “Uncoverage: Toward a Signature Pedagogy for the History Survey...
Haitian RevolutionInformed by:The LOuverture Project
Who was toussaint  mcss 13
Who was toussaint  mcss 13
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Who was toussaint mcss 13

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Who was toussaint mcss 13

  1. 1. Who was Toussaint Louverture?Print made from an 1838 engraving French print from An 1802 engraving
  2. 2. Who was Toussaint LOuverture?: A History Lab MCSS 2013 Eric Beckman, Anoka HS
  3. 3. Todays session● History Labs: what and why?● Why the Haitian Revolution● The Toussaint LOuverture Lesson ○ overview ○ investigate● Wrap Up
  4. 4. What are History Labs?● Authentic historical practice ○ Interpretation of sources ○ Weighing evidence ○ Drawing conclusions● Inquiry-based, teacher-framed● Deep learning Fact Interpretation Opinion
  5. 5. One History Lab ModelDay One:● Hook● Context● Teacher: Pose Question● Students: interpret and discuss documents● Check in (formative)Day Two:● Product (summative) Ideas drawn from Bruce Lesh and Stanford History Education Group (SHEG)
  6. 6. Shifting our understanding ofhistory from knowing doing Settled Carefully Different collection of constructing perspectives facts knowledge adapted from Bruce VanSledright
  7. 7. Why History Labs● Not just a good idea, its the law New Standards, Benchmark● Engagement 9.4.1.2.1:● Reading and writing "Pose questions about topics in history; suggest possible answers● Higher order thinking and write a thesis; locate and organize primary and secondary● Teachers frame, sources; analyze them for credibility students create and bias; corroborate information across the sources; use sources to support or refute the thesis; and present supported findings."
  8. 8. Make your own labs● Choose topic● Find sources ○ select ○ edit● Formulate guiding question● Processing check in● Authentic product
  9. 9. Why Toussaint LOuverture ● Broadened Curriculum ○ Western HemisphereBenchmark 9.4.3.11.2: ○ African diaspora"Describe the independence ○ Slaverymovements and rebellions inthe Caribbean and Central ● Primary Sources in Englishand South America; analyzethe social, political and ● Connection to Frencheconomic causes and Revolutionconsequences of theseevents." ● State standardsToussaint is listed as anexample, along with Bolivar
  10. 10. Hook: Who an 1838 engravingPrint made from was Toussaint Louverture? French print from An 1802 engraving
  11. 11. Haitian Revolution
  12. 12. Lear letter
  13. 13. History Lab Model, more detail,compare with lesson plan ● Hook with visual or text ● Establish context ● Pose organizing question ○ Focus on history concept ○ Engage students ● Students Interpret Documents ○ Individually or jigsaw ○ Mark it up! ○ Conclusions ○ Discuss ● Check in (formative) ○ Students use evidence ○ Feedback ● Product (Summative) Ideas drawn from Bruce Lesh and Stanford History Education Group (SHEG)
  14. 14. Students constructing historical knowledge
  15. 15. History Lab Theory and PracticeInformed by:Lendohl Calder, “Uncoverage: Toward a Signature Pedagogy for the History Survey"Bruce Lesh, Why Wont You Just Tell Us the Answers?Bruce VanSledright, The Challenge of Rethinking History EducationStanford History Education GroupPowerful and Authentic Social Studies (PASS) program of the NCSSSam Wineburg, “Crazy for History”
  16. 16. Haitian RevolutionInformed by:The LOuverture Project

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