Fundamentals of history


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  • Fundamentals of history

    1. 1. Fundamentals of History All the important stuff you need to know to be successful in history class.
    2. 2. Taking Notes For every note-taking activity we do in class (such as taking notes from the textbook or PowerPoint) you will be provided with a graphic organizer.
    3. 3. Taking Notes The graphic organizer is set-up in a modified Cornell style. Basically this means there are three sections: 1. Section Title (the name of the section in the book/or the slide on the PowerPoint). 2. Notes (where you take your notes). 3. Vocabulary (where you write in new vocabulary words and their definitions).
    4. 4. Taking Notes At the bottom on the graphic organizer there is a box labeled “Summary” – in this box you summarize what you learned 3 – 6 complete sentences.
    5. 5. Primary vs. Secondary Sources A primary source is an item/document that was created during the time period being studied, such as: Letters Diary Entries Books Maps Artifacts (ex: fossils) Newspaper/Articles
    6. 6. Primary vs. Secondary Sources A secondary source is an item/document that was created after the time period being studied by someone who was not present at the event/or didn’t live during the time period and usually relies on primary sources, such as: Textbook Any website article about the past Encyclopedias
    7. 7. Problems with Primary Sources  Primary sources are an excellent resource to use for studying history. They provide us with direct information about the past from someone who lived through that time period.  Primary sources often contain bias or a person’s perspective on the event. Their perspective isn’t necessarily wrong, but it doesn’t always take all views into account.  When using primary sources it is important to consider who made the source and what their bias would be.
    8. 8. Bias in Primary Sources Activity 1. Everyone will watch the video once in COMPLETE SILENCE. No one will comment on the video. 2. After everyone has seen the video everyone will be assigned a role. 3. We will watch the video again, keeping your roles in mind. 4. Once the video is complete everyone will complete their assignment based on their role.
    9. 9. Using Primary Sources We will often use primary sources in this class, since they tend to provide the best information about the past. When we use primary sources you will either have guiding questions to help you find the valuable information or you will use one of the primary source analysis worksheets. We’re going to try out using a primary source document worksheet to analyze a political cartoon.
    10. 10. Problems with Secondary Sources A secondary source is created by someone who did not live through the event/time period the information is about. A secondary source can contain an individual’s bias about the topic they are writing/creating about. The creator chooses what information to include/exclude. Their decisions greatly impact the final product and may not give the reader a full picture.
    11. 11. Secondary Source Example Every year, Ms. Herzl asks her students if they prefer Batman or Superman on her opening survey. Here are last years results from two of her five classes:
    12. 12. Secondary Source Example Which statement most accurately describes the survey results? 1. When asked to pick their favorite superhero 54% of freshmen responded Batman. 2. Poll results reveal that Batman is the most popular superhero today. 3. Out of 48 freshmen surveyed 46% said they preferred Superman over Batman. 4. High school students like Batman better than Superman.
    13. 13. Summarize! When filling in your summary box at the bottom of your notes consider answering/discussing the following: Is there any source that has no bias? What kind of source is the best to use? Why? Why is it a bad idea to only use one source or one type of source when doing research?