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  • Historical Inquiry: Garbology Lesson Plan

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    This lesson plan teaches students about making inferences versus stating facts through a "garbology" activity where students analyze household trash. The plan has 5 steps: 1) an introductory activity, 2) modeling of historical inquiry skills, 3) a guided cartoon analysis, 4) an independent trash analysis where students make observations and inferences about a household, and 5) a closing discussion about historical inquiry and assessments.

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    garbologylessonplan-2

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    This lesson plan teaches students about making inferences versus stating facts through a "garbology" activity where students analyze household trash. The plan has 5 steps: 1) an introductory activity, 2) modeling of historical inquiry skills, 3) a guided cartoon analysis, 4) an independent trash analysis where students make observations and inferences about a household, and 5) a closing discussion about historical inquiry and assessments.

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    142 просмотров2 страницы

    Historical Inquiry: Garbology Lesson Plan

    Загружено:

    api-307236400
    This lesson plan teaches students about making inferences versus stating facts through a "garbology" activity where students analyze household trash. The plan has 5 steps: 1) an introductory activity, 2) modeling of historical inquiry skills, 3) a guided cartoon analysis, 4) an independent trash analysis where students make observations and inferences about a household, and 5) a closing discussion about historical inquiry and assessments.

    Авторское право:

    © All Rights Reserved
    Скачайте в формате PDF, TXT или читайте онлайн в Scribd
    Отметить как неприемлемый контент
    из 2

    AnneOlson

    UniversityofSanFrancisco
    February17,2016

    HistoricalInquiry:GarbologyLessonPlan

    Objective:Studentswillbeabletodefineinferencesversesfact.Studentswillbeabletopractice
    theskillsofStriplingsModelofInquiry.

    Supplies:Oneassemblageofhouseholdorofficetrashpergroup
    Assemblageshouldincludeavarietyofclean,nondangerousitemsfoundfromhouseholdtrash
    fromdifferentareas.Youcancollectitandaskcoworkerstodothesameoryoucanhaveyour
    studentscollectitfromtheirhomesandbringitintouse.

    1. AnticipatorySet:
    a. Primethecuriositypump:Idontknowactivity:Tellyourneighbor5thingsyou
    dontknowabouthim/her(yet).Neighbor,respond(asyouseefitandasyou
    remember).Switch.
    2. Modeling
    a. HistoricalInquiry
    b. Factsv.Inferences
    i. Askthreequestions:
    1. WhatistheHistoricalFact?
    2. WhereistheHistoricalFact?
    3. WhenistheHistoricalFact?
    c. Stringsattachedtofacts
    i. Explainsignificance&Background
    d. Historiansarrangefactsasitseemsappropriate
    i. Interpretationassupportedbyfacts
    e. Thinkabout:
    i. Ageandgender
    ii. Relationshipsinthehousehold
    iii. Occupations
    iv. Education
    v. Religion
    vi. Hobbies
    vii. Socioeconomicstanding
    viii. Politicalpreferences
    3. GuidedPractice
    a. Asaclass,wewillanalyzethepoliticalcartoonentitlesSchoolBegins(
    Puck
    magazine,January25,1899)
    i. Background:PublishedastheUSSenatedebatedtheannexationofthe
    Philippines.Captionreads,UncleSam(tohisnewclassinCivilization).
    NowChildren,youvegottolearntheselessonswhetheryouwanttoor

    not!Butjusttakealookattheclassaheadofyou,andrememberthat,ina
    littlewhile,youwillfeelasgladtobehereastheyare!
    b. Samplequestionsinclude:Whomightbesittingonthebenchnow?Whatdoesthe
    exaggeratedcaricatureoftheblackchildsfacesuggestsegregationandracism?
    4. IndependentPractice
    a. Studentswilldivideintogroups,orresearchteams.Eachteamwillsortthrougha
    selectionofsources,garbage,andcompletethegarbologyworksheet.Students
    willmakeobservationsaboutthehouseholdthatproducedtheirassemblageof
    garbage.
    b. Questionstoanswer:
    i. Whatdoyousee?
    (Connect)
    ii. Whatdoesanobjectreveal?Whatisitspurpose?Whatcanbesaid
    definitelyaboutthehouseholdbasedontheevidence?Whatcanbe
    inferred?Whatisnotthere?
    (Wonder)
    iii. Whatarethecariouscategoriesofanalysis:ageandgender,relationships
    inthehousehold,occupations,education,religion,hobbies,socioeconomic
    standing,andpoliticalpreferences.
    (Investigate)
    c. Studentsshareconclusions:
    i. Usetheevidenceformthegarbagetosupporttheirclaims
    (Construct&
    Express)
    d. Classdiscussiononthemeritsoftheanalysis:
    i. Wastheinterpretationlogical?Backedbyevidence?Whatdidthegroup
    assume?Couldtherebeotherinterpretations?
    (Reflect)
    5. Closure
    a. Howdoesgarbologyreflecthistoricalinquiry?
    b. Example:EnolaGay
    i. AlthoughtheSmithsoniansEnolaGayexhibitwasintendedto
    commemoratetheendofWorldWarII,theproposedexhibitbecamethe
    centerpieceofabattlebetweentraditionalistsandrevisionists.Ultimately,
    thelegacyofthebattleoftheEnolaGayisreflectedinthepoliticizationof
    history,andtheongoingdebateovertherighttoculturalmemoryandthe
    responsibilityofpublichistoryinademocracy.
    c. FormativeAssessment:
    i. Exitticket:Whymusthistoriansprovidetheirinterpretationsgroundedin
    facts?
    d. SummativeAssessment:
    i. Synthesisofprimaryandsecondarysourcehistoriographicalresearch

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