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2009 Teaching American History Project Summer Institute

2009 Teaching American History Project Summer Institute. Summer Institute EQ’s Essential Questions. How does transportation facilitate or hinder change in the West? How did the region's geography shape a distinctive transportation history?

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2009 Teaching American History Project Summer Institute

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  1. 2009 Teaching American History Project Summer Institute

  2. Summer Institute EQ’s Essential Questions • How does transportation facilitate or hinder change in the West? • How did the region's geography shape a distinctive transportation history? • How did various transportation technologies produce their own distinctive "transportation landscapes"? • How did gender, race, and/or class relations shape and modify transportation choices in the West? • How did transportation technologies and infrastructures frame “the West" as a tourist region?

  3. “Challenging History: Essential Questions in the Social Studies Classroom”by Heather Lattimer • Discussion Questions- • Mr. P found that by using EQ’s with his students it led to greater student engagement- why did this happen? • How do EQ’s facilitate student thinking? • What might be or is the most challenging aspect of incorporating EQ’s in your classroom?

  4. Essential QuestionsEQ’s Historical Questions HQ’s

  5. EQ Essential Question Big ideas of history Manifest Destiny HQ Historical Question Incorporates the “big ideas” into specific eras/topics of history Open Range What’s the difference

  6. Characteristics of EQ’s? • Address the big ideas of history • No right or wrong answers • Help think broadly about history rather than a specific event • Allow for multiple interpretations • Allows for cause and effect

  7. Characteristics of EQ’s • Interdisciplinary • Poses a problem • Difficult to answer

  8. Characteristics of EQ’s • Essential questions reside at the top of Bloom's Taxonomy • They require students to EVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complex understanding through skillful questioning).

  9. Examples of EQ’s • When is conflict a good thing or has positive results? • How does capitalism affect society? • How can war be justified? • For what reasons is government power limited?

  10. Historical Questions- HQ’s • HQ’s focus on a specific benchmark/topic in history. • Whereas EQ’s cover many benchmarks/topic found in history • Here’s an example: • EQ: For what reasons is government power limited? (H2- Nation Building and Development) • HQ: How did the Articles of Confederation limit the powers of government? (H2(6-8).10)

  11. Relevant to specific time period/topic Addresses a specific standard/benchmarks Not as broad as EQ Direct tie-in to the EQ Characteristics of HQ’s

  12. EQ- How can war be justified? HQ- How did the Civil War change African Americans civil liberties? Example of Historical Questions

  13. Steps to Develop the HQ • Focus EQ- How can war be justified? • Select standard/benchmark for HQ • Create Historical Question that addresses specific time era or topic stated in the benchmark using the theme found in the EQ

  14. EQ: How can war be justified?Now- Create HQ’s • Using the following benchmarks- • H2 (9-12).11- Describe the cultural, political, and technological impact of WWII on the U.S. • H3 (6-8).2- Explain the political and economic causes and effects of the American Revolution

  15. Why Use EQ’s & HQ’s • Helps students construct own understanding of the past • Helps students understand that history is NOT a collection of facts that are never changing but a story that continues to change with new evidence and interpretation.

  16. Why Use EQ’s & HQ’s • Forces students to examine and challenge their own beliefs through investigation of historical evidence. • Students must examine multiple perspectives

  17. How to use EQ’s effectively • Carefully select EQ for units of study • Make questions relevant to students today – link past to present

  18. How to use EQ’s effectively • Investigate through primary sources/case studies • Using primary sources encourage students to recognize multiple perspectives

  19. EQ’s lead to Historical Inquiry • HQ’s lead to student investigation. • Students use primary sources, secondary sources, and historians/teachers to help find the answer to the HQ

  20. Summer Institute EQ’s • How does transportation facilitate or hinder change in the West? • How did the region's geography shape a distinctive transportation history? • How did various transportation technologies produce their own distinctive "transportation landscapes"? • How did gender, race, and/or class relations shape and modify transportation choices in the West? • How did transportation technologies and infrastructures frame “the West" as a tourist region?

  21. Summer Institute Lesson Portfolio • Address each of the 5- EQ’s in a lesson • Use TAHP Lesson template

  22. Visit TAHP WEBSITE • www.washoe.k12.nv.us/americanhistory

  23. Any Questions

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