- What is history? - List 3 reasons why we study history.

1. - What is history?- List 3 reasons why we study history. In your composition notebooks… http://www.youtube.com/watch?v=vgmNkYUL_Cw

2. Tracking Time • Draw a horizontal line across your paper • Write “0” in the middle. This represents the approximate date of the birth of Christ. • Write B.C. to the left of the “0” and A.D. to the right. • Do you know what these letters represent?

3. But…Things Change! • Historians have begun using a new designation. • B.C.E. and C.E.---Can you guess what these letters mean? • B.C.E. means before the common era. • C.E. means in the common era. • Write B.C.E. to the left of the “0” on your timeline and C.E. to the right.

4. Basic Terminology B.C. A.D. Anno Domini “In the year of our Lord” C.E. Common Era • Before Christ • B.C.E. • Before Common Era • "Common Era" can be found as early as 1708 in English • adopted by some authors and publishers wishing to be neutral and non-religious • BOTH ARE OKAY!

5. Basic Terminology Historical Timeline Period: a way to categorize blocks of time in history *Also called an era* Periodization: the process of assigning periods to history World War I 10,000 B.C.E. 450 B.C.E 500 C.E 500 C.E 500 B.C.E. 2014 C.E. 0

6. Prehistory and History…What’s the difference? • Prehistory is the periodbefore writing. • History is the period after writing.

7. Time…Comprehending It • Imagine that the entire prehistory of the earth was equal to the height of the Empire State building. • Placing a book on top of it would represent the time that man has existed on the planet. • A coin stacked on top of the book would represent recorded history!

8. Or…Imagine This…. • If the history of the 5 billion year old Earth was shrunk to fit within the span of one calendar year… • Man would first be seen making tools on December 31. • He wouldn’t begin farming until the last 60 seconds of December 31.

9. History would not begin until man began to write during the last millisecond of December 31!

10. More About Tracking Time • Years • Each individual year • Decades • 10 years • Centuries • 100 years • Millenia • 1,000 years

11. Back to Your Timeline (Practice)… • Divide each side of your timeline into five equal spaces, both to the left and right of the “0”. Each division will represent 100 years. • 100 years = century • How many total years are represented on your timeline? How many years fall in B.C.E. (B.C.)? How many years fall in C.E. (A.D.)? • What do historians mean when they refer to the 1st century C.E. or 1st century B.C.E.? Write it in on your timeline. Do the same for 2nd, 3rd, 4th, and 5th centuries C.E. and B.C.E. • Now, write the years 100, 200, 300, and 400, both B.C.E. and C.E., above the lines dividing your spaces. What years are included in the 1st century? The 4th century?

12. Time Periods…What’s in a Name? • The Paleolithic period: • About 2,000,000 B.C.E. and lasting until 8000 B.C.E., homo sapiens learned how to make tools out of stone • Period/Era? • Stone Age

13. Man began alloying copper with tin. This occurred about 3500 B.C.E. in the Fertile Crescent (the Middle East today), but not until 1000 C.E. in the New World! • Period/Era • Bronze Age

14. Around 1300 B.C.E in Egypt, Persia, Assyria, and India humans discovered that iron made better tools and weapons because it was harder and more durable. • Period/Era • Iron Age

15. History of the World in 7 minutes http://www.youtube.com/watch?v=4pnmZalx9YY

16. Using your textbook, place these periods in correct chronological order: The Progressive PeriodThe American RevolutionThe Great DepressionThe Post Cold War Period The Civil War The Colonial Period World War IIReconstruction American Imperialism World War IEconomic Expansion The Coming of the Civil WarThe Cold War Westward Expansion

17. Using your textbook, assign dates to each period and create a historical timeline on a blank sheet of paper. Remember to label your timeline B.C.E. and C.E. wherever necessary. The Colonial PeriodThe American Revolution(Westward Expansion)The Coming of the Civil WarThe Civil WarReconstruction (Westward Expansion) Economic ExpansionThe Progressive Period American ImperialismWorld War IThe Great DepressionWorld War IIThe Cold WarThe Post Cold War Period • Below your timeline, number the years by centuries (1700, 1800, etc.) • Draw a dash on the timeline that most accurately reflects the beginning of the period • Neatly write the period above the dash on the timeline • In parentheses, include the dates of the period • Head your timeline in MLA format • Evaluation • Sequence of Content • Accuracy of Periodization • Timeline Labeling • Mechanics • Creativity & Neatness

18. The Method of Historical Inquiry • The act of asking for information • Thus, historical inquiry is the “doing of history.” • Defined, history is not just a collection of facts but rather a rigorously constructed set of arguments

19. Was Christopher Columbus a hero or villain? What do we learn about in elementary school? In fourteen hundred ninety-twoColumbus sailed the ocean blue.He had three ships and left from Spain;He sailed through sunshine, wind and rain.He sailed by night; he sailed by day;He used the stars to find his way.A compass also helped him knowHow to find the way to go.Ninety sailors were on board;Some men worked while others snored.Then the workers went to sleep;And others watched the ocean deep.Day after day they looked for land;They dreamed of trees and rocks and sand….(An excerpt of the Christopher Columbus poem from Dolby (2010)

20. “Doing History” • For each source: • ANALYZEwhat you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

21. 1. The Coming of What Man (1914) • ANALYZEwhat you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

22. 2. Columbus at the Royal Court in Spain (1884) • ANALYZEwhat you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

23. 3. Title page of History of the United States, vol. I, showing Christopher Columbus holding sword and banner, with soldiers, priest, and Indian woman kneeling before him • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

24. 4. The landing of Columbus in “America” • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

25. 5. Columbus, discover of America (1892) • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

26. 6. Root, hog, or die - Christopher Columbus Bennett has discovered the true Indian policy (1879) • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

27. 7. The Death of Columbus (1893) • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

28. 8. The First Landing of Columbus in the New World (1876) • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

29. 9. The pride of Columbus (1866) • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

30. 10. The Landing of Columbus at San Salvador (1876) • ANALYZE what you see. Dissect it. List its powerful qualities, including objects, figures, words. • INFERa meaning conveyed in the source. What conclusions can you make? What does the artist want you to think? • EVALUATEthe data. Make a judgment. How was Columbus perceived?

31. Was Christopher Columbus a hero or villain – or neither? • Formulate your hypothesis. • Provide evidence (at least 1 example). • Communicate your results. Questions for Further Analysis • Is it fair to “judge” Columbus on his moral character? • Are we being objective/unbiased if we attach modern-day values on a historical figure?

32. How similar is the scientific process to historical inquiry? Scientific Process Historical Inquiry Ask a question Do Background Research Develop a Hypothesis Test Hypothesis by Doing Research Analyze Data and Draw a Conclusion Communicate Your Results • Ask a Question • Do Background Research • Develop a Hypothesis • Test Hypothesis by Doing an Experiment • Analyze Data and Draw Conclusion • Communicate Your Results

33. . Why do we study history? On the back of your handout, draw your life’s history. Choose three to four turning points – major events – that changed your life or affected other people. Record them.

34. The Hall of Remembrance, USHMM Recall • Our common experience binds us together. • Family stories passed down? Why are some passed on and not others? • History is the same. History is what we choose to remember about the past. • Why the Hall of Remembrance? • Holocaust common experience that binds us.

35. Interpretation • When History involves explaining people and events. • Historians read between the lines. • Speculationmeans guessing about the past.

36. What is happening in the image? • Which side created the image? Why?

37. Application • Use the past to understand the present.

38. Analysis • History involves figuring out complicated situations. • Break the event down into its parts: Which parts can you identify? Which events were the turning points of your life? • Examine each part. How are the events related? • Try to create a time line of events: Which are causes? Effects?

39. Synthesis • History involves making sense out of a jumble of facts. • You can search for patterns. • You can speculate: Guessing at reasons for outcomes. • You can predict: Could that event in my life been avoided? • You can make generalizations: broad statements that summarize.

40. Hiroshima, Japan after the A-bomb Synthesis: Creating A New Idea • Draw your own conclusions: • Dropping the atomic bomb - justified or unjustified?

41. Evaluation • History involves making judgments about people in events. • Example: You can examine all sides of the Columbus’s exploration. • You can debate the pros and cons of his mission. • You can describe the strengths and weaknesses of the European expansion into the Americas.

42. Why Study History? • “If a nation expects to be ignorant and free, it expects what never was and never will be.” — Thomas Jefferson

43. Think-Pair-Share • "I know of no way of judging the future but by the past." (Patrick Henry) • "The present contains nothing more than the past, and what was found in the effect was already in the cause." (Henri Bergson) • "We are tomorrow's past." (Mary Webb) • "The future bears a great resemblance to the past, only more so." (Faith Popcorn)

44. Snapshot: Autobiography • Due _________