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California State Standards

California State Standards. Chronological and Spatial Thinking Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

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California State Standards

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  2. California State Standards • Chronological and Spatial Thinking • Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines. • Students correctly apply terms related to time, including past, present, future, decade, century, and generation. • Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same. • Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations. • Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time. • Research, Evidence, and Point of View • Students differentiate between primary and secondary sources. • Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture. • Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

  3. What is A.R.T.I.S.T.? • A.R.T.I.S.T. is a method of primary source analysis that allows students to process information in a written or visual source of a historic nature. • An acronym, each letter stands for an important part of the process.

  4. Who can be an A.R.T.I.S.T.? • A.R.T.I.S.T. can be used with Middle and High School students. • After a brief introduction to the method teachers can assign students to analyze a source either individually or in small groups.

  5. What does A.R.T.I.S.T. stand for? • Author • Reason • To whom • Immediate effect • Subsequent effects • Time Period

  6. Painting History with Broad Strokes • Author • Reason • To whom • Immediate effect • Subsequent effects • Time Period

  7. Author • Who created the source? What do you know about the author? What is the author’s point of view?

  8. Reason • What is the reason or purpose of the communication? Why was this source produced at the time it was produced?

  9. To Whom • Who was the audience? • Why is this so important? • How might this affect the reliability of the source?

  10. Immediate Consequence • What were the immediate consequences of the production of the document?

  11. Subsequent Impact • What was the subsequent impact of the source under consideration? Did it have significant reverberations or only slight ones? • Example:

  12. Time Period When was the document produced? How might this affect the meaning of the source?

  13. Artists Draw Conclusions! • After students have applied A.R.T.I.S.T. ask them to draw conclusions from the document or source. Ask leading questions to get your students to fully process the document and its place in history.

  14. BECOME AN A R T I S T

  15. Let’s use the primary sources in our packet.

  16. R T I S T A AUTHOR:

  17. T I A S T R REASON:

  18. I S T R A T TO WHOM:

  19. S T T A R I IMMEDIATE EFFECT:

  20. T A I R T S SUBSEQUENT EFFECTS:

  21. A R T S I T TIME PERIOD:

  22. A T K H N Y O U afitzpatrick@aihe.info

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