Document Based Historical Writing. Sara Jordan UCI History Project November 16 th 2010. Getting Started. Decide what standard(s) you would like to cover. What type of documents would you like your students to be able to analyze?
UCI History Project
November 16th 2010
Music to my ears!
1. Distribute the document handout to your students.
2. Read the context, then review and analyze the question.
Based on your understanding of the documents,
How did Nations use nationalism to gain support for the war effort?
and the starting of WWI?
3. Brainstorm possible categories by looking at the documents.
Category 1 Category 2 Category 3
5. Have students move into groups, assign each group of 4 one document, then give them one 6 Cs handout.
6. Give the Point of View Strips to support students.
7. Each box must be completed and each C should be assigned to a different student.
8. Collect the Cs and grade.
Part II usually the next day
1. Distribute the Source Analysis Presentation Chart.
2. Select 1 group randomly to present for each document. Each person is responsible for at least 1 part.
3. Review and help students be sure that they are getting all the important content.
Point of View: Review and help groups understand.
Based on your understanding of the documents, How did the Jews, Christians, Greeks, Romans and the Magna Carta influence Western Political Thought?
the documents, is a government
ever justified in using violence
against those it identifies as a hostile
threat to the State? Who gets to
documents, identify positive
and negative consequences of
British Imperialism in India.
Source: The London Times “The Forests of the Empire” 1881
1. Distribute the writing structure and rubric.
2. Have students write together as a group. All four
names and then turn in.
Be Supportive… Each time they do this… our students understand more and become better thinkers and writers.
The hard work it takes in the beginning to teach students will pay off later.