For the presentation, consider that you’ll do it like this –
1st – the first presenter will give the mission statement of the group – an overview of what a quality history should include
2nd – the second presenter will share the scope of the history envision – a brief outline of the events that will be included in the history. All events included must be essential to presenting the kind of history that the group wants
3rd – the final presenter will introduce the visual elements necessary to this history. These visual elements should all work to ‘prove’ the thesis stated in the mission statement.
As we bring to closure our history unit, here are the expectaions:
Create a plan for the group. The Plan includes…
- A ‘mission’ statement that will guide the group’s presentation of history of 9/11 that:
- States the purpose of the history [Yes, this is your thesis]
- Considers the needs of the intended audience
- Addresses the challenges with the material
- Considers appropriate word choice
- Acknowledges the counter-arguments of other historians
- Explores the possible implications if history were written like the group intends to write its history
Mission statements will include a quotation from a model history as an example. Commentary will explain how the example history meets the ideal criteria established in the mission statement. All of the above is in a single paragraph.
Your presenation will incorporate a physical product that:
- Begins with the group’s mission statement paragraph
- Clarifies the scope of your history including the beginning, middle, and end you wish to include.
- Demonstrates the visual elements your group considers essential
- Includes the thoughts of each historian in the group
- Student thoughts are attributed
- Includes works cited
- Is not plagiarized
On Friday, the presentation allows all group members to share in the explanation while it also:
- Explains the mission/vision of the group
- Shows [visually] the product draft
- Clarifies the limitations inherent in the group’s plan
Listeners (on Friday) will plan to write an individual reflection. In it, they will:
- Self-evaluate one’s own group
- Consider the merits of each group
- Weigh the several presentations and selects an ideal product from the many
We will be exploring the role of photography in history. Start by considering the selection/inclusion of photographs in a history of the Great Depression. Start here as preparation for a conversation on the strengths and limitations of photographs as historical documents. Work your way through the online slideshow and consider what makes a photograph powerful. Then, read this article which looks at the same region – through photos.
If that’s not working, consider these photographs. One, from 2012, is a year-in-review. The photographs chosen are powerful, yet they raise the question – is context really needed to know a photograph? The third option for exploring photographs is this article about climate change. What sorts of photos help convey an argument? When should (and how should) a photograph be used in a historical text? What should a historian try to achieve with the photograph? Another article in the same site explores the value of photographs over words.
Then, take your thoughts and apply them to the conversation we had yesterday. Create the following assignment on one page of a word document.
Craft a proposal that demonstrates what photographs would be best to include for an 11th grade American history of 9/11. In your proposal, you will write a brief introduction that explains what you hope to achieve with the 3 photographs (think: thesis!). Do better than say “I hope to tell what happened on 9/11”. Why were these three photographs chosen? What deliberate, specific purpose are you hoping to achieve?
In addition, each photograph should have a caption to give it both context and significance for this history you are proposing. Make sure you provide the URL for each photograph at the bottom of the page in the footer.
Print the product and turn it in today.
Please view this TED Talk and consider the argument therein regarding eyewitness testimony. During the video, take notes on the content shared. After viewing, please respond in a paragraph to the following question: If Scott Fraser’s argument is legitimate, what questions does that raise for historians?
Eyewitness Testimony – TED talk Scott Fraser
When you are finished, critically read the following text – Plutarch’s “The Malice of Herodotus” and consider it’s viewpoint. Tomorrow, we will analyze some of Herodotus’ writing and decide for ourselves if Plutarch is right.
we have to consider several things. Here’s what we did in class:
Read an article in the text and try to figure out the view of the author.
- Do you recognize overt attempts to persuade or to convince the reader?
- Describe the view.
- What words or examples suggest that this author has that view?
- Does the presentation suggest a different worldview than we share today?
Consider one of the advertisements. What sort of strategy is used?
What does the advertisement tell us about the society?
What challenges does a historian face when considering a written text?