Unit 1 → Historical Thinking, Inquiry, & Skill Development
CENTRAL QUESTION
Does our history make us who we are?
The 4 Sides of History

*Honeycomb developed by M. Bauer 2014



Unit 1 is a skill-building unit where students will develop the following →

Unit 1 is also about developing the skill of answering, and more importantly, asking POWERFUL QUESTIONS →

Below are examples of POWERFUL QUESTIONS that connect directly to our HONEYCOMB →
* this material is adapted from The Big Six Historical Thinking Concepts by Dr. Seixas and Morton (Nelson 2013) and Creating Canada: A History - 1914 to the Present (McGraw-Hill Ryerson 2015).
Learning the Skills to Study History → The 1986 Chernobyl Nuclear Disaster
Learning the Skills to Study History → The 1986 Chernobyl Nuclear Disaster
SOURCE 1 → Reactor Roof 3 PHOTO


SOURCE 2 → Scientist Valery Legasov's Thoughts HANDOUT


SOURCE 3 → Radioactive Apples PHOTO

SOURCE 4 → The Chernobyl Disaster: What Happened and the Long-Term Impacts NATIONAL GEOGRAPHIC ARTICLE
SOURCE 5 → Chernobyl is Still Horrifyingly Relevant -- the Lessons Have Not Been Learned THE GUARDIAN ARTICLE
SOURCE 6 → HBO Chernobyl Trailer & Trial VIDEO CLIPS
SOURCE 7 → Love, Hate, & Propaganda The Cold War Episode 4 IN-CLASS VIDEO CLIP
SMALL GROUP DOCUMENTS BLOCK C Class
DAY 1/3 Chernobyl HISTORICAL SIGNIFICANCE
DAY 1/3 Chernobyl CAUSE & CONSEQUENCE
DAY 1/3 Chernobyl CONTINUITY & CHANGE
DAY 1/3 Chernobyl HISTORICAL PERSPECTIVE
SMALL GROUP DOCUMENTS BLOCK F Class LAWS
DAY 2/4 Chernobyl HISTORICAL SIGNIFICANCE
DAY 2/4 Chernobyl CAUSE & CONSEQUENCE
DAY 2/4 Chernobyl CONTINUITY & CHANGE
DAY 2/4 Chernobyl HISTORICAL PERSPECTIVE
The Big Four Historical Thinking Concepts → 4 Case Studies
The Big Four Historical Thinking Concepts → 4 Case Studies
STEP 1 → Complete the ladder of inference for your assigned case photo(s) → See TEMPLATE below. Use only the photo(s) and captions to complete STEP 1. FOCUS on what you SEE.


STEP 2 → READ the SUPPORTING ARTICLE(S) linked below your case photo(s) to complete the 3 criteria from your assigned historical
concept. Use only the information from the article(s) provided as you are evaluating them as an information source.
STEP 3 → CONCLUDE whether or not your case photo(s) accurately represents the 3 criteria in your assigned historical concept AND the information you
found in the supporting article(s). Provide 3 detailed REASONS for your conclusion.
Your CONCLUSION should be 4 sentences →
1. Does the photo(s) accurately represent your assigned historical concept? Yes or No.
2. Supporting REASON drawn from CRITERIA 1.
3. Supporting REASON drawn from CRITERIA 2.
4. Supporting REASON drawn from CRITERIA 3.
CASE 1 September 11 Attacks in 2001 Historical Significance
Photo A

Photo B

Photo C


CASE 2 Black Lives Matter Toronto Pride Protest Cause & Consequence
Photo D

Photo E

SUPPORTING ARTICLE 1 to Help Provide Meaning & Detail to Photo D and E
SUPPORTING ARTICLE 2 to Help Provide Meaning & Detail to Photo D and E



CASE 3 Toronto Bathhouse Riots Continuity & Change
Photo F

Anti-Gay Protestor Attacks a Gay Activist during a Protest Against the 1981 Toronto bathhouse riots.
Photo G

Toronto Church Street Mural Project Commemorating the 1981 Bathhouse Raids



CASE 4 Roméo Dallaire on the Rwandan Genocide Historical Perspective
Quote & Photo H


SUPPORTING ARTICLE 1 to Help Provide Meaning & Detail to Quote & Photo H
SUPPORTING ARTICLE 2 to Help Provide Meaning & Detail to Quote & Photo H




CASE Evidence
Photo

Photo






CASE Ethical Dimension
Photo


