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

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
 

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

SUPPORTING ARTICLE to Help Provide Meaning & Detail to Photo A, B, and 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
SUPPORTING ARTICLE to Help Provide Meaning & Detail to Photo F and G




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