HAPPY Document Analysis - Revision history

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	In order to be successful on the Part II Constructed Response Question (CRQ) and the Part III Enduring Issue Essay, students must not just analyze documents in order to make claims about historical phenomena, they must also analyze them for Historical Context, Audience, Purpose, Point of View, and the Purpose/Significance (Why is this source important?). For every document analyzed, you must perform a '''[http://www.~~learnsocialstudies~~.org/wiki/images/3/3e/Happysong.mp4 HAPPY]''' analysis. Being able to identify each of the '''[http://www.~~learnsocialstudies~~.org/wiki/images/3/3e/Happysong.mp4 HAPPY]''' components will prepare students to gather information during this process which is crucial for historical comprehension, analysis, evaluation, and synthesis. Use the table below to assist you in the Historical Analysis.		In order to be successful on the Part II Constructed Response Question (CRQ) and the Part III Enduring Issue Essay, students must not just analyze documents in order to make claims about historical phenomena, they must also analyze them for Historical Context, Audience, Purpose, Point of View, and the Purpose/Significance (Why is this source important?). For every document analyzed, you must perform a '''[http://www.classroomexplorations.org
			/wiki/images/3/3e/Happysong.mp4 HAPPY]''' analysis. Being able to identify each of the '''[http://www.classroomexplorations.org
			/wiki/images/3/3e/Happysong.mp4 HAPPY]''' components will prepare students to gather information during this process which is crucial for historical comprehension, analysis, evaluation, and synthesis. Use the table below to assist you in the Historical Analysis.

	{\| class="wikitable"		{\| class="wikitable"
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	Individual Activity: (Shorter - 4 DBQ Style Docs, No Questions)		Individual Activity: (Shorter - 4 DBQ Style Docs, No Questions)

	* [http://www.~~learnsocialstudies~~.org/wiki/images/d/de/Happydocanalysisdocs.pdf Document Worksheet - Four(4) for HAPPY Analysis] (Scientific Revolution, Divine Right)		* [http://www.classroomexplorations.org
			/wiki/images/d/de/Happydocanalysisdocs.pdf Document Worksheet - Four(4) for HAPPY Analysis] (Scientific Revolution, Divine Right)

	Group Activity: (Longer)		Group Activity: (Longer)
	* [http://www.~~learnsocialstudies~~.org/wiki/images/8/8b/DocA_Muslim_view_on_trade.pdf Doc A - Muslim View on Traders]		* [http://www.classroomexplorations.org
	* [http://www.~~learnsocialstudies~~.org/wiki/images/6/6d/DocB_Christian_view_on_trade.pdf Doc B - Christian View on Traders]		/wiki/images/8/8b/DocA_Muslim_view_on_trade.pdf Doc A - Muslim View on Traders]
			* [http://www.classroomexplorations.org
			/wiki/images/6/6d/DocB_Christian_view_on_trade.pdf Doc B - Christian View on Traders]
	::		::
	* [http://www.~~learnsocialstudies~~.org/wiki/images/9/91/Happyanalysisworksheet.pdf HAPPY Analysis Worksheet]		* [http://www.classroomexplorations.org
			/wiki/images/9/91/Happyanalysisworksheet.pdf HAPPY Analysis Worksheet]

	'''Homework: [[Assignments]]		'''Homework: [[Assignments]]

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MainPage>Admin: /* Classwork & Homework */

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Classwork & Homework

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'''Essential Question/Aim:''' How do you analyze a text document for historical context, audience, point-of-view, purpose, and why significant?

'''Opening Move/Do Now:''' What is historical context (circumstance)?

'''Lesson Overview:'''

{| {{table}}
| align="left" style="background:#f0f0f0;"|'''Item'''
| align="center" style="background:#f0f0f0;"|'''Approx Time'''
|-
| Do Now||3-5 Min
|-
| Activity||30 Min
|-
| Discussion||10 Min
|}
[[file:historysourcing.jpg|left|450px|]]Another important set of skills for a student of history is Sourcing which refers to the ''Historical Context'', ''Bias'', ''Point-of-view/Perspective'', ''Audience'', and ''Purpose/Significance'' which determines the reliability of documents (texts, maps, charts, political cartoons, portraits, photos, etc).
:

In order to be successful on the Part II Constructed Response Question (CRQ) and the Part III Enduring Issue Essay, students must not just analyze documents in order to make claims about historical phenomena, they must also analyze them for Historical Context, Audience, Purpose, Point of View, and the Purpose/Significance (Why is this source important?). For every document analyzed, you must perform a '''[http://www.learnsocialstudies.org/wiki/images/3/3e/Happysong.mp4 HAPPY]''' analysis. Being able to identify each of the '''[http://www.learnsocialstudies.org/wiki/images/3/3e/Happysong.mp4 HAPPY]''' components will prepare students to gather information during this process which is crucial for historical comprehension, analysis, evaluation, and synthesis. Use the table below to assist you in the Historical Analysis.

{| class="wikitable"
! style="color: black; background-color: #ffffcc;"| Acronynm Letter !!style="color: black; background-color: #ffffcc;"| Description/Questions to Ask
|-
|[[file:h.jpg]]
||

'''Historical Context'''

* What are the immediate historical events that shaped/triggered this document?
* What is the environment of ideas, attitudes, + emotions behind the creation of the document?
|-
|[[file:a.jpg]]
||

'''Audience'''
* For whom (specifically, generally, logically) was the document intended?
* What details in the document help you attribute the audience?
|-

|[[file:p.jpg]]
||

'''Point of View'''
* Who (specifically, generally, logically) wrote/produced the doc?
* Is there a reference to the author’s POV (i.e. his/her professional, gender, social background) in the document representation? If not, can you infer it?
* What details in the document reflect the author’s Perspective and/or ''Bias''?
|-
|[[file:p-2.jpg]]
||
'''Purpose'''
* Why was the document created?
* What elements in the document help you to determine its purpose?
* How does the author’s point of view shape the document’s purpose AND/OR
* How does the format of the document shape its purpose? (e.g. Is a visual/photo more emotional than an essay?)
|-
|[[file:y.jpg]]
||

'''‘Y’ is The Document Significant?'''

* How Reliable is this document?

* Can we trust what is said or what we see according to what we know about the time period?

* What are the limitations of the document?

|-
|}
== Classwork & Homework ==

'''Activity:'''
Individual Activity: (Shorter - 4 DBQ Style Docs, No Questions)

* [http://www.learnsocialstudies.org/wiki/images/d/de/Happydocanalysisdocs.pdf Document Worksheet - Four(4) for HAPPY Analysis] (Scientific Revolution, Divine Right)

Group Activity: (Longer)
* [http://www.learnsocialstudies.org/wiki/images/8/8b/DocA_Muslim_view_on_trade.pdf Doc A - Muslim View on Traders]
* [http://www.learnsocialstudies.org/wiki/images/6/6d/DocB_Christian_view_on_trade.pdf Doc B - Christian View on Traders]
::
* [http://www.learnsocialstudies.org/wiki/images/9/91/Happyanalysisworksheet.pdf HAPPY Analysis Worksheet]

'''Homework: [[Assignments]]

== Special Education Modifications ==

* Teaching Model: Co-Teaching
* Special Education Teacher will work with All students General Ed and Special Ed.
** Special Ed Students:
*** Teacher will read-aloud to students when necessary.
*** Teachers will break down assignments into smaller tasks.
*** Teachers will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
*** Teachers will group students according to learning style inventory as a homogeneous group.
*** Teachers will keep students on-task by managing distractions and on-task behavior.
*** Teachers will modify note-taking by modeling notes from PowerPoint to chalkboard/whiteboard.
*** Teachers will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.