Collaborating with History: Re-examining the Past through Research and Reenactment Resources and Standards
Resources and Standards
Resources
POV: Media Literacy Questions for Analyzing POV Films
This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.
Official website for the film which includes additional six short films to accompany the feature film.
University of Arizona Library, The Bisbee Deportation of 1917: A University of Arizona Web Exhibit
Includes many digitized primary sources about the Bisbee deportation.
Bisbee Mining and Historical Museum, Shattuck Memorial Research Library
Includes a collection of resources on Bisbee’s industrial and cultural history.
PBS Colonial House: A Character's Perspective Lesson Plan
In this lesson, students watch clips and analyze characters from PBS Colonial House, about 17 people in 2004 who volunteered to participate in a reenactment of colonists who landed in North America in 1628 to establish a settlement colony.
Triangle Fire: PBS American Experience
The official website for the PBS documentary, Triangle Fire, with a comprehensive collection of primary sources, photographs, film clips, and insight into the cause and aftermath of the deadliest workplace accident in New York City’s history.
The Triangle Factory Fire Online Exhibit
This web exhibit presents original documents and secondary sources on the Triangle Fire, held by the Cornell University Library.
In this lesson plan, students watch clips from the POV documentary Al Otro Lado, about border crossing and the Mexican tradition of corrido music, and explore the factors that influence migration.
POV: The Ballad of Esequiel Hernández
The Ballad of Esequiel Hernández is a POV documentary about a Mexican man who was killed by U.S. Border Patrol at the Texas border. The accompanying resources include clips and examine the militarization of policing at the border.
The Library of Congress: Labor for Students
Online activities and background information from the Library of Congress to help students learn more about labor.
Offers a range of lesson plans and educational resources on U.S. labor history.
American Historical Association
The AHA collection includes a range of resources including digitized documents, educator guides, articles and publications.
National History Center of the American Historical Association
The NHC offers historical perspectives on current issues, promotes historical thinking, and provides a range of resources for teachers and students.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)
Integration of Knowledge and Ideas:
- CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
- CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Production and Distribution of Writing:
- CCSS.ELA-Literacy.WHST.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
- CCSS.ELA-Literacy.WHST.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge:
- CCSS.ELA-Literacy.WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-Literacy.WHST.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CCSS.ELA-Literacy.WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
MCREL Content Knowledge: (http://www2.mcrel.org/compendium/) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning).
Historical Understanding - Level IV (Grade 9-12)
- Benchmark 1. Analyzes the values held by specific people who influenced history and the role their values played in influencing history
- Benchmark 2. Analyzes the influences specific ideas and beliefs had on a period of history and specifies how events might have been different in the absence of those ideas and beliefs.
- Benchmark 9. Analyzes how specific historical events would be interpreted differently based on newly uncovered records and/or information Knowledge/skill statements 1. Knows how the meaning of past events can change in the light of new evidence.
Thinking and Reasoning - Level IV (Grade 9-12)
- Benchmark 6. Understands that people sometimes reach false conclusions either by applying faulty logic to true statements or by applying valid logic to false statements.
United States History - Level IV (Grade 9-12)
Standard 21. Understands the changing role of the United States in world affairs through World War I
- Benchmark 3. Understands how the home front influenced and was influenced by U.S. involvement in World War I (e.g., the impact of public opinion and government policies on constitutional interpretation and civil liberties, the events of Wilson’s second term; the role of various organizations in the mobilization effort; the "Great Migration" of African Americans to northern cities).
National Center for History in the Schools
Historical Thinking Standard 3: Historical Analysis and Interpretation
The student engages in historical analysis and interpretation; therefore, the student is able to:
- Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
- Compare competing historical narratives.
Historical Thinking Standard 5: Historical Issues-Analysis and Decision-Making
The student engages in historical issues-analysis and decision-making, therefore; the student is able to:
- Identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation.
United States History Content Standards
The Emergence of Modern America (1890-1930)
Standard 1: How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.
Sources
About the author:
