Historical Investigation

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Historical Investigation

• Choosing a Topic

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Teacher To Do ListBefore starting mini lesson

1. Create a list of your topics that you have
   covered or plan to cover in your class. Use your
   annual plan to help you do this.
2. This list can be broad and general.
3. This list should not overlap with any other grade
   and should focus on topics that are at least 10
   years in the past or older.

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Step 1Broad Topic

• Have students choose a broad topic from your list
  that you created.
• Have them write this on the graphic organizer
  (Choosing a Historical Investigation Topic)

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Step 2Subject

• After students have chosen the broad topic now
  they need to decide on a subject within the
  topic.
• Subjects can include the following
• Event
• Place
• Person
• Document
• Cause and Effect
• Cultural Artifact

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Step 2Events

• This could include but is not limited to the
  following
• Battles
• Assassinations
• Political Demonstrations
• Coup d Etats

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Step 2 Places

• This is not a story about important places in
  history but instead about their geographical
  significance.
• It should focus on the geographical struggle
• Example the straight of glibratar
• Example the middle east

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Step 2 Person

• This in NOT a biography of the persons life!
• The persons role in an event or a series of
  events should be analyzed.
• Example Dr. Martin Luther King Jr.s role in the
  civil rights movement. NOT who was Dr. Martin
  Luther King Jr.

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Step 2 Document

• How did the document shape history?
• How did the document help to define historical
  events?
• Example Declaration of Independences role in
  democracies throughout history.

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Step 2 Cause and Effect

• Not a timeline of events
• Focus should be on the impact of events or
  decisions made
• Example The formation of the State of Isreal
  impacted the Arab/Jewish relations.

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Step 2 Cultural Artifacts

• Focus on the importance of
• Music
• Paintings
• Literature
• And how this shaped history

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Broad Topic Subject

• Students should come up with the following on
  their graphic organizer
• Example
• Students will then begin to research the broad
  topic and the subject in attempts to further the
  narrowing down process

Broad Topic Subject
Indians Cultural Artifacts
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At the half way point of research time

• Revisit the broad topic, the subject, and the
  graphic organizer.
• Students will choose a more specific aspect of
  their broad topic.
• Students are going to run their newly narrowed
  down broad topic, subject and research through
  GSPEC

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GSPEC

• Indians and Cultural Artifact
• Navajos and Paintings
• GSPEC
• Culture
• Navajo Indians Paintings and Culture

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Forming the Research Question

• Using the information that the students have
  narrowed down and run through GSPEC, have them
  form a question.
• Have the students use the key terms on the next
  slide to help them

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Blooms Taxonomy Higher Order Question Words
Analyze Taking the idea apart analyze functioncompare motivecontrast assumptionexamine conclusionrelationships distinguish
Synthesis Making a new idea maximize change elaborate minimize originate improve develop formulate compile construct build combine
Evaluate Judge the idea Criticize Interpret Defend Explain Determine Importance Dispute Influence Evaluate Support Justify Perceive
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Applying Blooms to Students Topic and Subject
Blooms level Topic, Subject, GSPEC Research Question
Analyze Taking the idea apart Navajo Indians Paintings and Culture What assumptions can one draw about paintings of the Navajo Indians and their culture?
Synthesis Making a new idea Navajo Indians Paintings and Culture How did the painting of the Navajo Indians change the view of their culture to the outside world?
Evaluate Judge the idea Navajo Indians Paintings and Culture What was the importance of the paintings of the Navajo Indians in their culture?
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Make sure to double check. . .

• Does the research question address a problem
  worth analyzing?
• Does it pass the 2 sided argument test?
• Both sides do not have to be argued but must be
  considered.