Present a topic in a Thinking Like a Historian Map presentation, or a S.E.E.-I. presentation, or a Double-Arch presentation.Focus on a topic that allows you to make a critique.
Use at least one reference and cite it multiple times. At the bottom of the presentation, list the full reference(s) in a Works Cited page.
Use as few words as possible in your sentences.
If students choose, there can be made lists of sentences instead of using complete paragraphs.
Make sure the wording makes sense and illustrates your own ideas.
Don't hesitate to use images as well.
Use statistical evidence to support the information.
Avoid grammatical errors.
Choose a topic from the "suggestions" or construct your own topic from the 1910s - 1960s. Certain "suggestions" are already arranged into a topical question that can be used as the basis for the presentation. Focus on a topic that allows you to make a critique.
Use at least one reference and cite it multiple times. At the bottom of the presentation, list the full reference(s) in a Works Cited page
What prompted suicide warfare during World War 2? This is the topic I would like in a slide presentation
Double-Arch model utilized in critical thinking S.E.E.-I. model utilized in critical thinking (S)tate the problem or why a problem is perceived by some. (E)xamples to show the problem are _______. (E)valuate or analyze the problem. (I)llustrate a solution to the problem or illustrate why a solution is needed to solve the problem. Concept from: Paul, R. & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking. S.E.E.-I. model utilized in critical thinking (S)tate the problem (E)xamples to prove the problem (E)valuate the effects from the problem (I)llustrate a solution to the problem or why a solution is needed Describe, in short sentences and with as few words as possible, cited information connected to each historical factor. Such descriptions should illustrate your thinking. Concept from: Paul, R. & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking. Double-Arch model utilized in critical thinking Concept from interview with Hernandez-Muzquiz, R. (2015), PhD History-Columbia University and Broward College history professor. Learning Objective 1: Identify and describe a historical change and its effect on different persons. Learning Objective 2: Identify and describe a problem or a solution (or both) from that historical change that affected different persons. ARCH 1 EXPLAIN THE CONNECTION BETWEEN ARCH 1 AND ARCH 2 ARCH 2 Double-Arch model utilized in critical thinking Concept from interview with Hernandez-Muzquiz, R. (2015), PhD History-Columbia University and Broward College history professor. ARCH 1 EXPLAIN THE CONNECTION BETWEEN ARCH 1 AND ARCH 2 ARCH 2 Describe, in short sentences and with as few words as possible, cited information connected to each historical factor. Such descriptions should illustrate your thinking. Changes and continuities Cause and effect Turning points Through their eyes Using the past to make sense of the present Thinking Like a Historian (TLH) TLH concept from: Mandell, N. (2008). Thinking Like a Historian: A Framework for Teaching and Learning. OAH Magazine of History, 22 (2), 55-59. Thinking Like A Historian (TLH) map Step 1: Choose the dominant lens or lenses Social, Political, Religious, Economic, Technological, Military (S.P.R.E.T.M) Step 2: Fix any combination of the historical factors into a thinking-order of operation Changes and continuities Cause and effect Turning points Through their eyes Using the past to make sense of the present TLH concept from: Mandell, N. (2008). Thinking Like a Historian: A Framework for Teaching and Learning. OAH Magazine of History, 22 (2), 55-59. Thinking Like A Historian (TLH) map Step 1: Choose the dominant lens or lenses Social, Political, Religious, Economic, Technological, Military (S.P.R.E.T.M) Step 2: Fix any combination of the historical factors into a thinking-order of operation Fix the different historical factors into the best order for a presentation Suggestions: Creatively think of different combinations and what can be the most effective in presentation Consider what historical factors do NOT belong for the sake of effective presentation Feel free to play around with the words Examples: “Using the past to make sense of the present” can be flipped into “Using the present to make sense of the past” or can even be “Using contemporary history to make sense of the past” “Change and continuity” can be split into separate boxes and show “Change” in one box and “Continuity” in another box Factors can also be parallel to one another prior to other factors being mapped forward Notice how the arrows are used to take the presentation from one point to another Continuity (What evidence shows a newer mainstream?) Change (What evidence of change or changes?) TLH concept from: Mandell, N. (2008). Thinking Like a Historian: A Framework for Teaching and Learning. OAH Magazine of History, 22 (2), 55-59. Thinking Like A Historian (TLH) map Step 1: Choose the dominant lens or lenses Social, Political, Religious, Economic, Technological, Military (S.P.R.E.T.M) Step 2: Fix any combination of the historical factors into a thinking-order of operation Through their eyes (Who and what’s their problem?” Cause (What’s the root of the problem?) Turning Point (The revolutionary event or events?) Turning Point TLH concept from: Mandell, N. (2008). Thinking Like a Historian: A Framework for Teaching and Learning. OAH Magazine of History, 22 (2), 55-59. Thinking Like A Historian (TLH) map Step 1: Choose the dominant lens or lenses Social, Political, Religious, Economic, Technological, Military (S.P.R.E.T.M) Step 2: Fix any combination of the historical factors into a thinking-order of operation Using the recent-present/contemporary history to make sense of the past Through their eyes (recent persons) Continuity because of change Changes and continuities Cause and effect Through their eyes Using the past to make sense of the present TLH concept from: Mandell, N. (2008). Thinking Like a Historian: A Framework for Teaching and Learning. OAH Magazine of History, 22 (2), 55-59. Thinking Like A Historian (TLH) map Step 1: Choose the dominant lens or lenses Social, Political, Religious, Economic, Technological, Military (S.P.R.E.T.M) Step 2: Fix any combination of the historical factors into a thinking-order of operation Using the past to make sense of the present TLH concept from: Mandell, N. (2008). Thinking Like a Historian: A Framework for Teaching and Learning. OAH Magazine of History, 22 (2), 55-59. Thinking Like A Historian (TLH) map Step 1: Choose the dominant lens or lenses Social, Political, Religious, Economic, Technological, Military (S.P.R.E.T.M) Step 2: Fix any combination of the historical factors into a thinking-order of operation Turning points Changes and continuities Now focus on Step 3 and Step 4 See slide 9 for Step 3 Changes and continuities Cause and effect Turning points Through their eyes Using the past to make sense of the present Thinking Like a Historian (TLH) TLH concept from: Mandell, N. (2008). Thinking Like a Historian: A Framework for Teaching and Learning. OAH Magazine of History, 22 (2), 55-59. Thinking Like A Historian (TLH) map Step 3: Describe, in short sentences and with as few words as possible, cited information connected to each historical factor. Such descriptions should illustrate your thinking.