Week 2.9
f. Invite the fifth group to come in or approach the object and hold it with their eyes closed. They should describe the object based on what they feel (without guessing what it is). g. Record their descriptions on the board. h. Display all drawings and the descriptions for students to see. 6. Discuss multiple perspectives: a. Ask students: Why is it important to gather multiple perspectives? b. What if we only had the description from one group? c. How is each group's drawings/description different? d. Compare this activity to historians analyzing sources. 7. Have students record their perspective drawing/description in their interactive notebooks. 8. *This activity can be done in smaller groups if you have multiple objects. Article Assessment Questions: 1. What does “perspective” mean in the article? a. culture b. events c. facts d. opinions 3. What is one way to better understand the past, according to the article? a. going to a museum b. writing primary sources c. asking historians questions d. looking at multiple perspectives Materials Needed: Objects that look different from different angles (for example: stuffed animals, Rubik's a. what historians say b. way of seeing things c. what historians collect d. the way we live our lives 2. What has the greatest influence on perspective?
cube, a large seashell, etc.) Online Related Media: N/A Extended Reading Articles: N/A
Article 6: Life for Children in the 1920s Word Count: 127 Vocabulary: N/A High Impact Teaching Strategy: Deliberate Practice
Sources | Week 2
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