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Cleopatra | Stanford History Education Group

Much of history is chronicled and understood in terms of myth and legend. Such “historiography” certainly applies to Cleopatra, whose supposed beauty and tragic death have been immortalized in art and media across centuries. In this lesson, students consider whether or not Cleopatra actually died from a self-inflicted snakebite through evaluating the reliability of various types of

Actived: Thursday May 6, 2021

Detail: https://sheg.stanford.edu/history-lessons/cleopatra

Irish in 19th-Century America | Stanford History Education ...

Posted: (0 seconds ago) In the 1800s Irish immigrants to the United States faced intense discrimination. The treatment of the Irish raises the historical question of whether the Irish were considered "white" in the 19th century. In this lesson, students examine two political cartoons and two newspaper articles to consider how racial categories may be ambiguous and change over time.

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The Korean War | Stanford History Education Group

Posted: (0 seconds ago) Textbooks from different countries often present different accounts of the same historical events. How do we reconcile such conflicting narratives? In this lesson, students read excerpts from a South Korean textbook and a North Korean textbook to try to determine which country started the Korean War. [Lesson Plan updated on 5/13/16.]

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History Assessments | Stanford History Education Group

Posted: (0 seconds ago) Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 100 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 “flagship” assessments, each marked with a …

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| Stanford History Education Group

Posted: (0 seconds ago) Announcing SHEG’s summer professional development institutesRead More; A new article in Forbes highlights the research conducted by the Stanford History Education Group on how people struggle to sort fact from fiction on the internet.

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The Dark Ages | Stanford History Education Group

Posted: (0 seconds ago) The past is often neatly partitioned in time periods and eras with generalized names meant to characterize what life was like during that time. In this multi-day lesson, students question the validity of using “Dark Ages” to describe Europe from the fall of the Roman Empire to the Renaissance. In the process, students examine a variety of primary and secondary sources highlighting ...

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Historical Thinking Chart | Stanford History Education Group

Posted: (0 seconds ago) This chart elaborates on the historical reading skills of sourcing, corroboration, contextualization, and close reading. In addition to questions that relate to each skill, the chart includes descriptions of how students might demonstrate historical thinking and sentence frames to support the development of these skills. [Spanish chart updated on 06/23/20.]

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Slavery Narratives | Stanford History Education Group

Posted: (0 seconds ago) In 1937, the Federal Writers' Project began collecting what would become the largest archive of interviews with former slaves. Few firsthand accounts exist from those who suffered in slavery, making this an exceptional resource for students of history. However, as with all historical documents, there are important considerations for students to bear in mind when reading these sources.

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History Lessons | Stanford History Education Group

Posted: (0 seconds ago) The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills.

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History of SHEG | Stanford History Education Group

Posted: (0 seconds ago) History of SHEG Stanford History Education Group was founded in 2002 when Sam Wineburg moved from the University of Washington to Stanford. Working with Chauncey Monte-Sano and Daisy Martin, Wineburg redesigned how Stanford prepared teachers to face the challenges of urban schooling.

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Log in | Stanford History Education Group

Posted: (0 seconds ago) We’re committed to providing educators accessible, high-quality teaching tools. That’s why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials.

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First Crusade | Stanford History Education Group

Posted: (0 seconds ago) In 1095, Pope Urban II launched the First Crusade, calling forth knights and peasants from across Western Europe to march against Muslim Turks in the Byzantine Empire and ultimately “re-conquer” the holy city of Jerusalem. In this lesson, students compare Christian and Muslim perspectives of the First Crusade by analyzing different accounts of the siege of Jerusalem.

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People | Stanford History Education Group

Posted: (0 seconds ago) His B.A. in history is from the University of Wisconsin-Madison, and he holds an M.A. in history from the University of Montana. His dissertation, a history of the California history standards, was awarded the Outstanding Dissertation Prize for 2010 from Phi Delta Kappa, the national honor society in education.

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What Is History? Classroom Poster | Stanford History ...

Posted: (0 seconds ago) Jun 23, 2020  · What is history? This classroom poster reminds students of how historical accounts are built: • History is an account of the past. • Accounts differ depending on one's perspective. • We rely on evidence to construct accounts of the past. • We must question the reliability of each piece of evidence. • Any single piece of evidence is insufficient to build a plausible account.

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The Cold War | Stanford History Education Group

Posted: (0 seconds ago) Historians have offered vastly different interpretations of the origins of the Cold War over the past 5 decades. Few historical events have been subject to such an array of revisionist and neo-revisionist accounts. In this lesson, students enter the fray through exploring a variety of documents highlighting various issues and perspectives that led to the Cold War and address the question: Who ...

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Projects | Stanford History Education Group

Posted: (0 seconds ago) History education has two major aims: to shape identity and to foster critical thinking. Because most research focuses on the latter, historical expertise is sometimes viewed as idealized and narrow. This project examined what happens when history confronts …

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New Deal SAC | Stanford History Education Group

Posted: (0 seconds ago) Historians have offered varied interpretations on the successes and shortcomings of the New Deal. In this structured academic controversy, students analyze different types of evidence, take sides, and attempt to reach consensus on whether or not the New Deal was a success. [Lesson Plan updated on 9/23/14.]

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Lunchroom Fight I | Stanford History Education Group

Posted: (0 seconds ago) A fight breaks out in the lunchroom and the principal needs to figure out who started it. But when she asks witnesses what they saw, she hears conflicting accounts. Why might these accounts differ? As students wrestle with this question, they will hone the ability to reconcile conflicting claims, consider multiple perspectives and evaluate the reliability of sources.

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Spanish-American War | Stanford History Education Group

Posted: (0 seconds ago) Although the sinking of the Maine provided an immediate trigger for the Spanish-American War, long-term US military and economic interests provide a more nuanced context for the US invasion of Cuba. In this lesson, students watch a documentary video, read a telegram describing Spanish treatment of Cubans, and examine an American campaign speech to explore the long-term reasons for why the US ...

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Battle of Adwa | Stanford History Education Group

Posted: (0 seconds ago) On March 1, 1896, a massive Ethiopian army routed Italian forces at the Battle of Adwa. The battle marked the largest military triumph of an African state over a European army in the 19th century and helped Ethiopia retain its independence during Europe’s “scramble for Africa.” In this lesson students read three different textbook accounts of the battle – two American and one Ethiopian ...

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Research Articles | Stanford History Education Group

Posted: (0 seconds ago) History Assessments of Thinking: An Investigation in Cognitive Validity Mark Smith and Joel Breakstone. The Difficulty of Assessing Disciplinary Historical Reading Abby Reisman. Mentoring Novices' Teaching of Historical Reasoning: Opportunities for Pedagogical Content Knowledge Development Through Mentor-facilitated Practice

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Political Bosses | Stanford History Education Group

Posted: (0 seconds ago) During the Progressive Era, muckraking journalists wrote articles attacking urban political bosses for corruption. The bosses defended themselves as public servants who had accomplished tremendous good for their constituents. In this lesson, students examine a political cartoon, a muckraker text, and the defense of a political boss to decide for themselves whether political bosses were corrupt.

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Roman Empire and Christianity | Stanford History Education ...

Posted: (0 seconds ago) Before Christianity became the official religion of the Roman Empire, Christians were subjected to brutal punishments, including death, under nine Roman emperors. In this Opening Up the Textbook (OUT) lesson, students explore accounts from a present-day textbook, a Roman historian in 116 CE, and a professor of theological studies in 1998 to answer the question: Why did the Roman Empire ...

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Nazi Propaganda | Stanford History Education Group

Posted: (0 seconds ago) On March 12, 1938, the German army moved into Austria to annex the country. To justify the annexation, Hitler called for a public vote on whether the unification should stand. On April 10, 1938, Germans and Austrians voted overwhelmingly in favor of the Anschluss. In this lesson, students analyze and compare three different forms of propaganda that influenced the vote – a speech delivered by ...

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Magazine Articles | Stanford History Education Group

Posted: (0 seconds ago) Tampering with History: Adapting Primary Sources for Struggling Readers Sam Wineburg and Daisy Martin. Who is a Famous American? Charting Historical Memory Across the Generations Sam Wineburg and Chauncey Monte-Sano. Goodbye, Columbus Sam Wineburg.

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Create new account | Stanford History Education Group

Posted: (0 seconds ago) We’re committed to providing educators accessible, high-quality teaching tools. That’s why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials.

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Reading Like a Historian: Local History, Opening Up the ...

Posted: (0 seconds ago) Dates: June 28-30, 2021Time: 9:30am to 12pm PT/12:30pm to 3pm ETHomework: 4 hours totalLocation: Online with ZoomCost: $375 During this interactive institute, participants will explore how to develop and adapt Reading Like a Historian curriculum. Session 1 will focus on local history lessons; session 2 will focus on Opening up the Textbook lessons; and session 3 will focus on supporting ...

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La Malinche | Stanford History Education Group

Posted: (0 seconds ago) In this digital history lesson, students corroborate competing accounts about La Malinche, one of the most significant and controversial figures in Mexican history. Students will reason historically about some of the most important historical documents on the conquest of Mexico in order to answer the central historical question: What was La Malinche’s role in the conquest of Mexico?

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The Conservation Movement | Stanford History Education Group

Posted: (0 seconds ago) Like Civil Rights Movement in Context, this assessment gauges students’ ability to contextualize two historical documents and place them in the correct chronological order. Document A is from an interview with Barry Commoner in Scientific American in 1997. Document B is part of an 1894 bill introduced to the House of Representatives.

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Confucianism and Daoism | Stanford History Education Group

Posted: (0 seconds ago) In the 5th century BCE, China was thrown into a period of intense warfare among rival states. The conflict created a need for new political models to solve the crisis. As a result, this period led to the development of many new philosophies. Two of the most influential of these philosophies were Confucianism and Daoism. In this lesson, students read from Confucian and Daoist texts to answer ...

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Immigration | Stanford History Education Group

Posted: (0 seconds ago) Like Civil Rights Movement in Context, this assessment gauges students’ ability to contextualize two historical documents and place them in the correct chronological order. Document A is part of an editorial from a San Francisco newspaper published in 1916. Document B is part of a book titled A Tour in the United States by Archibald Prentice published in 1848.

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Graduate Programs | Stanford History Education Group

Posted: (0 seconds ago) EDUC 201/ HISTORY 158B: History of Education in the United States. How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II.

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Chinese Immigration and Exclusion | Stanford History ...

Posted: (0 seconds ago) The Chinese Exclusion Act of 1882 restricted the wave of Chinese immigration that had begun earlier in the century and was the first U.S. law to restrict immigration based on national origin. In this lesson, students will explore the social and economic factors that led to this restriction. Students examine a labor union flyer, newspaper article, congressional testimony, and a Chinese American ...

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The First Thanksgiving Mini Lessons | Stanford History ...

Posted: (0 seconds ago) History Assessments of Thinking (HATs) can be used in a variety of ways to teach and to assess historical thinking. This page includes four short lessons that outline how to implement the First Thanksgiving HAT in the history classroom. The first details how to make new HATs that are similar to the First Thanksgiving.

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China's Cultural Revolution | Stanford History Education Group

Posted: (0 seconds ago) In August 1966, Mao Zedong launched the Cultural Revolution. He encouraged the creation of “Red Guards” to punish those who were harboring counter-revolutionary tendencies. In the decade that followed, China was turned upside down as millions of Chinese youth attacked traditional standard bearers of power and authority – among them party leaders, teachers, and family members.

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Early 2021 Professional Development Institutes | Stanford ...

Posted: (0 seconds ago) Mar 24, 2021  · Joel Breakstone is the director of the Stanford History Education Group. He leads SHEG’s efforts to improve education by conducting research, working with school districts, and providing free curriculum materials. He previously taught high school history.

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Homestead Strike | Stanford History Education Group

Posted: (0 seconds ago) During the Industrial Era, American workers went on strike to demand higher wages and better working conditions. In most cases, owners and workers described the root causes of the strikes very differently. In this lesson, students use the historical thinking skills of corroboration, sourcing, and close reading to evaluate the reliability of two different accounts of one of the most violent ...

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1877 Railroad Strike | Stanford History Education Group

  Columbus, OH

Posted: (0 seconds ago) Like Morale After Fredericksburg, this assessment asks students to source and corroborate a document. In this assessment, students evaluate an excerpt of an 1877 newspaper article about railroad strikes in Columbus, Ohio. Question 1 asks students to evaluate whether the excerpt provides enough evidence to draw conclusions about the broader railroad strike.

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Asian and Pacific Islander History Materials | Stanford ...

Posted: (0 seconds ago) May is Asian/Pacific American Heritage Month. We have free history lessons and assessments to teach Asian and Pacific Islander history this month and year-round.

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Attila and Pope Leo | Stanford History Education Group

Posted: (0 seconds ago) In 452, Attila the Hun led an army to attack Rome. In order to protect the vulnerable city, Pope Leo met with Attila. It is unclear exactly what was said between the two leaders. What we do know is that at the end of the meeting, Attila and his army departed, leaving Rome untouched. In this lesson, students develop the skill of sourcing as they consider the question: What happened at the ...

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The Case of the Clock | Stanford History Education Group

Posted: (0 seconds ago) Like the John Brown's Legacy assessment, this question gauges the student's ability to evaluate the relevance of contextual information for determining the motivations of an author. Students must select one fact and explain how it sheds light on why Edward Curtis altered the photograph before publishing it. Students with a strong understanding of contextualization will be able to explain how ...

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Civil Rights Movement in Context | Stanford History ...

Posted: (0 seconds ago) This assessment measures students’ ability to contextualize two historical documents and place them in the correct chronological order. Document A is a 1936 letter from Eleanor Roosevelt to Walter White, executive secretary of the NAACP. Document B is a 1957 letter from Daisy Bates, a NAACP representative in Arkansas, to Executive Secretary Roy Wilkins.

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Appeasement | Stanford History Education Group

Posted: (0 seconds ago) Few geo-political events have resonated through the past 70 years like Neville Chamberlain’s decision to pursue the policy of appeasement in reaction to German aggression leading up to the Second World War. Leaders throughout the world have invoked appeasement to justify military action ever since. The decisions that went into Chamberlain’s policy, however, were far from straightforward.

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Reconstruction SAC | Stanford History Education Group

Posted: (0 seconds ago) The constitutional amendments passed during Reconstruction vastly expanded former slaves’ rights and opportunities. At the same time, the Black Codes passed in most Southern towns, cities, and states curtailed those rights and opportunities. The tension between African Americans’ federal and local rights raises questions about the impact of Reconstruction on the freedom of former slaves.

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Introduction to Reading Like a Historian Curriculum and ...

Posted: (0 seconds ago) Joel Breakstone is the director of the Stanford History Education Group. He leads SHEG’s efforts to improve education by conducting research, working with school districts, and providing free curriculum materials. He previously taught high school history.

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