THE HISTORIAN’S APPRENTICE
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Students learn how to do what historians do as they weigh both primary and secondary sources and tackle key historical questions.
Each unit first sets the historical context with a background essay, warm-up activity, and a PowerPoint® presentation. Students then are presented with ten primary sources (a mix of visual and textual), each with an analysis worksheet. Next, students compare and contrast two secondary sources that offer differing opinions about the unit topic. The 40-page booklets also contain three complete lesson plans (outlining three-, four-, and five-day sequences), handout masters, suggested answers to source-analysis questions, and optional extension activities, including DBQs and a structured debate.
Copyright | 2010 |
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Publisher | MindSparks |
Grade | 6–12 |
Titles in this series (14) :
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WHAT WE CAN LEARN FROM EGYPT’S TOMBS
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THE MEANING OF MONOTHEISM
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SOCRATES AND CONFUCIUS
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ANCIENT INDIA
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SLAVE SYSTEMS, ANCIENT AND MODERN
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WHAT DOES IT MEAN TO SAY ROME “FELL”?
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THE TECHNOLOGICAL TRIUMPHS OF TANG AND SONG CHINA
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CHRISTIAN-MUSLIM ENCOUNTERS IN THE MIDDLE AGES
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THE MONGOL IMPACT ON CHINA, EUROPE AND THE MIDDLE EAST 1200–1400 CE
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WAS THE REFORMATION A REVOLUTION?
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THE INDUSTRIAL REVOLUTION IN DAILY LIFE
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CHINA AND JAPAN RESPOND TO THE WEST
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THE WORLD WARS
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1989
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