Social Studies Skills Quiz: Thursday August 28 th

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1 Global Studies How Do We Know? Name: Social Studies Skills Quiz: Thursday August 28 th Unit #1 Packet #2 Essential Questions: Each of the following questions can be used and applied throughout the unit to tie the content and skills back to the theme of How do we know? 1. How do we learn from and use geography? 2. How do we learn from primary sources? 3. How do we learn from secondary sources? 4. How do we learn from archaeology? Objectives: Each of the following objectives can be used to further designate content and skill objectives throughout the unit. This material will be covered on the quizzes and test for the unit. Students will be able to: 1. Understand how we learn and know things about history 2. Identify artifacts as primary and secondary sources 3. Analyze primary sources for content and author information 4. Identify the purposes of different types of maps 5. Master the skills necessary to properly use a map 6. Explain the 5 Themes of Geography 7. Understand the 7 Elements of Culture Monday Tuesday Wednesday Thursday Friday 1 st Day of School Welcome Day! Homework: Get Syllabus Signed; Bring in Supplies 20 Intro to Thematic & How Do We Know? Homework: Get Syllabus Signed; Bring in Supplies Monday Tuesday Wednesday Thursday History Skills Part B: Map Skills Notes Part C: World Map Elements of Culture Part D: 7 Elements Class Notes Homework: Part E: What is my Culture? History Skills 27 Part F: How to Study / CCSS Questions Homework: Study for History Skills Quiz! History Skills Quiz History Skills 22 Part A: Primary/Secondary Sources Notes Homework: Get Syllabus Signed; Bring in Supplies

2 Notes/Bell Work

3 Primary and Secondary Sources Part A: In Class Types of Sources How do we know what happened? With a partner, quickly brainstorm ways in which we KNOW about the past. Sources How do we study History? We study the culture of different people throughout the world using many different tools: 1. Archeology- Artifacts 2. We also use two types of documents: Primary Secondary Identifying Sources: Why does it matter if the source is primary or secondary? 1. Bias ( ) can change what is stated, so it is important to know when the information is written

4 HOW TO STUDY PRIMARY AND SECONDARY SOURCES: 1. Read the headnote, caption, or attribution line. a. Determine the source s historical context who wrote it, when, and why. 2. Read the primary source. a. Identify and define unfamiliar words. Then look for the writer s main point. 3. Identify facts and opinions & bias a. Facts can be proven. Opinions reflect a person s views or feelings. Use opinion clues to help: exaggeration, phrases such as I think, or descriptive words such as gorgeous. 4. Consider the nature of the source: a. is it based on firsthand information at the time of the event or from the accounts of others at the time of the event? 5. What type of source is it? a. whether it was meant for the general public or for a specific person may change the content or style. PRACTICING THE SKILLS: #1 Boccaccio Describes the Arrival of the Bubonic Plague in Florence Source: The Decameron (adapted from a translation by Richard Hooker) In 1348, there came into the noble city of Florence, the most beautiful of all Italian cities, a deadly pestilence, which... several years earlier had originated in the Orient, where it destroyed countless lives, scarcely resting in one place before it moved to the next, and turning westward its strength grew monstrously. No human wisdom or foresight had any value: enormous amounts of refuse and manure were removed from the city by appointed officials, the sick were barred from entering the city, and many instructions were given to preserve health; just as useless were the humble supplications to God given not one time but many times in appointed processions, and all the other ways devout people called on God. At the beginning of the spring of that year, that horrible plague began with its dolorous [misery causing] effects in a most awe-inspiring manner... [I]t began with swellings in the groin and armpit, in both men and women, some of which were as big as apples and some of which were shaped like eggs, some were small and others were large; the common people called these swellings gavoccioli. From these two parts of the body, the fatal gavoccioli would begin to spread and within a short while would appear over the entire body in various spots; the disease at this point began to take on the qualities of a deadly sickness, and the body would be covered with dark and livid spots, which would appear in great numbers on the arms, the thighs, and other parts of the body; some were large and widely spaced while some were small and bunched together. And just like the gavoccioli earlier, these were certain indications of coming death. To cure these infirmities neither the advice of physicians nor the power of medicine appeared to have any value or profit; perhaps either the nature of the disease did not allow for any cure or the ignorance of the physicians... did not know how to cure it; as a consequence, very few were ever cured; all died three days after the appearance of the first outward signs, some lasted a little bit longer, some died a little bit more quickly, and some without fever or other symptoms. 1. Determine the source s historical context list who wrote it, when, and why. Is it Primary or Secondary? 2. Identify and define unfamiliar words by circling them. a. What is the writer s main idea? 3. List one fact, one opinion and an example of bias. a. Fact: b. Opinion: c. Bias: 4. What is the nature (or point of view) of the document? 5. What is the purpose of the document (who was it meant for?

5 APPLYING THE SKILL The items listed below are examples of primary and secondary sources. Write P for each primary source and S for each secondary source. 1. a newspaper article 2. a private journal 3. a biography 4. an editorial cartoon 5. a medieval painting 6. a textbook on the history of Asia 7. a photograph of a family vacation 8. a magazine article on the history of Texas 9. an autobiography 10. a document stating who owns property Geography Skills Handbook Part B: In Class Analyzing the Five Themes of Geography: (Page 26) 1. Location answers the question? a. location, such as 167 River Lane b. Relative location, such as of Mill City. 2. Regions are areas that share at least. Climate, culture, and government are features that can be used to define a region. 3. Place identifies that make a place different from other places. Landforms, climate, plants, animals, people, culture, and languages are features that can be used to identify a. 4. Movement answers the question How do,, and move from place to place? 5. Human-Environment Interaction focuses on the relationship between people and the environment. Humans often make how humans live. to the environment, and the environment often Use the photograph in the text to answer the following questions: 1. How might you describe the relative location of the fields of crops? 2. What is the climate region shown here? How do you know? 3. What elements in the scene identify this specific place? 4. How do you think people, goods, and ideas move to and from this place? 5. How have the people of this area changed their environment?

6 Understanding Longitude and Latitude: (Page 27) Geographers divide the globe along imaginary horizontal lines called parallels of latitude. They measure these parallels in degrees ( ) of the Equator, which itself is a line of latitude Geographers also divide the globe along imaginary vertical lines called meridians of longitude. They measure these meridians in degrees of the Prime Meridian, a line of longitude running through Greenwich, England. All meridians intersect at the North Pole and the South Pole. Together, the lines of latitude and longitude form a grid that gives an absolute location for every place on Earth. Use the globes and the steps that follow to understand latitude and longitude 1. Which part of the location 67 N, 55 E represents the longitude? 2. Reading the text for details, what line of latitude lies halfway from the Equator to the North Pole? 3. Do lines of latitude ever intersect one another? Make an inference from the globe image and reading. Explain. 4. If you followed the 70 W line of longitude north to the North Pole and then continued on the same line south, what line of longitude would you be on? (Hint: The globe, like a circle, has a total of 360 degrees.) Analyzing Map Projections (Page 28) Because maps are flat, they cannot show the correct and of every feature on Earth s curved surface. Mapmakers must shrink some places and stretch others. Different types of map projections distort Earth s surface in different ways. Mapmakers the projection that has the least distortion for the information. Mercator Projection: of landmasses. However, they distort sizes and distances. map projections accurately show the shapes Robinson Projection: map projections show the correct size of landmasses but distort shapes, especially at the edges of a map, which keeps the size and shape relationships of most continents and oceans but distorts the size of the polar regions. 1. If you wanted to plot a course to sail from one port to another on the most direct route, which map projection would work best? Why what details on the map help you figure this out? 2. Which map shows the most accurate relative size of Antarctica, the white region on each map? Why what details on the map help you figure this out?

7 3. How do the grid lines on the Mercator projection vary from a globe s? 4. Why do you think many maps in this book use the Robinson projection? Reading Maps: (Pg. 29) A physical map represents what a region looks like by showing its major physical features, such as mountains and plains. A political map focuses on elements related to government, such as nations, borders, and cities. Special-purpose maps provide information on a specific subject for example, land use, population distribution, or trade routes. o Road maps and weather maps are two kinds of special purpose maps. Use the map in the textbook to answer the questions that follow. 1. What is the purpose of this map (or the main idea of the information)? What part of the world does it show? 2. Infer from the map key, what do the blue lines represent? 3. Looking at the map for details, how many trade routes go through New Zealand? 4. When goods travel from the United States to Australia, in what direction do they travel? 5. What generalization could you make about trade across the Pacific Ocean based on this map?

8 The 7 Elements of Culture Part D: In Class What is Culture? The 4 Structures of Culture o o o o Ex. Ex. Ex. : Share : Share : Share : Share Three Types of Cultural Change 1. - Taking existing & and creating something new to. Can occur or. Example: 2. - The Spread of,, and. Example: 3. - When a changes because it or a new aspect to life Example: European Imperialism in Africa Is this a positive or negative effect?

9 1. Element The 7 Elements of Culture Definition Products of the Helps us pass on the culture s How people use to their = / who hold the in society / of society of culture All cultures have a (even if there are no developed forms of ) Not all is Answers the basics to the & Believes in God Believes in Gods Ranks people in order of, depending on what s to the Rules of Enforced ideas of and Often these are part of the culture s.

10 History Study Skills Part F: In Class Question Type What is the question asking you to do? Example R1- R2- R4 / L4- R6 / SL3- R9- W1-

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