Skills for a Successful World History Experience

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Skills for a Successful World History Experience

• Monica Bond-Lamberty
• James Madison Memorial High School
• Madison, WI
• mbondlambert_at_madison.k12.wi.us

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Areas of Concern for World History Students

• Following directions
• Comprehension of basic and advanced vocabulary
• Knowing their history
• Appreciation of chronology
• Writing abilities
• Historical analysis

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Approaches to Teaching Point of View (POV)

• 1. Start with familiar document sources
• 2. Teach POV analysis by itself
• 3. Break down the process of analyzing POV
• 4. Walk them through several POV analyses
• 5. Model good written POV analysis
• 6. Force them to analyze the POVs of all
  documents and kinds of documents
• 7. Practice! Practice! Practice! Practice!
• 8. Raise the bar as they go along.

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Steps for the students

1. Read the documents very carefully.
2. Answer the question Why was THIS person
   producing THIS piece of information at THIS time
   or in this manner? Or use SOAPSTONE.

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S - Who is the Speaker/Source?

• H Home - country of origin, national or ethnic
  identity
• O Occupation or profession
• G Gender
• W Worldview values as reflecting religious,
  philosophical, or other cultural ideals
• A Age
• R Real Knowledge that is what are the
  limitations of the speaker what could they know
  or not know
• T Theoretical Ideals - political, economic, or
  other social / intellectual values
• S Social Status, including class, caste, wealth
  and education

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O - A - P - S

• O - What is the Occasion?
• A - What is the Intended Audience?
• P - What is the Purpose?
• S - What is the Subject? NOT for POV itself,
  but to support POV claims or to help answer the
  question.

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TONE What is the tone of the document?

• Consider the SHOCK AND AWE approach. Is the
  speaker or message
• S Sad or wistful?
• H Haughty or condescending or insensitive?
• O Obsessed or fanatical or just committed?
• C Cruel or antagonistic or ruthless?
• K Knowledgeable or arrogant or
  uncertain?
• A Amused or tolerant or unsympathetic?
• N Negative or defensive or judgmental?
• D Deferential or respectful?
• A Annoyed or outraged or disgusted?
• W Worried or panic stricken?
• E Excited or guilty or ashamed?

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Other Hints for Students

1. Identify unusual or loaded words, phrases in the
   text.
2. List standard or expected alternatives that would
   carry the same meaning.
3. What are the differences between the alternative
   and original words (social, cultural)?
4. Ask why didnt use alternative words?

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POV No-Nos

• Identifying the POV, is just the beginning.
  Expressing it appropriately is the next part.
  Watch out!
• Simply repeating the attribution will not get you
  any points for POV nor will claiming bias
  without justification.
• Poor defenses of your POV is not enough either,
  like stating The author is biased because he is
  British.
• Avoid trying to cast aspersions on the source.
  This kind of POV attempt, This information is
  biased/wrong because the author is ignorant
  rarely gets the POV point. All sources can tell
  you something, no matter what you think about the
  author.

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Ideal POV Statements

• The author might write _____ /use ____tone/etc.
  because ______.
• SOAPSTONE
• ?
• Text Why or rather what
• connects them?

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Sesame Street and POV

• Question Using the documents below, analyze the
  goals and outcomes of Sesame Street.
• Historical Background Sesame Street is a
  television series designed for preschoolers by
  Sesame Workshop and shown on the Public
  Broadcasting Service.

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Document 1

• Source Sesame Street theme song, written by the
  creators of Sesame Street
• Sunny Day
• Sweepin' the clouds away
• On my way to where the air is sweet
• Can you tell me how to get
• How to get to Sesame Street?
• Come and play
• Everything's A-OK
• Friendly neighbors there
• That's where we meet

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Document 2

• Source Cookie Monster, announcer of the Letter
  of the Day.
• The letter of the day is the letter A. Such a
  yummy looking letter. No, no, today I wont eat
  it. It is the letter of the day. Sniff, sniff.
  It smells so good. Oh! OH! Munch, munch, munch,
  munch! Aaaah! Aaah!

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Document 3

• Source Oscar the Grouch, in his general
  greeting and farewell to visitors to his
  trashcan, where he resides.
• Go Away and LEAVE ME ALONE! And Stay Away From
  My Trashcan!

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Document 4

• Source Count von Count
• You know that I am called the Count
• Because I really love to count
• I could sit and count all day
• Sometimes I get carried away
• I count slowly, slowly, slowly getting faster
• Once I've started counting it's really hard to
  stop
• Faster, faster. It is so exciting!
• I could count forever, count until I drop

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Document 4 (continued)

• 1! 2! 3! 4!
• 1-2-3-4, 1-2-3-4
• I count the spiders on the wall...
• I count the cobwebs in the hall...
• I count the candles on the shelf...
• When I'm alone, I count myself!

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Document 5

• Source Ernie, singing a song in his bedroom that
  he shares with his roommate Bert.
• Sometimes I have trouble
• Falling asleep.
• But it's not so bad.
• Bert - Ernie, I'm trying to sleep.
• I don't worry
• And I don't weep.
• Bert - Oooooohhhhh.
• In fact I'm glad....
• Be-cause I get up off my pillow
• And I flip on the li-ight.
• Bert - Ernieee.
• I get down and get hip
• In the still of the night.
• Bert - Turn off the light, Ernie.
• I stretch and I yawn and then I breathe real
  deep,
• And dance myself to sleep!

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Document 5 (continued)

• I hoof around my beddie
• Just a-tappin my toes.
• Bert - He's dancing...
• Before I know what's happened
• I'm a-ready to doze.
• Bert - Oooh...
• Got some partners I can count on called the
  Boogie Woogie Sheep
• Bert - What?!?
• I dance myself to sleep!
• I gently rock-a-bye myself across the floor.
• Bert - What are those sheep doing?
• I turn and then I toss and then I start to snore.
• Bert - Ernie!
• My trusty little bugle helps me spread the news
• Bert - Oh, not the bugle.
• That I'm tappin' to "Taps"
• And I'm a-rarin' to snooze!

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Document 6

• Source Grover, singing his song, Proud of Me.
• I am very proud of me,
• I think I will sing out loud of me,
• There ought to be a crowd of me
• Because I am so special.
• Yes, I do have pride in me,
• I love ev'ry bright blue side of me,
• I feel so satisfied in me
• Because I am so special.

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Document 6 (continued)

• P-R-I-D-E spells pride,
• That is P-R-I-D-E.
• Pride is the feeling of feeling good about me,
• About me.
• Yes, indeed, I please myself,
• My fingers, my toes, my knees, myself,
• I hug and kiss and squeeze myself,
• Because I am so special.
• I seldom have a doubt of me,
• I love ev'ry in and out of me,
• I think I have to shout of me,
• Because I am so very, very, very, very proud
• Of me!

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PEP RALLIES DBQ (w/ thanks to Helen Delahunty)

• Question Analyze the differing attitudes held
  by members of the Yorktown High School Community
  towards pep rallies.

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Document 1

• Source Karen Schepps, European History teacher
  at Yorktown H.S.
• I don't like pep rallies. I don't like the
  pumping up of emotion and enthusiasm in people so
  that they cheer for only one special group.
• It reminds me of what happens in dictatorships -
  people cheer the leader and feel a part of the
  crowd and so the leader can manipulate people to
  do what he /she wants.
• School nationalism can divide the world into
  "them" and 'us" like regular nationalism which
  has been such a destructive force in the world.

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Document 2

• Source Betty Weyrich, Valedictorian of Yorktown
  High School, 2002
• They're (pep rallies) such a waste of time. I
  could be reading something in the library or
  listening to my music or going home instead of
  watching all the jocks parade and the
  cheerleaders falling over themselves.

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Document 3

• Source Jason Palumbo, Yorktown H.S.
  Cross-country team captain
• Pep rallies are great. Some teams, like ours,
  never really get many fans cheering for us. To
  have the kids at school recognizing our
  accomplishments in such a public setting is
  rewarding.

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Document 4

• Source Donny Ortiz, Principal Yorktown High
  School
• First, pep rallies provide an opportunity to
  bring an entire school together at one venue.
  This opportunity gives teachers and students the
  chance to see other students and teachers they
  might not see otherwise. Second, it presents an
  ideal time to convey to others the activities in
  which many students participate. Third, it
  provides for everyone a form of entertainment
  (when done correctly) related to diversity in
  personalities, talents, and perspectives of each
  other.

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Document 5

• Source Sarah Casey, Trombone player in the
  Yorktown H.S. pep band.
• Pep rallies are a major drag. Our teachers get
  annoyed that we have to be excused early to set
  up. No one wants to hear us play. Then we have
  to sit there until the end of the rally for the
  last song.

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Document 6

• Source John Gutter, Vice Principal, Yorktown
  High School
• Sometimes I view the school as a family
  therefore, I consider pep rallies as a family
  activity, like Thanksgiving or Christmas.
• When I help organize the events, I want as many
  school groups to participate as possible just
  like a family wants every member to participate.
• School activities help people feel a part of the
  group, and that is very important to me.

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Document 7

• Source Gary Millvanders, Security Guard at
  Yorktown High School
• Pep rallies are a pain. Invariably there will be
  at least one fight in the stands that needs to be
  broken up in a crowd of students and several
  kids will be wandering the halls unsupervised
  that well need to round up. It is a real burden
  for us security guards.

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Document 8

• Source Ben Kolpin, Football Swimming Coach at
  Yorktown H.S.
• Its only right that the team members get some
  recognition from the entire school community for
  all their hard work. The majority of the school
  does not come out to our games. We should get
  some applause at school.

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Document 9

• Source Colleen Boland, Yorktown High School
  varsity cheerleader.
• I love pep rallies! We get to lead the school in
  demonstrations of our school spirit and
  enthusiasm. I dont mind losing my voice to get
  the crowds fired up. Those who do not like pep
  rallies are a few anti-social misfits whose
  opinions really dont matter. Go Patriots!

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American Idol and POV (W/ thanks to Dale
Griepenstroh)

• Historical background American Idol is a
  weekly-televised music talent search. The
  judges/viewers are the audience, which is made up
  mostly of teenagers. The three judges are
  supposed to give feedback to the performer, but
  are also supposed to entertain the audience as in
  any televised show.
• Question Analyze the roles for the various
  participants in the TV show American Idol?

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Document 1

• Source Paula Abdul, one of the judges of the
  show, who was a professional cheerleader, dancer,
  choreographer and star singer, to a contestant of
  whose performance she approved.
• You know I love you, I love what youre wearing,
  you always have a good sense of style and you
  know who you are. What can I say? You moved me
  . . . you really touched me.

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Document 2

• Source Paula Abdul, one of the judges of the
  show, who was a professional cheerleader, dancer,
  choreographer and star singer, to a contestant of
  whose performance she disapproved.
• I am your biggest fan and you have the hair and
  makeup working, but I feel tonight was not as
  good as I know you can be and it hurts me to say
  this, because I know you have so much potential.
  I am sure you will be fine though America loves
  you.

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Document 3

• Source Randy Jackson, one of the American Idol
  judges, former professional bass player, record
  executive and current music producer, to a
  contestant whose performance he liked.
• For me, that was off the hook dude! Dawg pound,
  theyre gonna love you tonight! That was the
  tightest performance tonight...you know you're a
  star and y'all been proving it baby, Yeah! Hot!
  Really Hot!

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Document 4

• Source Randy Jackson, one of the American Idol
  judges, former professional bass player, record
  executive and current music producer, to a
  contestant whose performance he did not like.
• Man, what can I say? I gotta keep it real, man.
  That was not your best and it was pitchy. That
  was really pitchy for me.  Listen up y'all, I
  think you can come back but you gotta really
  listen to the words, man, and not pick a song
  that is too big for you, awright?

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Document 5

• Source Simon Cowell, one of the American Idol
  judges, is a British record executive and founder
  of a successful music recording label as well as
  the producer of the earlier British version of
  the program called Pop Idol, addressing a
  contestant whose performance he liked.
• I have said it before and I will say it again,
  you my dear, are a superstar.  Superb
  performance! Completely professional.  You are
  through to the next round. Seriously, you will
  sail through.

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Document 6

• Source Simon Cowell, one of the American Idol
  judges, is a British record executive and founder
  of a successful music recording label as well as
  the producer of the earlier British version of
  the program called Pop Idol, addressing a
  contestant whose performance he did not like.
• Well let's be honest, it was not your best
  performance. You may be going home with that
  one.  To be honest I could have heard that in any
  karaoke bar in the Midwest.  I didn't like your
  rapport with the audience. You did not connect
  and whatever you were trying to do with that
  dancing, didn't work for me. But the vocals were
  ok, and people seem to like you.

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Document 7

• Source Simon Cowell, one of the American Idol
  judges, is a British record executive and founder
  of a successful music recording label as well as
  the producer of the earlier British version of
  the program called Pop Idol, addressing a
  contestant whose performance he really did not
  like.
• I dont mean to be rude, but that was appalling!
  Horrendous! You will definitely be going home.
  That was the worst rendition of that song I have
  ever heard!  It was excruciatingly painful to sit
  here and listen to that.  That performance will
  seal your fate. Pack your bags!

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Unusual Sources

• Maps
• Statistics / Charts
• Photographs / Paintings / Political Cartoons
• Advertisements
• Pieces of literature/Songs /Editorials

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Rare Cases

• Dont emphasize these!
• Veracity
• Reliability
• No Source Given

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For a copy of any of this email me at

• mbondlambert_at_madison.k12.wi.us