Exploring Perspective and Equity in History

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Exploring Perspective and Equity in History

Grade 6History38 days

This project engages sixth-grade students in exploring the influence of perspective and equity on historical narratives. Through various interactive activities like escape rooms, VR experiences, debates, and collaborative discussions, students distinguish between facts and opinions, examine marginalized perspectives, and reconstruct historical events with a focus on equitable representation. The project aims to deepen students' understanding of how diverse perspectives shape history and encourages critical analysis of historical sources.

PerspectiveEquityHistorical NarrativesFacts vs. OpinionsMarginalized VoicesInteractive Learning

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we explore historical events to understand how perspectives and the representation of equity shape our understanding of what truly happened?

Essential Questions

Supporting questions that break down major concepts.

What is the difference between a fact and an opinion, and why is it important in history?
How does perspective influence the way historical events are recorded and remembered?
What does equity mean in the context of history, and why is it significant?
How might different perspectives alter our understanding of historical events?
What are some examples of voices or perspectives that have been marginalized or silenced in historical narratives?
In what ways can we ensure more equitable representation of different perspectives in history?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to identify and explain the differences between facts and opinions in historical texts.
Students will explore and analyze how different perspectives influence the recording and interpretation of historical events.
Students will understand the concept of equity in historical narratives and identify which voices have been marginalized or silenced.
Students will demonstrate their understanding through a debate, presenting various perspectives on a historical event at an exhibition.
Students will apply concepts of perspective and equity to assess historical events and understand their implications on contemporary society.

Common Core Standards

CCSS.ELA-LITERACY.RI.6.6

Primary

Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.Reason: Students will analyze historical texts to identify different perspectives and understand how authors convey their points of view.

CCSS.ELA-LITERACY.RH.6-8.8

Primary

Distinguish among fact, opinion, and reasoned judgment in a text.Reason: The project requires students to differentiate between fact and opinion as they explore historical events.

C3 Framework for Social Studies Standards

D2.His.5.6-8

Secondary

Analyze the relationship between historical sources and the secondary interpretations made from them.Reason: The project involves examining how different historical narratives can be constructed from the same set of facts.

D2.His.6.6-8

Primary

Analyze how people’s perspectives influenced what information is available in the historical sources they created.Reason: The exploration of how perspective influences historical records aligns with this standard.

D2.His.9.6-8

Primary

Identify and analyze the ways people, policies, and institutions of society leave a long-term impact on issues of equity and social justice.Reason: This standard supports understanding the concept of equity and examining marginalized voices in history.

Entry Events

Events that will be used to introduce the project to students

Historical Investigation Escape Room

Students enter the classroom to find it transformed into an escape room filled with clues, artifacts, and documents from different historical perspectives. They must solve puzzles to unlock 'hidden voices' in history and open a gateway to explore marginalized perspectives often left out of textbooks.

Virtual Reality Journey into Unspoken Histories

Students don VR headsets to embark on an immersive journey through time, experiencing key historical events from multiple perspectives, including those of marginalized groups. Post-experience, they discuss how these perspectives alter their understanding of the events.

Time Traveler's Trial

In a dramatic courtroom setting, students assume the roles of various historical figures and marginalized voices seeking justice. The class is divided into defense and prosecution teams, each arguing for or against the equitable treatment of different groups throughout history.

Live Action News Report

Students are thrust into a scenario where they must act as reporters covering a major historical event in real-time. They are given roles representing different perspectives, including underrepresented voices, and must create news segments that reflect these diverse viewpoints.

Museum of Untold Stories Exhibit

Upon arrival, students find their classroom transformed into a museum exhibit showcasing 'untold stories' from history. Each installation represents a marginalized perspective, and students walk through, engage with interactive displays, and record their reflections on how these perspectives challenge conventional narratives.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Fact vs. Opinion Investigator

Students distinguish between fact and opinion in historical texts to create a foundational understanding critical for analyzing perspectives.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to the definitions of fact and opinion with examples from historical texts.

2. Provide students with a set of historical texts and ask them to categorize statements as facts or opinions.

3. Facilitate a class discussion to reflect on how classifying these elements can impact understanding historical narratives.

Final Product

What students will submit as the final product of the activityA list of classified statements from historical texts highlighting facts vs. opinions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RH.6-8.8 (Distinguish among fact, opinion, and reasoned judgment in text).

Activity 2

Perspective Explorer

This activity engages students in investigating multiple perspectives within historical events, emphasizing how point of view affects historical interpretation.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a significant historical event and present students with accounts from different perspectives.

2. Students work in groups to analyze these accounts, noting differences in information and interpretations.

3. Groups present their findings, discussing how perspective may alter the historical narrative.

Final Product

What students will submit as the final product of the activityGroup presentations that detail the impact of varying perspectives on historical events.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.6.6 (Determine an author's point of view or purpose in a text).

Activity 3

Equity in History Detective

Students investigate how equity and marginalized perspectives have been represented or silenced in history.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce the concept of equity and examine a historical event with a focus on marginalized voices.

2. Students conduct research to identify which perspectives were included or excluded.

3. Class discussion on the implications of these findings on understanding history.

Final Product

What students will submit as the final product of the activityResearch report detailing findings on equity representation in a historical event.

Alignment

How this activity aligns with the learning objectives & standardsAligns with D2.His.9.6-8 (Identify and analyze the ways people, policies, and institutions have affected equity).

Activity 4

Historical Narrative Reconstruction

This activity has students reconstruct a historical narrative with a focus on incorporating multiple perspectives, including those often marginalized.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a historical event and gather primary and secondary sources from multiple perspectives.

2. Students work in groups to create a rewritten narrative that includes diverse viewpoints.

3. Groups share their narratives and reflect on how inclusion of these perspectives alters historical understanding.

Final Product

What students will submit as the final product of the activityRewritten historical narratives that integrate multiple perspectives.

Alignment

How this activity aligns with the learning objectives & standardsAligns with D2.His.5.6-8 (Analyze the relationship between sources and interpretations).

Activity 5

Debate Battle: Voices from History

In a culminating exhibit, students participate in a debate presenting arguments from multiple historical perspectives on equitable treatment.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students prepare their arguments based on their research from previous activities.

2. Organize a structured debate where students argue from different perspectives.

3. Facilitate a reflective discussion post-debate on the insights gained about perspective and equity.

Final Product

What students will submit as the final product of the activityA public debate presentation showcasing student understanding of historical perspectives and equity.

Alignment

How this activity aligns with the learning objectives & standardsAligns with both CCSS.ELA-LITERACY.RI.6.6 and D2.His.9.6-8, emphasizing perspective and equity in historical analysis.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Assessing Perspectives and Equity in History

Category 1

Understanding of Facts vs. Opinions

Evaluates the ability to distinguish between factual information and opinions within historical texts.

Criterion 1

Recognition of Facts and Opinions

Assess the accuracy in identifying statements as facts or opinions in historical texts.

Exemplary

4 Points

Identifies all statements accurately as facts or opinions with clear justification in historical context.

Proficient

3 Points

Accurately identifies most statements as facts or opinions with appropriate justification.

Developing

2 Points

Identifies some statements accurately, but with inconsistent justification.

Beginning

1 Points

Struggles to identify statements correctly and lacks justification.

Criterion 2

Impact Reflection

Evaluates reflection on how identifying facts vs. opinions can influence historical understanding.

Exemplary

4 Points

Provides a comprehensive reflection on how classifying these elements shifts historical narratives profoundly.

Proficient

3 Points

Reflects on the impact of classification on historical narratives with clear examples.

Developing

2 Points

Offers limited reflection with a few examples on impact.

Beginning

1 Points

Minimal reflection on classification impact with no relevant examples.

Category 2

Analysis of Historical Perspectives

Assesses depth of analysis and presentation of multiple historical perspectives.

Criterion 1

Identification of Perspectives

Evaluate ability to identify and understand different perspectives in historical events.

Exemplary

4 Points

Thoroughly identifies and articulates diverse perspectives with insightful understanding.

Proficient

3 Points

Accurately identifies key perspectives with appropriate understanding.

Developing

2 Points

Identifies some perspectives but with limited depth.

Beginning

1 Points

Struggles to identify perspectives with minimal understanding.

Criterion 2

Impact of Perspectives on Historical Narrative

Evaluate understanding of how perspectives influence historical narratives.

Exemplary

4 Points

Analyzes how perspectives significantly alter narratives, showcasing deep understanding.

Proficient

3 Points

Discusses the alteration of narratives by perspectives with clear explanations.

Developing

2 Points

Acknowledges narrative alterations, but lacks depth in explanation.

Beginning

1 Points

Minimal awareness of how perspectives impact narratives.

Category 3

Equity and Marginalized Perspectives

Evaluates the understanding and integration of equity and marginalized voices in historical analysis.

Criterion 1

Identification and Analysis of Marginalized Voices

Assess ability to identify and critically analyze marginalized perspectives in history.

Exemplary

4 Points

Insightfully identifies and analyzes marginalized perspectives, providing exceptional examples.

Proficient

3 Points

Accurately identifies marginalized perspectives with adequate analysis and examples.

Developing

2 Points

Identifies some marginalized perspectives with basic analysis.

Beginning

1 Points

Struggles to identify marginalized perspectives with minimal analysis.

Criterion 2

Application of Equity Concepts

Evaluate ability to apply equity concepts to historical narratives effectively.

Exemplary

4 Points

Expertly applies equity concepts, significantly enhancing narrative depth and understanding.

Proficient

3 Points

Effectively applies equity concepts to enhance narratives.

Developing

2 Points

Applies basic equity concepts but with limited influence on narratives.

Beginning

1 Points

Minimal application of equity concepts with little narrative impact.

Category 4

Collaborative Engagement and Presentation

Assesses collaborative efforts and effectiveness of group presentations.

Criterion 1

Collaboration in Group Work

Evaluate teamwork, contributions, and cohesion in group activities.

Exemplary

4 Points

Demonstrates outstanding collaboration with proactive contributions and excellent teamwork.

Proficient

3 Points

Participates effectively in group work with consistent contributions.

Developing

2 Points

Participates in group work but with inconsistent contributions.

Beginning

1 Points

Minimal participation with little contribution to team efforts.

Criterion 2

Clarity and Impact of Presentation

Evaluate the clarity, engagement, and persuasive power of the group presentation.

Exemplary

4 Points

Delivers a clear, engaging, and persuasive presentation with strong impact.

Proficient

3 Points

Presents information clearly and with adequate engagement.

Developing

2 Points

Presentation lacks clarity or engagement, with limited audience impact.

Beginning

1 Points

Presentation is unclear with minimal engagement and impact.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on what you have learned about the difference between fact and opinion in historical texts. How has this understanding impacted the way you view historical narratives?

Text

Required

Question 2

On a scale from 1 to 5, how effectively do you feel you were able to analyze different historical perspectives during this project?

Scale

Optional

Question 3

Which concept do you find more significant in understanding historical events: perspective or equity? Explain your reasoning.

Text

Required

Question 4

What surprised you the most about the representation of marginalized voices in the history lessons during this project?

Text

Required

Question 5

After participating in the debate, how has your understanding of how perspectives shape historical narratives changed?

Multiple choice

Optional

Options

A lot

A little

Not at all

I feel I better understand now