1) The students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
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Interpret oral traditions and legends as "histories".
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Evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias.
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Describe the multiple intersecting causes of events.
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Use primary source documents to analyze multiple perspectives
2) The students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
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Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, and West Asia).
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Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.
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Explain relationships among the events and trends studied in local, national and world history.
3) The students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
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Be active learners at cultural institutions, such as museums and historical exhibitions.
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Display empathy for people who have lived in the past.
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Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.
4) The students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
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Describe the consequences of human population patterns and growth trends over time.
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Explain the characteristics, distribution and relationships of economic systems at various levels.
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Draw a freehand or create a map demonstrating political, cultural or economic relationships.
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Compare and Contrast maps of migration concerning the early settlers from Connecticut.
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Draw a freehand or create a map by exploring bloodlines through Immigration and Migration
5) The students will learn more about New Haven's History
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Visit different historical landmarks in the New Haven area (The Crypt, Grove Cemetery, Underground Railroad, etc…)
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Read journals and articles in reference to New Haven History
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Explore the migration of early settlers who are remembered there which represent a cross-section of the original community: different social standing, different points of view.
6) The students will understand the visual arts in relation to history and cultures.
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Select an anticipated audience
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Write 2-4 page Research Essay (Organize the documentary by choosing one of these writing projects.)
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1-2 Page Written Treatment (Treatment: A description of the documentary.)
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Gather digital Artifacts
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Create Storyboard
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Make the Documentary
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Assessing the Documentary