Unit 1, Lesson 11: Disciplines
Learning Target: I can explain how drawing upon multiple types of knowledge can help us ask and answer questions.
Class Activities:
1. Students picked up the Disciplines worksheet and the List of Disciplines worksheet.
2. Students filled out the do now, which asked them to come up with different questions people would ask about 9/11. For instance, a doctor might wonder about the number of casualties, whereas a kindergartener might just wonder what 9/11 was. We then discussed how different perspectives about a situation can be useful.
3. I explained what the word "disciplines" meant-- basically, areas of study. The Disciplines worksheet has a scenario about construction workers who found a skeleton, a gun, a foreign currency, and green glass bottle. Who is this person? What happened? In groups of three, the students picked who would be on their research committees. For example, I might select a historian, who would be able to tell me about the history of South Street Seaport and give me context about what the area was like/what may have happened.
4. We had a class discussion about who people chose, and why. I asked people why they didn't choose 3 paleontologists, or 3 doctors, etc. The students said that they wanted multiple perspectives of what may have happened. Then we discussed how that same idea applies to Big History. Why is using multiple disciplines to answer big questions an advantage?
Papers handed in today:
None
Homework:
Finish Discipline worksheet (parts 1, 2, and 3 only). The second sheet gives you ideas of different disciplines, if you have trouble thinking of some.
Class Activities:
1. Students picked up the Disciplines worksheet and the List of Disciplines worksheet.
2. Students filled out the do now, which asked them to come up with different questions people would ask about 9/11. For instance, a doctor might wonder about the number of casualties, whereas a kindergartener might just wonder what 9/11 was. We then discussed how different perspectives about a situation can be useful.
3. I explained what the word "disciplines" meant-- basically, areas of study. The Disciplines worksheet has a scenario about construction workers who found a skeleton, a gun, a foreign currency, and green glass bottle. Who is this person? What happened? In groups of three, the students picked who would be on their research committees. For example, I might select a historian, who would be able to tell me about the history of South Street Seaport and give me context about what the area was like/what may have happened.
4. We had a class discussion about who people chose, and why. I asked people why they didn't choose 3 paleontologists, or 3 doctors, etc. The students said that they wanted multiple perspectives of what may have happened. Then we discussed how that same idea applies to Big History. Why is using multiple disciplines to answer big questions an advantage?
Papers handed in today:
None
Homework:
Finish Discipline worksheet (parts 1, 2, and 3 only). The second sheet gives you ideas of different disciplines, if you have trouble thinking of some.
9global_disciplines_worksheet.pdf | |
File Size: | 56 kb |
File Type: |