How Would You Draw History?

Exploring the Complexity of Historical Patterns 

US History -- 11th Grade

Learning Objectives: Students will be able to analyze and critique traditional and alternative models of historical analysis (e.g., linear, cyclical, spiral, and dialectical) and apply these models to historical events like the Civil War. They will synthesize their understanding by visually representing history’s patterns and justifying their interpretation through written and oral explanations.

• Analyze and critique traditional and alternative models of historical analysis (linear, cyclical, spiral, and dialectical).

• Apply historical models to events such as the Civil War.

• Synthesize understanding by creating a visual representation of history’s patterns.

• Justify interpretations of history through written and oral explanations.

Language Objectives: Students will be able to define key terms related to historical models, summarize Sartwell’s critique of traditional models in writing, and present their visual representation of history using academic language to explain their reasoning and analysis.

• Define and use key terms related to historical analysis (e.g., linear, cyclical, dialectical).

• Summarize Sartwell’s critique of traditional models in writing.

• Present visual representations of history using academic language to explain reasoning and analysis.

Common Core Standards:

• CCSS.ELA-Literacy.RH.11-12.2
  Determine the central ideas or information of a primary or secondary source; provide an accurate summary that clarifies the relationships among the key details and ideas.

• CCSS.ELA-Literacy.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and in words) to address a question or solve a problem. 

Lesson Overview:

• Focus: This lesson challenges students to explore how different models of historical analysis—linear, cyclical, spiral, and dialectical—shape our understanding of the past and influence interpretations of events like the Civil War. Students engage with Sartwell’s critique of traditional models, analyze historical examples, and synthesize their understanding through creative visual representations of history.

• Agenda Highlights:

  • • Warm-up activity: Students reflect on their initial ideas about the "shape" of history.

    • Brief lecture: Introduction to the four models of historical analysis with examples, including the Civil War.

    • Guided analysis: Students discuss Sartwell’s critique of traditional models and his spirograph theory.

    • Activity: Students draw their interpretation of history using the Civil War as a case study.

Key Activities:

• Warm-up Activity: Students reflect on the "shape" of history and sketch their initial interpretations. 

• Guided Analysis of Sartwell's Article: Students critique traditional models and explore alternative interpretations of history. 

• Drawing Activity: Students create and explain a visual representation of history, integrating their understanding of historical models and the Civil War.

Assessments:

• Formative: Participate in class discussions and warm-up activities and complete guided analysis questions on Sartwell's critique. 

• Summative: Students submit their visual representations of history with labeled elements and written reflections explaining their model and its connection to the Civil War.