Name:

Eric Gulotty

Date: October 7, 2014

Subject:

Modern World History

Model of Teaching: ADVANCE ORGANIZER

Standard: Historical Interpretation 4: Students understand the meaning, implication, and impact of historical events and
recognize that events could have taken other directions; Historical Research, Evidence, and Point of View 4: Students distinguish
valid arguments from fallacious arguments in historical interpretations.

Objective: SWBAT compare Primary and Secondary source documents by answering questions about two photos depicting the
massacre of Incans and a reading about the capture of Incan Emperor Atahualpa by answering questions on a worksheet.

Syntax

Activity

Motivation
State the
Objective

Teacher will review the previous lesson,

which was a group investigation of two
secondary sources compared with a primary
source of the Capture of Incan Leader
Atahualpa.
Teacher will praise the students for their
questions, and then bring up the subject of
checking sources. Teacher will introduce the
subject of historical bias after introducing the
advance organizer, but will state the
objective of comparing (and contrasting)
sources.

Introduce
the
Advance
Organizer

The teacher will refer to the advance

organizer when discussing comparing the
sources.

Sandra N. Kaplan, USC

Script
Today I am going to hand back your
worksheets from last class. You did a
wonderful job answering the questions! I did
grade the papers, but only for completion.
Please remember if I correct grammar, it will
not cost you any points. I will only take off
for not writing in complete sentences. After
reviewing your work, I have decided that we
wont finish the worksheet, but that we will
do a different worksheet instead.
What we are going to do today is based on
what we did last class. You all asked great
questions, but we need to ask ourselves
another question, and this is a question that
we will always need to ask ourselves
throughout the semester, and that is this
question, Who do you trust? (The teacher
will refer to the slide). We are going to, as the
slide says; take a different look at our primary
and secondary sources.
When we look at all of our sources. I want
you to ask the same question about all of
them even your textbook Who do I trust?
(The teacher will move to the next slide). And
one of the things I want you to do is (referring
to slide. Compare and contrast? Do you see
the picture on the left of the rabbit and the
hare? They are alike, even though they are
two different species. When we compare we
are seeing how two things are alike. When we
contrast, we are seeing how two things are
different. There is a saying in English
(referring to the apple and orange slide on the
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right), if we are comparing two things that are

too different from each other; we say we are
comparing apples to oranges. What we want
to do is two like things, which is why we say
apples to apples.
Practice
with the
Advance
Organizer

Apply the
Advance
Organizer

Teacher models comparing the engraving to

the reading for the students, focusing on a
common problem in the previous class,
which was that students would rationalize
why the picture was true rather than question
it relative to the reading.
Teacher will read the reading and point out
the difference between the reading and the
engraving.
Teacher will ask students comprehension
questions during this process.
Teacher will refer to the organizer when
goingthrough the steps to assertain which
source might be more reliable.

Teacher asks students to take out the reading

for this week, and students take out the
reading.
Teacher asks students which source was
closer to the event. Teacher has students
answer the other questions as well.

Teacher moves to the slide that defines bias,

and has a student read the definition.

Sandra N. Kaplan, USC

Okay now I am going to compare, the

engraving to the reading. (The teacher will
move to the next slide) So here is are the two
sided by side.

So once again, I want us to ask ourselves,

Who do you trust? (The teacher will move
slide to the list of questions.) and then I want
you to get some evidence that will help you to
make that decision. First who was closer to
the actual event? Then, remember what we
did with the Christopher Columbus reading,
What did he want/do/say? What might the
creator of the source want> What did they do,
and what did they say to others that might be
the same or different?

So who can tell me, which source was closer

to the event? The reading, which is an
eyewitness to the event, or the engravings,
which were done years after the event?
(Hopefully students answer the reading).
Okay, now that we have talked about which
source was closer, and might be more
reliable, we need to look for something else.
(The teacher moves to the bias slide) We
are going to talk about this word, bias. Now
you will see this word in almost every other
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subject your study, English, science, even

math. I want to talk about in the context of
history. Would (student) please read the
definition of bias as it relates to history?
I want to stress the part of the definition that
says there is evidence of bias. We cant just
say, Oh thats biased. We need to have
evidence that we can cite to show that there is
bias. Its part of our job as historians, and we
are all historians.

Teacher will ask a student to read the quote,

which is directly from the reading.
The student reads the quote, and the teacher
will check that students are aware of where
we are in the reading.

Teacher will hand out the ten

Commandments of God reading and explain
its relationship to the text.
Students (hopefully) answer the question. If
not teacher will explain.

Sandra N. Kaplan, USC

Please take out your Atahualpa readings. We

are now going to compare them to another
primary source document. (Teacher moves
slide to picture of The Capture of
Atahualpa with the priest) Could (student)
please read the quote on the power point? If
you cant see, you can read your reading. This
is found in paragraph six. So look for the
number six that Mr. Witte labeled with you
when he assigned this for homework a few
classes ago.

Do you see how the Friar says, I am a priest

of God, and I teach Christians the things of
Godwhat I teach is that which God says to
us in this Book? Hey, does anyone know
what book the Friar is referring too?
So now I am going to hand out one of the
things of God that the Friar should be
teaching Christians. I a handing out a sheet
with the Ten Commandments of God on it.
Now lets be clear, I am not asking you to
judge the validity of the Ten Commandments.
This is only to compare what the Friar says he
wants to do with what the reading says
happened. We need to check for consistency,
to se if what is said and what is done are the
same.

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Integrate
Advance
Organizer
& Closure

Students will fill out the worksheet using the

Ten Commandments, the readings and the
engravings.
The teacher will model the use of Academic
English and stress the need to use it in class.
Student reads the question, and the teacher
polls the class for an answer and then models
the proper way to write an answer.
Students will hopefully answer by saying
something like Pizzaro took it. If they
dont teacher will discuss making an
inference and model the question anyway.

Now we are going to fill out the worksheet

and compare our sources, and please
remember we need to ask, Who do you
trust? Now I want to show you how to answer
one question. Its later in the sheet, but it is a
good example of how I want you to answer
questions. (Teacher moves back to first slide
used to compare the engravings to the
reading.) Lets look at question number 9.
(Student) would you please read the question
for us? Very nice job! So what did happen to
all of the gold and Silver? Do you think it was
given back to the Incans?
Yes, so Pizzaro took the gold and silver. Now
I want to bring up something else we need to
work on. Too may of you are answering
questions without using full sentences, and
without giving evidence to support your
answer. You need to use proper nouns when
you answer questions. You cant just say
they did this or that or it was taken. You
need to be specific. So what you need to write
is, Governor Pizarro took the silver and gold
fro the Incans. Please copy this down, and
this is what I want you to do when you
answer a question.

Teacher and students will complete the sheet

together. Students will work in their pod
groups to complete questions 7-13. If there is
time, we will discuss the answers. If we run
short, students will complete the worksheet
as homework, and we will discuss at the
beginning of next class.
The teacher will make the time to introduce
next class reading and reading guide, which
will be assigned for homework.

Sandra N. Kaplan, USC

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References
Capture Of Atahualpa, by Granger. (2014, January 1). Retrieved October 4, 2014 from
http://fineartamerica.com/featured/capture-of-atahualpa-granger.html .
Diamond, J. (1998). Collision at Cajamarca. In Guns, germs, and steel: The fates of human societies (pp.
69-75). New York: W.W. Norton &.
Fairchild, M. (2014, January 1). A Simplified Summary of the 10 Commandments. Retrieved October 6,
2014 from http://christianity.about.com/od/biblestorysummaries/qt/tencommandpara.htm .
Kunstler. (2014, January 1). The Battle of Cajamarca - Theodore de Bry. Retrieved October 5, 2014 from
http://www.1st-art-gallery.com/thumbnail/323744/1/The-Battle-Of-Cajamarca.jpg .
Villard. (n.d.). Engrade Wikis Colonialism in Bolivia Spanish Conquest. Retrieved October 4, 2014
from
http://s3.amazonaws.com/engrademyfiles/4053317628961143/tumblr_m7sexgHScP1r2r773o1_r2_1280
.jpg .

Sandra N. Kaplan, USC

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