Resource List for the Bay Area 2018
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General Resources
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Historical Societies
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Cultural Associations
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Historical Demographic Data
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Museums
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Historic Markers, Memorials and Landmarks
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Regional Parks
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Murals and Public Art Projects
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Neighborhood Organizations
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Local or Neighborhood Newspapers
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LocalWiki
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Oral History Projects
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Family History Collections
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Senior Centers and Elder Communities
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Historic Tours
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East Bay
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Historical Societies/Libraries
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Field Study Sites
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San Francisco
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Historical Societies/Libraries
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Field Study Sites
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Peninsula and South Bay
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Historical Societies/Libraries
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Field Study Sites
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Making History Overview
Vision: MAKING HISTORY aims to increase student connection to the historical narrative, the history of their communities, and themselves through a focus on project-based learning and historical thinking concepts.
The MAKING HISTORY Teacher
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Asks questions of the past.
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Investigates the history of the school community.
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Thinks about who the students are and what histories they bring to the classroom.
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Regularly tries new instructional ideas.
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Creates space for students to lead their own inquiry.
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Empowers students to see themselves as historymakers in their community.
The MAKING HISTORY Approach
UCBHSSP has developed modules to introduce students to four different historical thinking concepts: Evidence, Continuity and Change, Historical Significance and the Ethical Dimension. Each module is meant to be used in conjunction with a content unit and can easily be adapted to meet the needs of a broad range of classrooms.
The MAKING HISTORY Curriculum Modules
A. Pre-lesson
Uses personal histories to establish understanding of historical thinking concepts.
B. Suggested Scaffolds
Provides learning strategies and organizers to foster understanding of historical thinking concepts throughout the unit of study.
C. Culminating Project
Integrates historical thinking concepts into the historical topics studied.
Community Resources Reflection
The MAKING HISTORY teacher seeks to connect students to their community and the past through the use of local history.
While it helps to do some footwork, you and your students can uncover your community’s history together.
Asset Mapping
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Who is your student population (demographics, interests, backgrounds)?
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What are the different ethnic/cultural/socioeconomic communities in the community surrounding your school? How would you characterize different waves of (im)migration in your community over time?
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What historical events, themes, or patterns are part of your school community’s history?
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What landmarks, monuments, or places of interest mark the history of your community?
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Who might serve as local “knowledge keepers” in your community? Do you have a local historical society? Senior centers? Community or cultural centers?
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Who is currently “making history’ in your community? How might your students engage with current activists or innovators?
Application to Curriculum
This pre-lesson can be used at the beginning of a content unit that explicitly introduces students to the historical thinking concept of historical significance.
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Essential Question: How do we decide what is important to learn about the past?
Guidepost 1 Events, people, or developments have historical significance if they resulted in change. That is, they had deep consequences, for many people, over a long period of time.
Guidepost 2 Events, people, or developments have historical significance if they are revealing. That is, they shed light on enduring or emerging issues in history or contemporary life.
Guidepost 3 Historical significance is constructed. That is, events, people and developments meet the criteria for historical significance only when they are shown to occupy a meaningful place in a narrative.
Guidepost 4 Historical significance varies over time and from group to group.
Source: Peter Seixas and Tom Morton, The Big Six: Historical Thinking Concepts. Toronto: Nelson Education Ltd (2013).
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Change: to make or become different Construct: to build or make
Reveal: to show or make known to others Narrative: a spoken or written account of connected events
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Activity 1:Personal Significance
Goal: Using their own lives as evidence, students should understand the three ways historical significance is determined: 1) something is significant if it resulted in change, 2) if it is revealing, or 3) if it is incorporated into the historical narrative.
Teacher Note: As you lead students through this activity, consider how you might introduce the concept of history as a narrative. Whose stories have been emphasized in your own classroom, and whose stories have been left out? Consider being explicit with your students about the choices you have made as an educator. Ask your students how history classrooms and textbooks reinforce different narratives.
Activity 2: Historical Context and Historical Significance
Goal: Students understand that historical narratives change based on who is asking the question and when the question is being asked.
Teacher Note: Through this activity, we want students to understand that historians construct significance through the questions they ask about the past, which are often informed by their own current contexts. How can you use this activity to help students develop their own questions about the past, informed by their own cultural and social frameworks? How can you use this activity to discuss how historical narratives change over time and how certain historical topics might be taught in different states or different countries?
Activity 1: Personal Significance
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Below, list at least 6-8 events that have shaped your life from birth to the present.
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Historians often use the following criteria to determine historical significance:
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Something is historically significant if it resulted in change.
e.g. When I was 16, I moved to a different city and went to a new school.
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Something is historically significant if it is reveals something about the experiences of regular people during that time.
e.g. My friends and I used social media in middle school to communicate.
c. Something is historically significant if it occupies a meaningful place within a narrative.
e.g. My first soccer game is important to me because I still play soccer today.
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2. Look at all of the events you chose. Put a star (*) next to events that resulted in change, and a plus (+) next to events that are important because they reveal something about you.
3. Next, circle the top three most significant events and share them with a partner. After sharing, reflect on the three events you chose. Why are they most significant?
4. What kind of story or narrative do they tell about your life?
5. Look back over all of the events you listed and choose three different events. How do these events change your narrative? How many different narratives, or stories, could the events you listed tell about your life?
Application and Reflection on Historical Thinking
6. What makes historical events meaningful? How do historians determine what is important to learn about history?
7. Why are some events included in a textbook or in a history classroom, and some are not? What do YOU think is important to learn about the past?
Field Study Guide
This activity can be used as a supporting scaffold within a unit that is focusing on the historical thinking concept of historical significance. The goal of this unit is for students to understand the following guideposts:
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Historical Significance
Essential Question: How do we decide what is important to learn about the past?
Guidepost 1 Events, people, or developments have historical significance if they resulted in change. That is, they had deep consequences, for many people, over a long period of time.
Guidepost 2 Events, people, or developments have historical significance if they are revealing. That is, they shed light on enduring or emerging issues in history or contemporary life.
Guidepost 3 Historical significance is constructed. That is, events, people and developments meet the criteria for historical significance only when they are shown to occupy a meaningful place in a narrative.
Guidepost 4 Historical significance varies over time and from group to group.
Source: Peter Seixas and Tom Morton, The Big Six: Historical Thinking Concepts. Toronto: Nelson Education Ltd (2013).
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Teacher Notes: As students conduct a field study to a local museum or memorial, they can use this activity. If your class is not able to physically go on a field study, you might consider bringing pictures of memorials into your classroom, and allowing students to conduct a gallery walk, choosing a memorial that has meaning to them.
Remember, a field study does not have to mean traveling far! Consider taking your students on a walk to a nearby local monument, or to your city’s library or local historical society.
Name_____________________________________
Inquiry Question:How do we remember the past?
Directions:
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Take a few moments to examine the memorial/museum, and then discuss these questions in small groups.
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What feelings/thoughts does it evoke?
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Who/what is being remembered?
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What themes or narratives are emphasized? How does it help you understand the history of race, class, gender, or the US more broadly?
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What is left out?
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What values are communicated through this memorial?
2. Next, identify one image, object or piece of text that stands out, and answering the following questions below.
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Why is it interesting to you?
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How is it presented? What is the intended message?
iii. What does it reveal about the past?
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What would you like to see included or more explicitly emphasized?
Application and Reflection on Historical Thinking
3. What does this memorial reveal about what is historically significant to this community?
Historical Significance: Historical Questions and Significance
This activity can be used as a supporting scaffold within a unit that is focusing on the historical thinking concept of historical significance. The goal of this unit is for students to understand the following guideposts:
Goal: At the end of this activity, students should have a clear understanding that historians make choices about historical significance, due both to the types of questions they ask and the evidence they prioritize.
Teacher Note:
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Give students a copy of a timeline that is relevant to your current content unit.
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Generate three-four historical questions about the time period that might point students to focus on DIFFERENT events of the timeline.
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Based on the assigned historical question, ask students to narrow the timeline down to the three most significant events of that time period.
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Encourage students to present their findings to the class and engage in a discussion about the application and reflection on historical thinking.
* An example of this activity, using the Free Speech Movement as content, is found on pages 3-5 of this document.
Historical Questions and Significance
Student Directions: Study the following timeline. Based on your historical question, choose the three most significant events of this time period.
Historical Question: _________________________________________________________________________
Most Significant Events
Discussion Questions
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Why did your group choose these three events? Was there disagreement in your group? Explain.
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How did the events chosen by other groups differ from those your group chose?
Application and Reflection on Historical Thinking
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What role do historical questions play in the construction of the historical narrative?
Free Speech Movement Timeline
Historical Question A: How did the Free Speech Movement reflect ideas about what students should expect from colleges and universities?
Historical Question B: How did the UC Berkeley administration respond to student demands for change during the 1960s?
Historical Question C: How should UC Berkeley publicly remember the Free Speech Movement?
Free Speech Timeline
Adapted from http://fsm.berkeley.edu/free-speech-movement-timeline/
September 14, 1964 — September 29, 1964
Student organizations receive a letter from Dean of Students Katherine Towle announcing that tables will no longer be permitted in front of UC Berkeley’s campus, and that collecting money or recruiting participants for off-campus political activity and taking positions on off-campus political issues will be prohibited.
September 30, 1964
Eight students from SNCC and CORE set up tables at Sather Gate without permits from the Dean of Students, and are subsequently suspended. More than 500 sympathizers join them in what is to become the first of the Sproul Hall sit-ins.
October 1, 1964
In defiance of the ban on on-campus political activities, at 10:00am Jack Weinberg from campus CORE sets up a table with political information. At 11:45am he is arrested after refusing to vacate or identify himself. Demonstrators gather on Sproul Plaza for a noon rally. Hundreds of students surround the police car containing Jack Weinberg, preventing it from moving for 36 hours, while chanting "Release him! Release him!" Mario Savio climbs on top of the police car and demands Weinberg's release and the lifting of University prohibitions against political activity on campus.
October 2, 1964, 6 pm
Demonstrators remain on Sproul throughout the day, at one point numbering more than 7,000. Police officers from around the Bay Area and the California Highway Patrol gather around the demonstrators. UC President Clark Kerr, Chancellor Edward Strong, law enforcement representatives, deans, and representatives of the governor's office meet to discuss the situation while tensions mount.
October 2, 1964
At 7:30pm, Mario Savio reads an agreement with President Kerr to the crowd, stating that the university will not press charges against Weinberg, that a committee of students and administrators will be formed immediately to discuss all political activities on campus, and that students will desist with illegal protest activity.
November 7, 1964
After the formation of a campus committee on political activity and an ad hoc committee to advise on the Sep. 30 suspension of 8 students, the University administration declares itself unalterably opposed to the students’ position on political advocacy, and demands the right to discipline students who advocate activities that ultimately lead to illegal actions off-campus or on.
November 9, 1964
When negotiations reach a stalemate, the students decide to "exercise our constitutional rights" and resume manning tables on Sproul Plaza.
November 20, 1964
Regents meet and approve suggestions made by President Kerr and Chancellor Strong concerning the suspension of the eight original students and the probation of Mario Savio and Art Goldberg. They also agree to modify their policy on political activity, but maintain that organizations and individuals be disciplined for what they called "illegal advocacy." In response, over 3,000 students rally at Sproul Hall.
November 28, 1964 — December 1, 1964
On November 28, the administration initiates new disciplinary action against Mario Savio and Art Goldberg for alleged acts committed on Oct. 1-2. The FSM demonstrators demand the charges against both students be dropped.
December 2, 1964
Mario Savio gives the “Bodies Upon the Gears” speech at Sproul Hall. A number of people speak and perform during the strike, including Joan Baez, who sings "We Shall Overcome" as the students enter Sproul Hall and later joins them inside as the students occupy the building. Police enter Sproul Hall and take 12 hours to arrest over 800 protestors.
December 7, 1964
University President Clark Kerr announces that complete campus amnesty for acts committed through December 7, 1964 will be granted to the students facing disciplinary action. He upholds the rule preserving the University's right to punish on-campus advocacy of acts leading to violations of the law. Following Clark Kerr’s speech, Mario Savio climbs the stage to address the crowd. University police officers pull him away from the rostrum and off the stage. Art Goldberg pleads with President Kerr, and Savio is allowed to speak. He announces a noon rally on Sproul to continue the fight for free speech on campus.
December 8, 1964
The Academic Senate meets and votes 824 to 115 endorsing the FSM's central demand that the University regulate only the time, place and manner of student political activity and make no regulations restricting the content of speech or advocacy.
December 18, 1964
The University Board of Regents agrees that speech and advocacy protected by the 1st and 14th Constitutional amendments will also be protected on campus. The Regents do not accept the full proposal made by the Academic Senate, but appoint a committee to examine the issues and make recommendations to the board.
January 2, 1965
At an emergency meeting, the board of regents names Martin Meyerson, Dean of the College of Environmental Design, as acting chancellor, replacing Edward W. Strong.
January 3, 1965
The new acting chancellor, Martin Meyerson, delivers his first address to the campus community announcing new provisional rules for political activity on the Berkeley campus: the Sproul Hall steps are designated as an open discussion area during certain hours of the day and tables are permitted on Sproul Plaza.
Culminating Project
Teacher Instructions
The goal of this project is for students to explore the historical thinking concept of Historical Significance. Ideally, students would complete this project at the end of a content unit that focused on the following guideposts.
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Historical Significance
Essential Question: How do we decide what is important to learn about the past?
Guidepost 1 Events, people, or developments have historical significance if they resulted in change. That is, they had deep consequences, for many people, over a long period of time.
Guidepost 2 Events, people, or developments have historical significance if they are revealing. That is, they shed light on enduring or emerging issues in history or contemporary life.
Guidepost 3 Historical significance is constructed. That is, events, people and developments meet the criteria for historical significance only when they are shown to occupy a meaningful place in a narrative.
Guidepost 4 Historical significance varies over time and from group to group.
Source: Peter Seixas and Tom Morton (2013). The Big Six: Historical Thinking Concepts. Toronto: Nelson Education Ltd.
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Before beginning this project, you might consider taking students to visit a museum or a historical monument. Alternatively, you could show a Powerpoint of famous memorials.
You can use the following questions to frame classroom discussions about memorials:
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Whose stories have been celebrated or commemorated in our textbooks? In the classroom? Why are these individuals, groups, or events considered significant?
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What individuals, groups, or events have been left out of the popular narrative? Why?
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Are there individuals, groups, or events in your local community that inspire you? Why are their stories significant?
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Are there individuals, groups, or events that we have studied this year or in past history classes that inspire you? Why are their stories significant?
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What do memorials reveal about historical significance in a community?
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What role do memorials play in a community, state or nation’s collective consciousness and remembrance?
Performance Task: Creating a Memorial Name______________________
Focus Question: How should we remember the past?
Task: Design and create a memorial around one of the following topics:
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A person, group or event of significance in your community
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A person, group, or event of significance to you
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A person, group, or event of significance in the content you have been studying
Step 1: Choose a person, group or event of significance.
______________________________________________________
Step 2: Why are they significant? Create a two-three sentence argument regarding their significance.
Step 3: As you plan your memorial, answer the questions below on a separate piece of paper.
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Where would the memorial be located and who will see it?
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What wording, if any, would be included? Think about the title of the memorial and any possible inscriptions.
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Why is this event/person important to be memorialized?
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What does your memorial accomplish? What is the impact of your memorial?
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Are there other examples of memorials that have been done on this topic? How is your memorial similar or different to what has been created in the past?
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How does your memorial result in change, reveal something our current time, and/or fit into an historical narrative?
Step 4: Create a model, blueprint, or sketch of your memorial, including any inscription you might include.
https://drive.google.com/drive/folders/1nZflO5ZcWaSEneKXXcaGKtQ0SH3p-PL-
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