Fulbright Memorial Fund Follow-On Plan:

Designed using the Persistent Issues in History approach which adheres to several basic principles:

study of history is organized around fundamental, recurring societal questions.
Teachers engage their students in encounters with rich, multimedia historical artifacts so that they acquire deep historical understandings about the complexity of historical interpretation.
Multimedia technology provides more realistic encounters with history and tools for supporting student thinking about context and issues.
Historical inquiry results in students making informed judgments about the unit question that they can defend with evidence

Saye, J. W. & Brush, T. A. (2004). Promoting Civic Competence through
Problem-based History Learning Environments. In Civic Learning in Teacher
Education (Volume 3) (G. E. Hamot, and J. J. Patrick, eds). Bloomington,
Indiana: ERIC Clearinghouse for Social Studies/Social Science Education.

Follow-On Planning Log: Conceptualizing Instruction- Mapping the Unit

96-Minute Lesson	Strategies - Activities	Multiple Intelligences Assessed	Scaffolding Support
1)Kimigayo sing along and read the Japan Times Article: discuss Debrief/transition to the Persistent Issues in History Question (PIHQ) and also the Central Question (CQ) Mini-Interactive Slide Discussion: Atomic Weaponry	Introductory Discussion of Kimigayo Individual address of Kimigayo case values A series of Visual Documents are examined and subsequently discussed with content	Verbal/Linguistic Musical Interpersonal Intrapersonal Visual/Spatial Verbal/Linguistic Interpersonal Body/Kinesthetic	Soft Scaffold: Discussion Questions Hard Scaffold: Questions for Article An outline for notes will be provided

2) Introduction to Task with Directions Biographical Sketches: A few significant historical perspectives Document Analysis Cardinal Assignment	Student groups read biographical accounts then analyze, and compare different historically significant Japanese individuals Students read and analyze a series of documents, one per historical perspective being investigated	Verbal/Linguistic Interpersonal Intrapersonal Visual/Spatial	Soft Scaffold: Discussion Hard Scaffold: DRC 2; Document Data Retrieval Chart and Cardinal Assignment Rubric

3) Scenario Colloquy: The Paris Peace Conference, 1919	A series of Visual Documents are examined and subsequently discussed with content… AND questions are asked of the students who answer from the 1^st person perspective of their assigned biography	Interpersonal Intrapersonal Visual/Spatial Verbal/Linguistic Interpersonal Body/Kinesthetic	Soft Scaffold: Discussion Questions Hard Scaffold: Questions An outline for notes will be provided

4) Mini-Interactive Slide Discussion: The 1947 Constitution of Japan Re-introduction of the Culminating Activity: The 6-minute Prepared Statement 5) Presentation Construction workday	A series of Visual Documents are examined and subsequently discussed with content… AND Interpretive Student Products Checklist provided	Verbal/Linguistic Interpersonal Body/Kinesthetic Intrapersonal Visual/Spatial	Soft Scaffold: Discussion Hard: Guided Directions

6) Culminating Activity I: The 6-minute Prepared Statement Presentations Culminating Activity II: Essay	Scaffolded Presentation Essay	Verbal/Linguistic Interpersonal Body/Kinesthetic Intrapersonal Visual/Spatial	Soft Scaffold: Discussion Hard: DRC 4 Essay Directions

Fulbright Memorial Fund Follow-On Plan:

Designed using the Persistent Issues in History approach which adheres to several basic principles:

Saye, J. W. & Brush, T. A. (2004). Promoting Civic Competence through Problem-based History Learning Environments. In Civic Learning in Teacher Education (Volume 3) (G. E. Hamot, and J. J. Patrick, eds). Bloomington, Indiana: ERIC Clearinghouse for Social Studies/Social Science Education.

Follow-On Planning Log: Conceptualizing Instruction- Mapping the Unit

AND

AND

Saye, J. W. & Brush, T. A. (2004). Promoting Civic Competence through
Problem-based History Learning Environments. In Civic Learning in Teacher
Education (Volume 3) (G. E. Hamot, and J. J. Patrick, eds). Bloomington,
Indiana: ERIC Clearinghouse for Social Studies/Social Science Education.