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BIAS IS UBIQUITOUS
3 strategies to introduce students
to the discipline of history
Spiro Bolos, New Trier High School
Jeannie Logan, Glenbrook South High School
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“The author is very bias.”
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BEGINNER
“Trivial Pursuits”
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“bias of inclusion”
“bias of exclusion”
“bias of coverage (length)”
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INTERMEDIATE
[prep]
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SOURCE
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ART ANALYSIS
Counternarratives by Alexandra Bell
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“Charlottesville”, 2017
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QUESTIONS TO CONSIDER:
What is Alexandra Bell’s BIAS?
What is her ultimate PURPOSE?
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5:15
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What is Alexandra Bell’s BIAS?
What is her ultimate PURPOSE?
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INTERMEDIATE
“Secret Messages”
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“bias of diction”
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“bias of
inclusion/exclusion”
“bias of diction”
“bias of voice:
active vs. passive”
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Indians Fight Back.
The Indians fought on and off from 1862 to 1890.
Leaders in the struggle against the encroaching
Americans were the Sioux and the Cheyenne.
The struggle began in 1862 when a small band of young
Sioux, while searching for food, killed five whites near a
reservation in Minnesota. The white farmers in the area
promptly fled for their lives. Equally frightened, the Sioux
split into two groups. One fled the vicinity, but the other,
afraid of retaliation, decided to attack first. Hundreds of
settlers were killed and their farmhouses burned before
the state militia succeeded in defeating the Sioux.
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Indians Fight Back.
The Indians fought on and off from 1862 to 1890.
Leaders in the struggle against the encroaching
Americans were the Sioux and the Cheyenne.
The struggle began in 1862 when a small band of young
Sioux, while searching for food, killed five whites near a
reservation in Minnesota. The white farmers in the area
promptly fled for their lives. Equally frightened, the Sioux
split into two groups. One fled the vicinity, but the other,
afraid of retaliation, decided to attack first. Hundreds of
settlers were killed and their farmhouses burned before
the state militia succeeded in defeating the Sioux.
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Most of the Indians who were taken prisoner were later
pardoned by President Lincoln, but thirty-eight were
hanged “at a great hanging-bee” the day after Christmas,
1862. In 1863 the remaining Minnesota Sioux, defeated,
were forced to yield their land and leave the state.
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Most of the Indians who were taken prisoner were later
pardoned by President Lincoln, but thirty-eight were
hanged “at a great hanging-bee” the day after Christmas,
1862. In 1863 the remaining Minnesota Sioux, defeated,
were forced to yield their land and leave the state.
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Chivington Massacres the Cheyenne.
Farther south, in the Colorado Territory, the situation
was quite different. There, miners had forced the
Cheyenne into a barren area known as the Sand Creek
Reserve. Short of food, bands of Indians began raiding
nearby trails and settlements. Colorado Governor John
Evans immediately called out the militia. At the same
time, he urged those Indians who did not want to fight to
report to Fort Lyon where they would be safe from harm.
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Chivington Massacres the Cheyenne.
Farther south, in the Colorado Territory, the situation
was quite different. There, miners had forced the
Cheyenne into a barren area known as the Sand Creek
Reserve. Short of food, bands of Indians began raiding
nearby trails and settlements. Colorado Governor John
Evans immediately called out the militia. At the same
time, he urged those Indians who did not want to fight to
report to Fort Lyon where they would be safe from harm.
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In the fall of 1864, some five hundred Cheyenne were
encamped on Sand Creek. Two flags fluttered above the
camp: the Stars and Stripes, and a white flag — both
symbols of the Indians’ desire for peace. In the meantime,
General S. R. Curtis, United States army commander in
the West, had sent a telegram to the head of the
Colorado militia, Colonel J. M. Chivington: “I want no
peace till the Indians suffer more.” So at daybreak of
November 29, Chivington and his troops fell upon the
sleeping Indians and killed about four hundred fifty of
them.
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In the fall of 1864, some five hundred Cheyenne were
encamped on Sand Creek. Two flags fluttered above the
camp: the Stars and Stripes, and a white flag — both
symbols of the Indians’ desire for peace. In the meantime,
General S. R. Curtis, United States army commander in
the West, had sent a telegram to the head of the
Colorado militia, Colonel J. M. Chivington: “I want no
peace till the Indians suffer more.” So at daybreak of
November 29, Chivington and his troops fell upon the
sleeping Indians and killed about four hundred fifty of
them.
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Summative Assessment:
Focusing on the six paragraphs under the subheadings,
“Indians Fight Back” and “Chivington Massacres the
Cheyenne” (pp. 415-16), rewrite the history textbook
selection without changing the factual aspects of it.
Meaning, after identifying the bias of the current text,
think about how you might use diction, voice, and
inclusion/exclusion to create a different bias in your
own version.
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You may confine your writing to any three contiguous
paragraphs for this assessment. In a fourth and
separate paragraph, you will need to explain which
method(s) you employed (inclusion/exclusion, diction,
voice, or other) to substantively change the bias, citing
specific examples (i.e., quotes) from the text.
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1st SEMESTER EXAM
“Which Stories Will Become History?”
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Summative Assessment:
The narrative paragraph (short) is to be written in the
stylistic voice (past tense) of your textbook. Pretend as
if you are writing one hundred years in the future. The
strongest essays will incorporate multiple sources and
perspectives and communicate the kinds of nuances
that characterize the complexities of the event, as well
as its consequences.
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The rationale paragraph (longer) should reference
specific ideas, values, approaches and lessons from our
course applied to the literal writing of a history, such as
(but not limited to) “Trivial Pursuits”, “Secret Messages”,
“The Death of Mr > Bolos”, as well as principles of
media literacy, etc.
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CRITERIA STRONG OK
NEEDS
WORK
Clarity, coherence, and tone:
How easy is it for the lay reader to understand the historical
narrative — is there empathy employed? How well does the
writing transition from sentence to sentence? Past tense?
Dispassionate tone? 100-year perspective?
Rationale:
How effective and convincing were the choices made to include
various details and use class content/skills to frame the event?
How specific were the references? Did you quote your own
writing for examples?
Breadth:
How many different sources were utilized accurately,
significantly, and cited correctly? How effectively did the
selections inform the viewpoint expressed by the writer?
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ADVANCED
“The Death of Mr. Bolos”
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The Death of Mr Bolos:
An Exercise in Analyzing Artifacts
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Task:
In a group of no more than 3-4 students, you will be
writing a biography (or personal history) about the
late Mr. Bolos. Somewhere in this essay, you should also
speculate as to the cause of his death. Your essay
should be well-structured, cohesive, and coherent. It will
be based on the following sources:
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• Personal artifacts (from the provided box)
• Interviews with his colleagues/friends/enemies/
former students
• Other types of information (including the Internet)
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What is an artifact?
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What is an artifact?
How old?
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Primary vs. Secondary
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1) Artifacts
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2) Interviews
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3) Other
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Collaboration and Corroboration
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and
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Debriefing
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Why Day 1?
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Know me
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Know them
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A reason to work together
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Class Climate
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A “disciplined mind”
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A bookend of inquiry
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BIAS IS UBIQUITOUS
All materials available
at www.spirobolos.com
Spiro Bolos, New Trier High School
Jeannie Logan, Glenbrook South High School