Origin Stories Article Collection
STUDENT MATERIALSSTUDENT MATERIALSS-1ORIGIN STORIES ARTICLE COLLECTIONOER PROJECT / ORIGIN STORIES Unless otherwise noted, this work is licensed under CC BY 4.0. Credit: “Origin Stories Article Collection”, OER Project, https://www.oerproject.com/PurposeThese origin stories are important for a number of reasons: They’re entertaining, instructive, and also useful, because they help us better understand the kinds of questions that origin stories answer and the motivations of humans in asking these types of questions.ProcessYour teacher will assign you to a group and assign your group an origin story to read. Use the Three Close Reads Worksheet. You should read your group’s story and then discuss the story with your group members to come to a consensus about what information to put on the Origin Story Comparison Worksheet. Once all the groups have finished, you’ll walk around the room and fill in the other sections of the worksheet based on the findings of the other groups.Look carefully at the information you’ve recorded on your worksheet. Are there any significant similarities or differences among the stories that leap out at you? Does the information you’ve written on your worksheet provide any insight into the reasons why people create origin stories?Be prepared to share your thoughts with the class.
Name:Date:Name:Date:STUDENT MATERIALSS-2ORIGIN STORIES ARTICLE COLLECTIONOER PROJECT / ORIGIN STORIESDirections: Use this chart to highlight the differences - and any similarities - between the origin stories you read.Modern ScientificChineseJudeo-ChristianIroquoisSource of the worldOriginator of the worldHow the Earth formedAge of the EarthFirst life formsHow humans formedRelationship between humans and animals / plants
Name:Date:Name:Date:STUDENT MATERIALSS-3ORIGIN STORIES ARTICLE COLLECTIONOER PROJECT / ORIGIN STORIESMayanGreek ZuluEfikSource of the worldOriginator of the worldHow the Earth formedAge of the EarthFirst life formsHow humans formedRelationship between humans and animals / plants
Name:Date:Name:Date:STUDENT MATERIALSS-4THREE CLOSE READSOER PROJECTDirections: Before each of the three reads, look at the “Pay Attention to” and “Questions” columns for the reading. Write your answers in the third column.Article Title: Article Author: Overall question or idea to think about as you read:Reading 1: Skimming for GistThis reading is more of a skim—it should help you get the general idea of the reading.Pay attention to ...QuestionsYour answersTitle and headings What is this article going to be about? Images, image captions, graphs, tablesHow do these add to your idea of what the article is going to be about?
Name:Date:Name:Date:STUDENT MATERIALSS-5ORIGIN STORIES ARTICLE COLLECTIONOER PROJECT / ORIGIN STORIESReading 2: Understanding ContentIn this read, you will pay attention to the information that most helps you understand the article. Pay attention to ...QuestionsYour answersVocabulary Are there words you don’t understand or recognize? Underline and write down the words, then follow your teachers directions for how to look up and define those words. Major ClaimWhat is the main idea of this article? This could be a thesis statement or the primary focus of the article.Analysis and EvidenceWhat evidence does the author use that supports or extends the main idea? Provide 2-3 examples.Claim TestersWhat claim testers did the author use when providing support for the major claim? Name one claim tester (authority, intuition, evidence, logic) and explain how it was used.
Name:Date:Name:Date:STUDENT MATERIALSS-6ORIGIN STORIES ARTICLE COLLECTIONOER PROJECT / ORIGIN STORIESReading 3: Thinking Conceptually The third reading is really about understanding how the article relates to the unit driving question or other questions and ideas from the course. Your teacher may give you some sentence starters to help you respond to these questions.Pay attention to ...QuestionsYour answersSupport What from this article confirmed what you already knew about Big History, the unit driving question, or the question or idea you thought about as you read?ExtendIn what ways did this article deepen your thinking about Big History, the unit driving question, or the question or idea you thought about as you read?ChallengeHow did this article change or challenge your thinking Big History, the unit driving question, or the question or idea you thought about as you read.