analyzing first person historic documents with information from the library of congress
TRANSCRIPT
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Analyzing First Person Historic Documents
With information from the Library of Congress
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Why use FPH sources in the classroom?What are FPH Sources?
Activity: Conflicting Records
Finding sourcesEvaluating sources for usePlanning lessons/Activities
Student evaluation of sourcesAssessment
Activity: Sources Scavenger Hunt
First Person Historical Sources
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Why use FPH sources in the classroom?
They help students:• Develop observational skills• Develop vocabulary and reading-comprehension skills. • Develop inquiry skills. • Understand that history has local links.• Develop empathy for the human condition. • Analyze different points of view. • Understand that history is a continuum and that people
all make their own personal histories. • Develop research skills that lead to analyzing sources
and forming conclusions.
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1)Construction of knowledge through 2) the use of disciplined inquiry that 3) has some value or
meaning beyond success in school.
Standards of Authentic Instruction
http://www.metiri.com/AE/Newmann5Standards.pdf
A Guide to Authentic Instruction and Assessment: Vision, Standards and Scoring
Fred M. Newmann, Walter G. Secada, Gary G. Wehlage
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Disciplinary Content: The task asks students to show understanding and/or use ideas, theories, or perspectives considered central to an academic or
professional discipline.
Standards of Authentic Instruction
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Historians are prisoners of sources that can never be made fully reliable, but if they are skilled readers of sources and always mindful of their captivity, they can make their sources yield meaningful stories about the past and our relationship to it.
-Martha Howell & Walter PrevenierFrom Reliable Sources: An Introduction to Historical Methods
The central paradox of our profession [history]:
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What are First Person Historical Sources?
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Lewis and Clark Expedition
Click the book to purchase it from Barnes and Noble.
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Oral History and the Bdote Memory Map
Click the image above to visit the Bdote Memory Map.
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What Order?
Source-Based – have resources first, build lesson around them.
Topic-Based – have lesson, find resources to support.
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Finding First Person Sources
Internet
Library of Congress
Local Library
Magazines
Books
Purchased Sets
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Evaluating Sources for Use
• Interest
• Reading Level
• Length
• Points of View
• Variety of Sources
• Location
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Planning Lessons/Activities
To organize the use of primary sources in your classroom, consider the following:
• Activity Types
• Classroom Management
• Time
• Assessment
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Different Ways to Use Documents
• Focus – sparking interest
• Inquiry – finding out more
• Application – using what you know
• Assessment – showing what you know
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Focus Activities
For focus activities, choose primary sources that: • present a puzzle; • challenge a stereotype or conventional wisdom; • present a contradiction; • offer an insight (or aha! experience); • promote empathy (through a human interest story);
Present focus activities using the following techniques: • Generate one or two well-crafted questions about the sources.
Use the questions to spark a class discussion or as a task for pairs of students to answer.
• After reviewing one or two primary sources, have small groups of students generate a list of questions about the upcoming topic of instruction.
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Inquiry Activities• To develop an inquiry approach, provide students with
a set of primary sources on a topic, concept, or time period. Students can use the Internet and other research tools to assemble sets of primary sources for themselves.
• Student inquiry can range from working exclusively with primary source documents to using selected primary sources to supplement the student textbook and other instructional materials.
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Application Activities
• Have students expand or alter textbook explanations of history based on primary sources they study.
• Present a set of primary sources in sequence. How does each new documents support or challenge information and understanding garnered from previous documents? Have students refine or revise conclusions.
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Explain how the source supports or challenges a commonly accepted conclusion about a time in history.
Based on analysis of several primary sources, prepare an oral presentation taking a stand on an issue in history.
Select primary source documents to create a museum display about an historical topic. Write captions for the items and justify the documents that were selected.
Write a response to a primary source (speech, news article, sermon), taking the position of someone who lived at the time the source was created.
Ideas for Activities
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Helpful Resource
Click book to purchase
Overview of Types of Primary Sources with sample questions.
Leveled Sample Lessons
K-3, 4-8, 9-12
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Student Evaluation of Documents
OPVL
Origin
Purpose
Value
Limitation
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Document-Based Questions•How is this document a good/bad example of historical event X?
•Document-Based Questions are about analysis, not identification.
•For evaluation activities, select either sources from the historical era under study or choose contemporary sources related to the historical topic.
Projects•Museum Curator: Create a museum display about an historical topic. Choose the best examples of documents, write captions for the items and justify the documents that were selected.
•Magazine Editor: Prepare a visual display (poster, magazine cover, illustrated timeline) that highlights the most important points to be gained from the primary sources under study.
Assessment
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Which of these sources would you use in your classroom and how would you use them?
http://minnesotahumanities.org/programs/historic612
Finding and Choosing Sources
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