Happy Thursday!!Please come in, grab your

writing journals, data folders, and a writing

utensil…---------------------------------------

------With your team DISCUSS the

following quote:

We are what we repeatedly do. Excellence, then, is not

an act, but a habit. ~Aristotle

Incase you were absent:• Tuesday we took our Q1 Pre-

Test…you will need to complete that TODAY

• Summer Evidence - eCampus• Tech Survey and Syllabus form

DUE ASAP!• Supplies NEEDED ASAP!

Today’s Agenda:• New Seats!• Summer Evidence

Overview• Primary vs.

Secondary Sources Video

• Vocab Review• Let’s Take a

Mindwalk!• ANAYLSIS CRAZY

TIME!• Wrap-Up

What are primary sources?

Primary & Secondary Sources:Today we will be adding some writing and vocab words to our journals.

The front of your journals is for writing, bell work etc. The back is for vocabulary and structured notes. To start, open your writing journals to the BACK to add our

first vocabulary words!

Definition Examples

Complete Sentence Illustration/Drawing

“Vocab Word”

Primary & Secondary Sources:Today we will be adding some writing and vocab words to our journals.

The front of your journals is for writing, bell work etc. The back is for vocabulary and structured notes. To start, open your writing journals to the BACK to add our

first vocabulary words!

Definition Examples

Complete Sentence Illustration/Drawing

“Vocab Word”

Primary Source:a document or physical object which was written or created during the time under study. These sources were present during an experience or time

period and offer an inside view of a particular event.

Primary & Secondary Sources:Today we will be adding some writing and vocab words to our journals.

The front of your journals is for writing, bell work etc. The back is for vocabulary and structured notes. To start, open your writing journals to the BACK to add our

first vocabulary words!

Definition Examples

Complete Sentence Illustration/Drawing

“Vocab Word”

Secondary Source:documents or artifacts written

after an event has occurred, providing secondhand accounts of

that event, person, or topic. Unlike primary sources, which

provide first-hand accounts, secondary sources offer

different perspectives, analysis, and conclusions of those

accounts.

Task I: “Mindwalk”Have you ever thought about all the evidence you leave behind on a daily basis?

No…well you will today! Think about ("mindwalk") through all of the activities you were involved in during the past 24-48 hours. In your writing journals (FRONT),

create a “T-Chart” like the one below and list as many of these activities as you can remember. For each activity on your list, write down what evidence, if any, your

activities might have left behind. Activity Evidence Left Behind

1. Sent emails at work.2. I bought groceries at Publix.3. Paid for gas for my car.

1. Emails have time and date. (stored online, could be printed out…)

2. Reciept has time, date and items purchased listed. Store cameras.

3. Receipt at the gas pump and cameras at the station.

Don’t forget to label your journal paper with our common heading!!!

Review your entire list and what you wrote about evidence your activities left behind. Make a note next to each item based on the following questions:

1. Which of your daily activities were most likely to leave trace evidence behind?2. What, if any, of that evidence might be preserved for the future? Why?3. What might be left out of an historical record of your activities? Why?4. What would a future historian be able to tell about your life and your society based on evidence of your daily activities that might be preserved for the future?

Analyzing Photographs and Prints

• Now…we will begin to Analyze some Sources!

• Your task is to figure out what each photograph or print is about.

• The Analysis Sheets I provided will help you take logical steps in figuring out what is happening in each source! Just be sure you’re using the correct Analysis Sheet.

• Follow the steps, do not jump ahead or you may miss the point of this assignment.

• Let’s try first one together!

• Title: [Daily inspection of teeth and finger nails. Older pupils make the inspection under the direction of teacher who records results. This has been done every day this year. School #49, Comanche County.]

• Location: Lawton [vicinity], Oklahoma. / [Lewis W. Hine]

• Creator(s): Hine, Lewis Wickes, 1874-1940, photographer

• Date Created/Published: April 1917

Photograph I

Photograph I: Citation Information

• Schoolhouse (children in desks, American flag in background and teacher)

• health inspection (children showing teeth and fingernails)

• Influenza, polio (illnesses of the time)• Ohio (furnace, fireplace? further

north, wooden structure-better insulated, gets cold in winter)

• 1917 (No telephones, electricity, etc…)

Photograph I

Photograph I: Notes and Observations

• Title: A "Reader" in cigar factory, Tampa, Fla. He reads books and newspapers at top of his voice all day long. This is all the education many of these workers receive. He is paid by them and they select what he shall read.

• Location: Tampa, Florida.• Creator(s): Hine, Lewis Wickes, 1874-

1940, photographer• Date Created/Published: January 1909

Photograph II

Photograph II: Citation Information

• Cigar rolling factory • Tampa, FL (Poorly insulated, can’t

be out in the Cold)• 1907 (No telephones, electricity,

etc…)• Reader paid to read newspapers,

magazines, books, etc…

Photograph II Photograph II: Notes and Observations

• Title: 10 year old Jimmie. Been shucking 3 years. 6 pots a day, and a 11 year old boy who shucks 7 pots. Also several members of an interesting family named Sherrica. Seven of them are in this factory. The father, mother, four girls shuck and pack. Older brother steams. 10 year old boy goes to school. Been in the oyster business 5 years. Father worked for 25 years in the Pennsylvania Coal Mine, and the oldest brother there.

• Location: Varn & Platt Canning Co - Bluffton, South Carolina.

• Creator(s): Hine, Lewis Wickes, 1874-1940, photographer

• Date Created/Published: [1913] February.

Photograph III

Photograph III: Notes and Observations

Photograph III

Photograph III: Citation Information

• Shucking oysters (shells on the ground)

• 1915, Children working in factory (before child labor laws, compulsory education)

• Somewhere near water-oysters readily available (east coast-New York)

Analyzing Political cartoons

• Names of storms on the hurricane

• School days in central Florida are “going down the drain”

• Toilet = bad…

• Schools still struggling to desegregate (from 1950s Brown vs. Board of Education decision)

• Suburban school has more space, nicer facilities (upper class, white)

• Inner city school crowded, bad facilities, surrounded by darkness and sinister looking tenement buildings (poverty, minority)

• “One nation indivisible” from the Pledge of Allegiance (liberty and justice for ALL)

• American flag by the nicer school is bright and hung high (the American dream for some, but not for all-inequality)

• Flag by inner city school is low to the ground and in darkness

• Government corruption (they are literally ‘above the law’ in the cartoon

• Spying on citizens, abusing powers, breaking laws without being prosecuted

Analyzing Maps

Homework:• Post your summer

Evidence on eCampus• Watch 15 minutes of the

news OR read one current events article

• Get Pumped for Next week!