What are they How do we use them in our classrooms Dr Melissa Radeke EDU 5340 Social Studies Methods Primary Source Definition Original materials Historians classify primary sources as artifacts documents including letters journals newspapers birth certificates licenses etc v ID: 420439
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Slide1
Primary Sources
What are they? How do we use them in our classrooms?
Dr. Melissa
Radeke
EDU 5340 Social Studies MethodsSlide2
Primary Source Definition
Original materials.Historians classify primary sources as artifacts, documents (including letters, journals, newspapers, birth certificates, licenses, etc.), visuals, recordings, or other sources of information created at the time
of study.
Serves as the
original source
of information about the topic under study.
Can be a person with direct knowledge of a situation.Slide3
What are Primary Sources?
Primary sources provide
first-hand testimony
or
direct evidence
concerning a topic under investigation. They are
created by witnesses
or recorders who experienced the events or conditions being documented. Often these sources are
created at the time
when the events or conditions are occurring, but primary sources
can also include autobiographies, memoirs, and oral histories recorded later
.
Primary
sources are characterized by their content, regardless of whether they are available in original format, in microfilm/microfiche, in digital format, or in published format.
http
://
www.yale.edu
/
collections_collaborative
/
primarysources
/
primarysources.htmlSlide4
Secondary Sources
Accounts or interpretations of events created by someone without firsthand experience.Slide5
Engaging students with primary sources.
Promotes higher-order thinking, critical thinking, and analysis skills. Ask students to closely observe each primary source.
Who created this primary source?
When was it created?
Where does your eye go first?
What
do you see that you didn’t expect?
What powerful words and ideas are expressed?
What
feelings and thoughts does the primary source trigger in you?
What questions does it raise?Slide6
S
UBJECT & SOURCE:What and Who?OCCASION:Context – What caused this?A
UDIENCE:
Who is this directed toward?
P
URPOSE:
What was the intent?
S
IGNIFICANCE:
What effect did this have?
SOAPS:Slide7
First-hand creation
PhotographsSlide8
Written Documents
Can be challenging to study:Unfamiliar vocabulary, symbols, or archaic writing stylesUnfamiliar names, places, situationsHandwriting difficult to decipher (Is cursive archaic?)Slide9
Document Observation Questions
What type of document is this?Who wrote it? Is there a date?Why did the person write the document?
What is the author’s point of view?
Who is the audience for this document?
Are there any clues about how life was different when this document was written from like today?
What question would you like to ask the author?Slide10
DocumentsSlide11
Direct Evidence
NewspaperSlide12
Document AnalysisSlide13Slide14Slide15Slide16
LettersSlide17
Artifacts
Recipe BooksCarved DollMonopoly GameHandkerchief – clothing – furniture – blanket
Jewelry and personal itemsSlide18
Divided ImagesSlide19
Visual DiscoverySlide20
Telegrams
Short, to-the-point messages with no punctuationActivity: have students punctuateShow what the world was like before email/textingCompare to modern day communications
Activity: write their own telegrams
Sender had to pay a block sum for the first 10 words then additional money per letter after that
Activity: have students figure out the feeSlide21
TelegramsSlide22Slide23Slide24
Stanford Telegram
What words would you pre-teach?Have students write synonyms over these words.Who wrote this telegram? Who received it?When was the telegram written?
What important events were happening at this time?
What is the purpose of this telegram?
Why does the sender need to know the answer to this question?
Activity sheetSlide25
Inquiry Process
Why was this document written?
How would I feel about this document if I lived back when it was written?
Does this document contain a mystery?
How was this document published?Slide26
Inquiry Process
Assignment:
Write 3 inquiry questions regarding this World War I advertisement.Slide27
Inquiry: Spiral Questioning
Level One: Gathering EvidenceWhat do you see in this image?What are some key details or pieces of evidence you see?
How would you describe the scene and the people?
What do you hear or smell in this scene?Slide28
Inquiry: Spiral Questioning
Level Two: Interpreting EvidenceWhat do you think is the approximate date of this scene?Where might this scene have taken place? Give 2 pieces of evidence to support your answer.
What do you think is happening in this scene?Slide29
Inquiry: Spiral Questioning
Level Three: Making Hypotheses from EvidenceHow do you think these people were feeling at this time and place?Why do you think these people are _____________?Slide30Slide31
3 Column Chart
People
Objects
Activities
What are the people, objects, and activities you see?Slide32
Columbus
ColumbusSlide33Slide34
Questions Based
on Bloom’s Taxonomy
Imagine you could ask these people 2 questions. What would you ask them?
Compose a poem describing your situation as a child immigrating to the United States.