Teaching History with Primary Sources PowerPoint Presentation, PPT - DocSlides
Courtney J. Campbell. Department of History. c. email@example.com. Definitions. What is a primary source?. What is a secondary source?. Definitions. “Primary sources are original materials. They are from the time period involved and have not been filtered through interpretation .... ID: 192903Embed code:
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Teaching History with Primary Sources
Courtney J. Campbell
Department of History
What is a primary source?
What is a secondary source?Slide3
“Primary sources are original materials. They are from the time period involved and have not been filtered through interpretation or evaluation. Primary sources are original materials on which other research is based. They are usually the first formal appearance of results in physical, print or electronic format. They present original thinking, report a discovery, or share new information.”Slide4
“Secondary sources are less easily defined than primary sources. Generally, they are accounts written after the fact with the benefit of hindsight. They are interpretations and evaluations of primary sources. Secondary sources are not evidence, but rather commentary on and discussion of evidence. However, what some define as a secondary source, others define as a tertiary source. Context is everything.”
Primary vs. Secondary Sources:
Rags to Riches:
What are benefits & challenges of using primary sources in your classes?
Ways to Use Primary SourcesSlide9
“We contort the past to fit the predetermined meanings we have already assigned it.” Sam
“The past should not be comfortable.” Richard White
sees the tension between the familiarity of the past and the strangeness of the past as the space for historical thinking.Slide10
The Big Benefit
“Historical thinking ... in particular the disposition to think about the past by recognizing the inadequacy of one’s own conceptual apparatus, is essential in teaching people how to understand others different from themselves. If we never recognize that our individual experience is limited, what hope is there of understanding people whose logic defies our own, whose choices and beliefs appear inscrutable when judged against our own standards?”
Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past
(Philadelphia: Temple University, 2001), page 110
Interrogating the SourcesSlide12
Interrogating the SourcesSlide13
Ecclesiastical and Secular Sources for Slave Societies (ESSSS)
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