PPT-Analyze this Primary Source

1 What do you think this quote is talking about 2What does this quote tell us about this era of history And the great owners who must lose their land in an upheaval the great owners with access to history with eyes to read history and to know the great fact when property accumulates in too few hands it is taken away And that companion fact when a majority of the people are hungry and cold they will take by force what they need And the little screaming fact that sounds through all history repression works only to strengthen and knit the repressed. Courtney J. Campbell. Department of History. c. ourtney.j.campbell.1@vanderbilt.edu. 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 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.”. Mr. Behm. Daniels Middle School. Raleigh, NC. November 2011. A primary source is an account created by someone who participated in or witnessed an event.. A secondary source is an account created by someone who researched and analyzed primary sources. It is one or more steps removed from a primary source.. Recap : . a. primary ( or contemporary ) source is information that originates from the time of the event. A secondary source is information that is made later – the person who recorded it was not there in person. . DBQs. Do Now. SWBAT analyze a historical document . Do Now: you think that your (hypothetical) boyfriend/girlfriend is cheating on you. You see on their . Facebook. that another boy or girl has written “Nice talk last night. I will . Remember your EXPECTATIONS. Write down homework, leave out agenda for me to sign. Set up C-Notes, page 2. TOPIC: Primary and Secondary Sources. EQ: How do historians know what happened in the past?. TIME MACHINE!!!. /. Discussion. VLA Annual Conference. Richmond, VA. October 23, 2015. “Shall we march without our . neighbours. I trust not”: . Defining . the Roles and Goals of Primary Source Literacy . Please note!. Using the picture to the right, use the is APPARTS Handout to analyze this primary source . The . Gundestrup. Cauldron. This silver vessel was found in a peat bog in Denmark, but it must have come from elsewhere. It is usually dated to the second or first century B.C.E. On the inside right are Celtic warriors on horse and on foot, with lozenge-shaped shields and long battle-horns. On the inside left is a horned deity, possibly . . Peggy O'Neill-Jones, Ed.D.. Director, Library of Congress Teaching with Primary Sources, Western Region. Metropolitan State . University of Denver. oneilljp@msudenver.edu. Kelly Jones-Wagy. Social Studies Teacher. Map of U.S. Territorial Expansion . Political Cartoon . Political Cartoon . Primary Source. Document 1. This excerpt from "Observations on the New Federal Constitution and on the Federal and State Conventions," by Mercy Otis Warren. It originally appeared as a newspaper article in the spring of 1788. Urban II. : Letter of Instruction to the Crusaders, December 1095. . Urban, bishop, servant of the servants of God, to all the faithful, both princes and subjects, waiting in Flanders; greeting, apostolic grace, and blessing. . follow all directions given . by teacher. Objective:. Students will be able to analyze documents and complete a historical narrative with peer groups. Tasks. 1. Review the Warm Up and how class will begin each day. dakota. . National History Day. http://www.pitchblackbaseball.com/northdakotabaseball.html. All historical resources are either Primary or Secondary . . . . . What . does that mean?. . dakota. . National History Day. http://www.pitchblackbaseball.com/northdakotabaseball.html. All historical resources are either Primary or Secondary . . . . . What . does that mean?. . evaluate their ability to formulate and support an answer from documentary . evidence.. There is . no single “correct” answer; various approaches and responses are possible. , depending on the students’ ability to understand the documents, communicate their significance, and construct an .