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Primary Sources and DBQs

Primary Sources and DBQs. Using Technology to Teach Social Studies Presented at NECC 2001. Presenters: Ronnie DeSalvo Lori Krane Margo Lorber. Primary Sources are:. Direct evidence or firsthand testimony. Published and Unpublished Documents

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Primary Sources and DBQs

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  1. Primary Sources and DBQs Using Technology to Teach Social Studies Presented at NECC 2001 Presenters: Ronnie DeSalvo Lori Krane Margo Lorber

  2. Primary Sources are: Direct evidence or firsthand testimony • Published and Unpublished Documents • books, magazines, newspapers, government documents, literature, advertisements, political cartoons, maps, pamphlets, posters, laws, and court decisions • diaries, meeting minutes, speeches, police reports, community organizations, flyers • Oral Histories • Archeological evidence • Media • photographs, film, sound recordings • Provide the basis for secondary sources:textbooks, encyclopedias, CD ROMs

  3. Use Primary Sources to: • develop skills of historical analysis and interpretation; • analyze, synthesize and evaluate historical accounts of events; • expose students to different perspectives and interpretations; • make comparisons, develop and apply concepts.

  4. Evaluating Primary Sources • Creator of source: • who, where, when and why was it created • what is the bias of the creator - objective, neutral, credible, reliable? • Reconstructing the past - “Each generation writes its own history”, Carl Becker

  5. Photograph as primary source Compare these historical figures, they share a commonality of deeds. What is their place in history, how do you view their role? How are they portrayed in the photos? Fuhrer und Duce in Munchen. Hitler and Mussolini in Munich, Germany, ca. June 1940. Col. Paul W. Tibbets, Jr., pilot of the ENOLA GAY, waves from his cockpit before the takeoff, 6 August 1945. Timothy McVeigh, Reno, Okla., on June 22, 1955

  6. Selecting Sources for students • Interest level • Reading level and length • Excerpting portions, restatement • Points of view - variety of representation and types of sources

  7. Document Based Questions • Focus on interpretation and analysis • Identify a historical theme • Provide a variety of primary documents for the students to analyze and interpret: • make comparisons and draw analogies • Require application of prior knowledge • Provide scaffolding questions • Require development of a thesis, take positions on issues to support conclusion

  8. DBQ Questions and Tasks • Focus on Critical Thinking: • compare/contrast • illustrate similarities/differences • illustrate point of view/bias • describe change over time in an overall theme • explain cause and effect of historic events • Link to themes in Standards

  9. Sample DBQ Task NY State Global History Regents Using information from the documents and your knowledge of global history, write an essay that compares and contrasts the different viewpoint societies have held about the process of governmental decision making and about the role of citizens in the political decision making process. Discuss the advantages and disadvantages of a political system that is under absolute control of a single individual or a few individuals and a political system that is a democracy.

  10. Scaffolding Questions • Key Questions included after each document of the DBQ • Provide information and lead students to answer the main essay question. • The document helps provide the answer

  11. Scaffolding Question How does this document justify to the world the breaking of ties between the colonies and the mother country? What political philosophy is expressed.

  12. DBQ Scaffolding Question • 'I only regret that I have but one life to lose for my country.’ Throughout history, men have fought for the principles of liberty. Describe the circumstances that led the British to hang Nathan Hale.

  13. Types of DBQ Documents • Graphs, charts, maps, cartoons, photographs, artwork eyewitness accounts, historical passages • Sources for documents: • textbooks, primary sources, archives and museums • the Internet • Keep in mind: • use visuals (2-3), passage length, provide adaptations for difficult, dated or colloquial readings.

  14. A NECC 2001 Presentation

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