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Using Primary Sources in the History Classroom

Using Primary Sources in the History Classroom. Presented by: Chasity Lewis November 1, 2012 Northern Nash High School. Primary Documents . Enables us to make the activities we use in the classroom more engaging and effective for the learner

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Using Primary Sources in the History Classroom

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  1. Using Primary Sources in the History Classroom Presented by: Chasity Lewis November 1, 2012 Northern Nash High School

  2. Primary Documents Enables us to make the activities we use in the classroom more engaging and effective for the learner Using a photograph, map, document, sound recording, and/or movie clip can help the learner better connect to the content being taught Music audio artifacts photographs documents

  3. How do we do this? Utilize essential questions that encourage students to carefully: observe what they see and hear draw on prior knowledge stimulate their critical thinking skills by encouraging further questioning and research

  4. How do we do this? Example: What do you observe? What do you notice first? What do you notice that you didn’t expect? What do you think you know? Why do you think somebody made this? What do you think was happening when this was made? What do you want to find out? What do you wonder about...

  5. Why would we do we do this? Refrain from merely using primary resources to adorn the activities we already do Find meaningful ways to integrate primary sources into instruction that go beyond adding a photograph to the cover an existing lesson or unit plan.

  6. The Inquiry-based Classroom “Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings”. ~Barbara Stripling

  7. Inquiry in History Focuses on people and their interactions with the world Students inquire to "find multiple truths” as representative of different perspectives and different time periods Inquiry in the social sciences is concerned with the interplay of “Why?,” “Who?,” “Where?,” “When?,” “What caused?,” “What resulted?,” and “How good or bad?”

  8. Inquiry in History Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases Library of Congress Classroom Sets Essential Standards Alignment

  9. Essential Questions What is the relationship between human beings and the Earth? How do times of prosperity and crisis influence an individual’s perceptions of themselves, their country, and their place within a society

  10. Your Task Analyze the documents with a partner Use the task card to determine what you can learn about the Dust Bowl from the documents Form hypotheses to answer the questions Be ready to share your hypothesis Edsitement

  11. World History: History Strand This “same” standard is addressed in the American History standards

  12. Civics

  13. American History I

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