Using Primary and Secondary Sources to

Dig Deeper into Understanding

Learning target: I will be able to use primary and secondary sources as instructional tools to help my students meet the Common Core Standards.

Connecting to the Common Core…..

To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. June 4, 2012 by Barat PSN

This is what we do!!!

Primary and Secondary Source?

What is a Primary source?

▪ A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include: Personal papers, letters, notes, oral accounts, maps, diaries, documents, paintings, carvings, artifacts, census records, receipts, weapons, recordings, and many more.

What is a Secondary source?

▪ A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: Publications, textbooks, magazine articles, histories, criticisms, commentaries, and encyclopedias.

▪ http://www.youtube.com/watch?v=yVL_qQ4xv90

Primary Sources: A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include: Personal papers, letters, notes, oral accounts, maps, diaries, documents, paintings, carvings, artifacts, census records, receipts, weapons, recordings, and many more.

Dresden (Mayan) Codex

Brochures (Railroad)

Maps: Plan of attack on New Orleans.

(Civil War)

Political Cartoons. Photos Paintings

Secondary source: A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: Publications, textbooks, magazine articles, histories, criticisms, commentaries, and encyclopedias.

Textbooks Books Photos

Encyclopedias Art

Which source (primary/Secondary)should I use or have my students use?

▪ The most important criteria when deciding to use a primary or a secondary sources is the inherent educational value of the source. The teacher must ask themselves, “Which source will give my students the greatest understanding of this event? Another factor is the amount of sources available. The further back you go into history the less primary sources available for you to use.

▪ All sources must be looked at critically for authority, objectivity and bias before being use. Evaluate the source.

▪ When using or printing a primary source image look for the rights advisory. If you see, “No known restrictions on publication.” feel free to reproduce.

COMMON COREREADING ANCHOR STANDARDS (TEXT BASED PRIMARY SOURCES)

TRANSFERABLE IMAGE ANALYSIS SKILLS

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Analyze an image closely to determine what it conveys explicitly and to make logical inferences from it; cite specific visual evidence when writing or speaking to support conclusions drawn from the image.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Determine central ideas or themes presented in an image; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Analyze how and why individuals, events, and ideas develop and interact in a series of thematically related images.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Interpret selected details, symbols and visual techniques as they are used in an image, including determining technical, connotative, and figurative meanings, and analyze how specific choices about what to include in the frame or leave out of the frame shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Analyze the composition of an image, analyzing and summarizing the significance of key details to one another and to the image as a whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Assess how point of view or purpose shapes the content and style of an image.

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Delineate and evaluate the point of view and bias presented in an image, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Analyze how two or more images address similar themes or topics in order to build knowledge or to compare the approaches the creators take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

Analyze and derive meaning from complex documentary and illustrative images independently and proficiently.

What Common Cores standards do using primary sources cover.

Using Graphic Organizers help guide your lesson on primary sources.

There are many different graphic organizers that can aid you and your students in the use of primary sources.

▪ See-Think-Wonder.

▪ Observe-Reflect-Question-Further Investigation.

▪ Picture Analysis.

▪ Day at the Museum.

▪ Object Study/ (New York Historical society)

▪ Hero or Villain. (Middle Tennessee state lesson plans)

▪ Think like a historian. (Stanford lesson)

▪ Document based questions. DBQ’s..

Primary source resources page

• National Archives 100 most influential American documents: http://www.ourdocuments.gov/doc.php?doc=50&page=transcript

• Library of Congress. (Primary source questions.): http://www.loc.gov/teachers/usingprimarysources/

• Library of Congress. Washington state specific primary sources http://www.loc.gov/teachers/classroommaterials/primarysourcesets/states/washington/index.html

• University of Washington, American Indians of the Pacific Northwest Collection: http://content.lib.washington.edu/aipnw/index.html

• University of Washington Digital collection: http://content.lib.washington.edu/cdm4/browse.php?CISOROOT=/loc

• Washington State archives. Digital Archives: http://www.secstate.wa.gov/archivesState Library Photograph Collection, 1851-1990

• King County Archives: http://www.kingcounty.gov/operations/archives.aspx• Museum of History and Industry: http://

www.mohai.org/research/sophie-frye-bass-library•   The Primary Source Librarian: http

://www.maryjjohnson.com/primarysourcelibrarian/• The Primary source Nexus: http://www.livebinders.com/play/play?id=353594• Learning Routines: Visible thinking Harvard project Zero: http://

www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html

• New York Historical society: http://www.nyhistory.org/library• Primary Source world: http://www.primarysource.org/onlinecurriculum• History Sourcebooks, Fordham University. American and European Primary sources: http://

www.fordham.edu/Halsall/mod/modsbook.asp

More Primary Source resources.

• Teaching with Primary sources Middle Tennessee State: http://library.mtsu.edu/tps/lessons_6-8.php#socialstudies

• Stanford University “Think like a Historian” Lesson plans http://sheg.stanford.edu/intro-materials

• Smithsonian Institute. http://www.smithsoniansource.org/• Gilder Lehman institute of American History: http://

www.gilderlehrman.org/collections• Repositories of Primary Source around the world: http://

www.uiweb.uidaho.edu/special-collections/Other.Repositories.html• DBQ project: http://www.dbqproject.com/

APP Happy!!!!

Ted Speeches and more. Common Core Standards Apps for the common core standards National Archives

Library of Congress Khan Academy.