#sschat is a network of educators, resources, and ideas that started on Twitter, but has expanded to Facebook, an annual NCSS unconference, and more. Join us to chat asynchronously on Twitter or Facebook, or chat with us live on Mondays from 7-8pm EST.
Welcome to the #iumproject#sschat on Finding Engaging & Accessible Primary Sources! Please introduce yourself and what you teach - bonus for a pic of your favorite #primarysource!
What’s up?! This is my first twitter chat ever. I am a social studies ed major at the University of Oklahoma. Excited to see what you all have to say about primary sources. #eipt3043#sschat
Hi #sschat, this is Bill Chapman, a retired secondary social studies teacher, checking in from Berkeley, CA. Attached is one of my favorite primary sources. Can you guess what it is?
Hi! I'm Michael - I teach World & US History in MA. I'm one of the #sschat mods and my favorite primary document is probably is the Zimmerman Note.
Maybe. It's the one I'm thinking about today.
Hi #sschat! I teach 8th grade US History in SoCal. This week I am teaching about Jackson, so many good primary source cartoons to analyze with that guy!
Andrew (gr.8 SocSt in Mass and #sschat co-moderator) checking in from a Panera booth.
One favorite is a biography manuscript that I found in a historical society last summer of Timothy Jackson, a local resident who fought at Concord in 1775
Hello, I am an Elementary Education major with a mid-level in Social Studies. This is my first Twitter chat so I am anxiously excited for this experience. #sschat
Welcome John! We're excited to have an elementary educator among us! We're always going on about how #primarysources belong in every level classroom! #sschat
Hello there! My name is Jordana and this is also my first #sschat. I teach Government, Economics and World History in California. I love having my Government students break down the Declaration of Independence to dive in to where it all started.
A1: Primary sources are vital to my classes; all test questions on the APUSH exam tend to use them. EOC questions usually have political cartoons too, so understanding them is key! #sschat
Primary sources are a fun way to piece history together - I do feel like since we discuss them like they are a history teacher's holy documents that students take them almost as gospel. We have got to look at primary sources critically!
#sschat
#sschat A1 We use it to access speakers to discuss their stories. We have been fortunate to have people like Congressman John Lewis and his thoughts on Selma and the March on Washington and Mike Eruzione who shared his story of the 1980 Olympic Hockey Team.
Q1: Being that I am not yet an educator, primary sources have no role in my curriculum. However, as an undergrad I am currently reading a lot from secondary sources that frequently cite primary sources. Especially related to Oklahoma history and Mexico’s history #EIPT3043#sschat
A1: I try to incorporate a lot of primary sources into my lessons and connect them to relevant issues/things in modern times to help make the content more real #sschat
Q1: Primary sources are where all the good stuff is! It’s thrilling to get into people’s thoughts and actions through their words or creations. #sschat
A1) Primary sources have become a central focus in my classroom. I want my Ss to have frequent exposure, even if we don't take the sources to formal writing for every lesson. Sources= naturally increase student engagement. #sschat
Here's what real people said about real situations - this was their life! PSs are so great, I used Freedoms Children (nonfic text) to share Civil Rights Mvmt - from the "mouth" of Claudette Colvin #sschat
K12 Social Studies Coordinator for Olathe Public Schools in Kansas. Just one primary source? I’d say the “auto-Biography” of Doris Stevens. Jailed for Freedom | #sschat
My classes did this on Friday, we looked at the image by hiding each quadrant. Starting with the top right first, working down and across. Every year Ss bring up new ideas #sschat
A1: I get so excited to include primary sources that are outside the box. Census records (of course!) but also patents, broadsides, ephemera, naturalization forms and data. #sschat
A1: In my role, I help equip K12 Ts for using primary sources, and historical thinking skills. I encourage Ts to use PS with tremendous frequency bc it teaches Ss how to think independently & how to use evidence (not to mention the interpretive nature of the discipline). #sschat
While I dig a nicely written primary document - images, advertisements, census data, and other types of primary documents are always good to interspersed with your other more text heavy p-docs. #sschat
A2: I kind of introduce these sources as someone's diary, the author (esp. in early American History) did not expect them to be reading/looking at it. It shows a glimpse of their lives that would have not been seen had it not been for the availability of the source #sschat
A2: There are many entry points for inherent engagement such as provoking confusion/wonder (like @owensemilyg's idea of the dangling foot) OR making a very local connection to a big/national event (like the manuscript I found)
#sschat
A2: A primary source is engaging to a student when they feel like they are doing more than taking it at “face value” - connect it to something, understand why it was made/written, look beyond the original message the author/creator was trying to make #sschat
Forces them to analyze each part. Usually about half way through someone realize we're taking about westward expansion. I've done this for many years at HS and MS level - works very well! #sschat
...unless the source is inherently alien or remote from their experience (like a slave narrative, which I would never want to try making text-to-self connections about!) #sschat
A2) SS are engaged because sources expose multiple perspectives. My school incorporated Four Worlds from USC. Ss think about cause & change through political, economic, social & cultural factors. #sschathttps://t.co/SlLz3RKeV8
#sschat A2 For our Ss, it is the interaction with the speaker. Started with Mark Goodman and Alan Hunter of MTV in our 1980s class. Students are engaged and it makes history relevant. Here are some of speakers.
Erin, HS US History/Psych/Sociology/Law teacher in RI! Jumping in and out while I try to keep my
2 year old from eating frozen garlic #momteacherlife#sschat
A2: I believe it is the chance to interact with the purest form of a given point in history. To have an artifact or recollection with first-hand experience opens the opportunity for raw, invaluable information. #sschat
A2) Primary sources are engaging when they bring drama, strange, or scary to the table. We just finished up the plague - Ss couldn't get enough of the stories! #sschat
A2: I use a LOT of political cartoons as primary sources in my classes. What makes them so engaging is my students interact with the document. They are picking the picture apart, talking about every detail which they then discover the purpose. #sschat
A2: Being able to connect the primary document to their lives makes primary sources interesting. The same debates tend to be present throughout history, they just evolve. Kids can trace that through political cartoons, letters, etc. #sschat
As language changes over time (including word meanings) how do you help students avoid presentism when coming to an understanding of the meaning of a primary source? #sschat
A2 - A primary source that they can figure out with minimal help. So, that they are doing the discovery, not listening to a teacher do it for them, #sschat
A3 #sschat challenges are finding resources that kids can actually use and dissect. For example, "script" or cursive is a lost art and a lot of original text, Ss just can't read.
A3: Vocabulary is difficult with so many levels of readers for written works. I often make transcripts with clarifications on domain specific words on multiple levels #sschat
A3. A challenge for primary sources is to make sure all students can read and understand them. EL students can find them a challenge. The wording can be too 18th century. Finding world history sources can be tough. #sschat
I agree with you @historytechie! They really do get kids talking. Students like being able to see it and immediately get feedback as to whether they figured it out or not. #sschat
Like many teachers, I have gone down the primary document rabbit hole where I sit at my desk looking for *that* one primary document - y'know the one that will perfectly encapsulate your lesson! That will make your students' lightbulbs in their heads collective blink on. #sschat
WHOOSH!
That's the sound of your Twitter feed right now on #sschat.
We will post a Storify archive very soon after the chat session ends, for your reading convenience.
A3) Challenging to find sources that are accessible for all reading levels. Some do a nice job of modifying without changing the integrity of the doc. My team finds that there are so many US History resources but not a plethora for World. #sschat
A3: Finding political cartoons that you can compare/contrast are proving to be difficult! College Board did that last year, and it was unexpected! #sschat
A3 (jumping in late from VT) it takes me a lot of time to excerpt/package sources for SS- find the exact bit I want them to see/read and put into an accessible format. #sschat
And you search. And you search. And you search.
My point it that it can be exhausting. And not often fruit-full. More like a grocery store the night before a major storm that will drop like 28 inches of snow. #sschat
A3: The dificulty of the source is sometimes a challenge for my ELL students and struggling readers so finding ways to chunk the source and make it more accessible to them. Also sometimes its hard to find diversity in early American sources #sschat
A3 Often times the greatest challenge is finding the time & also deciding which ones to use (& which to leave out) to support the learning objectives #sschat
A3: finding a range of docs that students can digest in a “timely” manner. I feel like it is so easy to get bogged down in one really good one. #sschat
A3 challenge-- deciding if the primary source is indispensable for an understanding of the theme you are teaching. If it isn't, get something else #sschat
A3: the wonderful folks at @SHEG_Stanford make a strong case in favor of modifying the language for textual primary sources (esp. if you tell Ss that you have done so)
#sschat
Yes! I've frequently felt like the perfect one is out there ... and am still looking for it hours later. Then end up using part of one I found in the first five minutes #sschat
Yes! I've frequently felt like the perfect one is out there ... and am still looking for it hours later. Then end up using part of one I found in the first five minutes #sschat
I love Rail Splitter. Students haven't always heard of reconstruction, but I think the cartoonist does a great job or showing what Lincoln was trying to do after the Civil War. #sschat@HistoryEdMNHS@historytechie
In reply to
@HistoryEdMNHS, @historytechie, @HistoryEdMNHS, @historytechie
DocsTeach was recently updated, still great. @librarycongress has so much great stuff. State historical societies often have a lot digitized. @dpla and @nypl are two other awesome ones. #sschat
In reply to
@MsGrotrian, @MaggyCooper1, @librarycongress, @dpla, @nypl
Yes! For the most part originals get projected and students get it typed out. Unless the lesson or document analysis truly calls for students to have originals - many times they don’t copy well #sschat
Yes. Don't. There are several that probably will tell the story almost as well as the perfect one. I know. I've followed the same rabbit trail and, as a librarian, I was trained better ..... #sschat
@CommonLit has some great primary sources and helps match them with other types of documents (Literature, pictures, etc). My students love them. #sschat
The first two benchmark assessments at my site focus on just visual thinking/analysis with paintings and cartoons. Students build confidence with these! #sschat
Yes! Ss have this idea that primary sources are inherently "better" and more "truthful" than secondary sources. Have to help them see that there are reasons/advantages for using both! #sschat
A3: Honestly, I think just knowing ALL that is out there. I so often use the same ones over and over. Just being in this chat for 30 minutes I feel like there are so many sources I didn't even know to LOOK for. #sschat
Depends on my learning objective... if it's about the author's language, I'd keep the original as much as possible ... if the focus is comparing/contrasting perspectives, then modifying some language lets us focus on content over style #sschat
My current favorite document is money. I've been collecting currency to see what societies value. It is a side project that I have going on.
Money are like pocket-sized monuments. #sschat
A4. When choosing a primary source, teachers need to consider ability level of Ss and the quality of the source. Teachers should also make sure they're appropriate. For example, the famous photo of the slave with the scars on his back may not always be appropriate. #sschat
I don't think so, if it's done well. Changing the word 'obfuscate' to 'confuse' (for example) does not impact the POV ... but if we're analyzing tone/status of the writer, then we should preserve the fancier words #sschat
As debate over the takedown of Confederate monuments continues, 60 Minutes examines why and when the statues went up in the first place. https://t.co/LjUCbFKqAH
A4: what do I really want them to get out of the source/activity? Is this the best way to meet the objective? Is it the best use of our class time? It will take 3x as long as I plan, without fail. Could I do a smaller piece w/same result? #sschat
A4: I think about the end goal, what do I hope my students gain from my lesson & try to find different sources to match. I also think about reading difficulty and the source, I have a diverse class and want my students to see themselves in history #sschat
A3) I totally agree with Sam Wineburg who always says that while it’s not preferable to modify text from a PS, it’s better to do that than to never have Ss engage with them. | #sschat
A4: How does this source relate to the topic? What is the modern-day relevance of this source? Could my students draw personal connections to this source? #sschat
A4) Jumping in way late (wrapping up a webinar). My Ss seem to think that primary sources are always superior to secondary sources. I push back about that but still issue. I teach online, asynchronous, Ss are self-paced so odd situation. #sschat
Sorry for joining SO late, #sschat! Joslyn from Ann Arbor, MI, middle & high school history (world & US) - kiddos were adjusting to day light savings new bedtime routine, but I'm excited to be here
...although bias does not always mean the source is wrong. I think we can go too far with emphasizing bias, so Ss believe they cannot trust anything/anybody....
#sschat
A4) Finding variety of sources that show Ss differences in perspectives. Evidence that corroborates but also challenges. Evidence that is accessible to all Ss. #sschat
I agree - I think we need to recognize that everything has a bias, but it's understanding that bias and how to account for it when evaluating evidence and information that is key. #sschat
In reply to
@flipping_A_tchr, @HistoryEdMNHS, @MaggyCooper1
A5) Use some from @SHEG_Stanford as they have some modifications. @Newsela has some primary sources. I also use Kami or GDocs to add some definitions and guiding questions. #sschat
A5 Sometimes it is as easy as bringing in the local newspaper or the nightly news report and discussing those as primary sources. All the same rules apply. #sschat
A5. I work directly with teachers, not students, so I make sure resources are easily accessible. When I purchase DBQs, I convert them all to PDFs so that all my teachers can use them. #sschat
A5) A lot of modeling and small group work to help figure out and talk through what the sources mean. Challenging students to rephrase/rewrite in their own language (or sometimes in a song, soap opera, etc.) #sschat
Everything is biased in one way or another. The challenge is to out the bias, then determine if it makes the source unreliable. See https://t.co/P6chijo5FA#sschat
...although bias does not always mean the source is wrong. I think we can go too far with emphasizing bias, so Ss believe they cannot trust anything/anybody....
#sschat
A5: Accessibility begins with getting sources into the students hands... from there, it's all about questions to deepen or challenge their observations. What do you notice? Why do you think the author did that? What's going on here? Are you sure about that? #sschat
A5: As a 6th grade teacher, I usually provide the sources digitally on a view only Google Doc w/ link or source citation. Teaches value of primary source, importance of citing, & where to look for credible sources. #sschat
A5) research shows photos are some of the most accessible because even striving readers can navigate them. Try using photos first THEN use text to corroborate. (Instead of traditionally the other way around) #sschat
A5 Use inquiry & have students do the exploration of primary sources. Bring in primary sources from different perspectives on a topic for the student inquiry #sschat
Yes! That last part is crucial, but I rarely see/hear that step included when Ts discuss their instruction. (I've been quite guilty of this too)
#sschat
I love the "Are you sure about that?" question - and adding on the "How do you know?" to get them to draw out the specific evidence from the source and explain their thinking. :) #sschat
A5) @DBQProject Document Habits- Source the doc., Note the Note, Backdrop the doc., Closely Read, Make Meaning, and Use the document. Students gain frequent exposure/skill build by following these steps! #sschat
Check locally to see if there are any @librarycongress Teaching with Primary Sources workshops in your area. I've been to a few and they are AWESOME. You learn how to search site & participate in learning activities w/ sources. #sschat
A5 Use inquiry & have students do the exploration of primary sources. Bring in primary sources from different perspectives on a topic for the student inquiry #sschat
I often focus on discussing the source's perspective and how that impacts how he/she presents the information. Then discuss reliability/ability to corroborate information, etc. #sschat
In reply to
@MrMacsClass11, @flipping_A_tchr, @HistoryEdMNHS, @MaggyCooper1
Hey, PLN! I'm looking for great examples of assessment capable learning in high school Social Studies. Help me out! #sschat#edchat@john_hattie#hsgovchat
A5 Newsela offers variety of reading levels. This was hard for me, but last year used versions of Pericles' Oration. First time my reluctant readers got it. Worth it. #sschat
Earlier this year I used this cartoon to help my 7th graders tease out a definition of mercantilism. They noticed things and interpreted it in ways I didn't anticipate, (like how the three maids are three different heights possibly in order of importance). #sschat
A4: Making sure they're at a reading level that my students can master. Also, they need to be challenging enough for AP, and common enough that they show up on exams! #sschat
Earlier this year I used this cartoon to help my 7th graders tease out a definition of mercantilism. They noticed things and interpreted it in ways I didn't anticipate, (like how the three maids are three different heights possibly in order of importance). #sschat
So much more accessible for middle school students. Give them a textbook definition and it's out as quickly as it's gone in. Have them analyze this image, and they can write you a definition for mercantilism. #sschat
A6) Beyond what everyone else already shared, also the resources from other teachers, especially those in #sschat - they provide GREAT resources to get or find primary sources.
A recent @DitchThatTxtbk post describes how to do this digitally w/ a Docs add-on (Highlighter Tool, I believe). Had a lot of great ideas for working w/ digital sources: https://t.co/XU3VxZlivD#sschat
