#sschat Archive
#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.
Monday September 19, 2016
Good evening, everyone! Welcome to ! Our topic for this evening is "Teaching Primary Source Documents". Please introduce yourself!
Hello , this is Bill Chapman, a retired secondary social studies teacher, checking in from Berkeley, CA.
Hello! My name is Brian, I work w/ (aka History Alive); live in Cincinnati, taught 12 years
Chris from Bloomington, IN. Teach world history for private online HS affiliated w/ Indiana University.
Thanks Andrea. I'm looking forward to the next hour!
Hi! I'm Michael. One of the co-moderators from MA. Looking forward to discussing primary docs today!
Thanks Chris. Hope you are too!
Hi ! Emily from NY. 7th grade US history.
Greetings middle school T at ❤️ current edu specialist
Hey! Courtney Here... 8 grade US History in TX. LOVE PRIMARY DOCS!
Hi, Jill from SC. High School US History, Gov/Econ
This is Trudy from Georgia. I supervise the K-12 SS program in Cobb County
We're glad to see some new and old faces here this evening!
Matt Doran, SS Coordinator, checking into from Columbus, OH
Awesome! I just moved to this level from HS so I'd love to hear your suggestions on using primary sources with this age
Hey man! Great to see you hear...will see you at next week too!
Hi I'm Emily! A former teacher and current Educator Specialist .
Mary-Owen from TN, teacher. Excited to get ideas from you all!
Here we go folks --- 1st question for this evening:
Q1: Why would you classify primary source docs as "raw materials" so to speak?
Hi, Kathy from NY. SS teacher and coordinator. Happy to make it tonight!
A1 primary sources is unfiltered, unleaded
A1: Primary Sources are from that time period. Helps give perspective to what is going on during that time.
Jim from Elk Grove, CA. 5/6 loop teacher who does & coaches with
hey Brian! Hard to believe is just a week away.
A1) They are the original, organic voices from the past. Need processing to get the most from them.
Tom from Batavia High School, which is located in the Western Suburbs of Chicago
A1: Primary sources are raw in nature. Reveal the truth, historical perspective of that person at that time.
Brandan from VA. 6th USI and 7th civics and econ
A1 PS docs come from the time, and so are the basis from which all knowledge & speculation about the past derive.
hi. I'm just glad my schedule allowed for me to be back
A1 Primary sources are real evidence from the time period you are studying, almost providing a time machine for students
A1: The perspective is indicative of the historical context and time...
A1 PS docs/images are catalogs of life
I agree 100%. My Ss struggling to understand the meaning and language. Using CSI techniques, proving it w/text evidence.
Primary Sources as raw materials is an interesting concept. Alone, raw materials do not make a cake - but when paired together....
A1 Raw Materials is good analogy. They are what we put together to create "history"
Ken from Western Oregon University. Checking in.
Hi ! Megan, former 4th grade teacher in Memphis, TN, currently on content team !
Struggling to get my Ss to understand that it's only one perspective about the event/time. Can't accept as total truth.
A1: " raw" as in unrefined and unfiltered. What a unique way of looking at them
yes! The detective analogy: 1) bag evidence, 2) interpret evidence 3) make claim
A1: They give us a peek into what people were thinking, doing, saying, etc. at a specific time and place
True. But depending on how you put them together depends on viewpoint.
A1 Primary sources are "raw" due to unfiltered view of the past. Stories from people who lived history expose us to their world.
Going to spend some time sharing tonight with my pre-service Ss teachers. Hi all!
Absolutely! Used video where historian makes analogy with detective work. Many Ss commented on that.
Yes, I agree that is a challenge with all sources!
Welcome! Thank you for coming tonight ! https://t.co/ewSuHT8RVH
Going to spend some time sharing tonight with my pre-service Ss teachers. Hi all!
A1 Primary sources speak to the period and voice of the people/ culture https://t.co/dIDyqfFoTz
Here we go folks --- 1st question for this evening:
Q1: Why would you classify primary source docs as "raw materials" so to speak?
I like the way you put that! Piece the primary sources together to create what we know of the past.
A1: Primary sources aren't filtered by textbook authors or anyone else. Give more direct insights into how we form ideas about past.
. Exactly. Goes right into what makes "history". Shows how there can be gaps if not all voices included
A1 prim docs are the building blocks on which understanding is built
A little late, but Sam here from MA! 7th grade world geography
A1 primary materials are just that - not seasoned or cleaned up in any way. Just as they were recorded at the moment.
A1 just like ingredients, it is up to us to remake them@into what we want - all have different opinions on same "facts"
A1 PS are original docs from a particular time/event. They allow Ss to view diff perspectives & see more authentic materials
A1 All to often we limit ourselves if we think of PS as primarily written. Garbage dumps have hugely important stories to tell.
And where bias can be reflected.
A1: Finding a host of primary sources from a period can help to illuminate multiple perspectives from that time and place
A1: Reading actual text is important, but archaic language can be a challenge. Need to see original & scaffolded text.
Same! Primary source is THAT person's story. I tell my Ss they are the PS for our class. Their experience shapes our time.
yep! I always have students determine if there is bias in a source.
Except when they provide them - or a selection from them. https://t.co/y2J5eTmLYB
A1: Primary sources aren't filtered by textbook authors or anyone else. Give more direct insights into how we form ideas about past.
A1. Primary sources show the past in its own terms, not filtered through a contemporary lens.
Q2: How can we engage students in K-12 with primary sources in meaningful fashion?
Primary sources are raw bc they portray the "realness" of the past
Or looking at them as a living document through a contemporary lens. EX. Constitution
Yes! Sometimes "translating" the PS language to today's terms
A1 yes source is "real" but even with that need to put in perceptive who wrote, or presented material
. Or the bias in WHICH sources are used v left out.
Except that it is all too easy to filter a PS through our contemporary lens without thinking about or recognizing it.
A1- They are raw in the sense because they are a direct or indirect reflection of the time period.
I also find secondary sources illuminating.
Jumping in for a few minutes before my flight out of Denver - Diana - Former classroom teacher, forever a social studies nerd.
A2: Helps give voice to the "voiceless" and give a sense of personality into a person, especially if a personal PS, i.e. journal
But also remember, primary sources are happening right now as well! Video footage of a rally or event IS a primary source.
Though not a complete view. Downside of P sources being emphasized is Ss assume they are superior to sec sources.
A1: Language offers a context & perspective. It helps to have the raw text & correlate to modern meaning.
scaffolding is important, especially for younger students who are just learning how to read primary sources
Can't get more raw than Upton Sinclair's The Jungle.
Love rewordify! Helps my lower kids tremendously.
Glad to have you tonight ! https://t.co/QOSjJKOgHU
Jumping in for a few minutes before my flight out of Denver - Diana - Former classroom teacher, forever a social studies nerd.
A2 if teaching more "modern" history the wealth of actual footage & video's often fits into this "video" generation.
A2: Cloudy w/a chance of Primary Srcs - Copy/paste text of ps doc to create a word cloud. Uses as basis to find out tricky words
. Love this: Bag it. Interpret. Make claim.
That works for relatively modern English in the English speaking world, not so much for other languages.
A2: Use primary sources as hooks - I used to use them as like a Mystery Primary Source to see if kids could figure out what it was.
Which is a great way to illustrate how primary documents do not provide the 'whole story.' https://t.co/5GZSBWbRUf
But also remember, primary sources are happening right now as well! Video footage of a rally or event IS a primary source.
So true! I find that to be a big struggle with world history.
RT And learning how to read period.
Love this hashtag idea! Will have to try this!
No single source, secondary, primary, or out of this worldy, can tell a whole story
Super true. A camera on a candidate tells 1 story. A camera on the crowd tells another. Both primary sources.
A2. Relevance is important. Giving a primary doc w/o background info makes it useless. Follow up w/ a class discussion to scaffold
John in Charlottesville arriving late.
A2-A great hook is by framing great questions that students have to answer by using the documents
A2: Visually stimulating - either powerful images, art, or video from people experiencing the events
A2) Look for variety of source types - not just written. Images can be very powerful. Also variety of written types of sources.
. Love the idea of text pairing. Gotta correlate the old w/meaning relevant to today.
A2 Primary sources are a window... using them as such, students can look at different perspectives/lenses on the topics.
yes "Histories
Mysteries "
A2. I like to find controversial / interesting docs
what happens when it will be immersive VR and/or AR? primary overlaid with secondary?
Cool idea. How did you set this up? What type of docs did you use?
agreed-but historically sec. sources have been prioritized, missing great chance for students to do historical analysis.
A2 Scaffold into reading & interpreting primary sources. Compare with contemporary accounts of same event. Discuss differences.
A2: I agree with Text pairing can help and visuals
A2: Comparing & contrasting original w/new elevates the critical thinking process. That's why I love library.
yea also compare written account with primary pix & videos compare/contrast
The pendumlum swings as it so often does. :)
Use images, not just words. Also have Ss turn PS from different authors into conversations/ twitter chats
A2 THIS is my go to source for primary source questioning&engagement. I especially love their Qs for photos! https://t.co/40KokX3jsU
multiple sources give different views of the story which is more helpful for the student than a singular view
A1. Scaffolding is 🔑. Loved showing Ss actual image when available. https://t.co/ldK3SugwUM
Q2: How can we engage students in K-12 with primary sources in meaningful fashion?
I'm heading to this Saturday! Anyone joining me?
A2: Also, making the period / document relevant through role play can help younger students
Primary sources are our stories told by us. https://t.co/3u2A9Kufmq
But also remember, primary sources are happening right now as well! Video footage of a rally or event IS a primary source.
A2: Have students bring to life a PS visual through an act-it-out based on research
used this one once... gave kids time to try and figure out what was going on... journal/bell ringer work.
A2 Great idea from : place a set of primary sources in envelop and let students write the story. Edit as they learn more
Yep! https://t.co/aGyZwpXWrt
Word clouds also identify which words were not used. Lincoln's Emancipation Proclamation for instance.
for sure!! imperative they understand sourcing and perspective of material
how did the students respond to the mystery sources? were they able to figure them out?
Political cartoons, images and drawings for those teaching ancient/early histories.
A2. Activities using excepts from sources as "trading cards" Here's an ancient history collection I created. https://t.co/AtUqGECerQ
I love the suggestion for bringing writing about PS reading
A2 I used to introduce primary sources with the Q "What was your Mom/Dad like in HS? The PS Docs come from Mom/Dad's yearbooks
I use the burning monk photograph from Vietnam to stimulate conversation.
. No. I'll have to check this out! Thanks!
A2 Create a caption contest for primary sources. Have students caption what they read/hear/see
my Ss loved creating mini plays/ films about historic events
Great participation 2nite!
Q3: How does the use of primary source documents in K-12 classrooms promote student inquiry?
Great participation 2nite!
Q3: How does the use of primary source documents in K-12 classrooms promote student inquiry?
yes then have SS create their own political cartoons
Ss often miss out though on engaging secondary sources if textbook is main example of secondary source
that's where I'm headed with VR. Trying to get it funded!
The PS for world history are so difficult for ! Foreign lang + ancient/medieval concepts = 😳😩
or even... what series of emojis would be appropriate for this primary source doc... :-)
Indeed. When I read "John Adams" I thought it would be great text for teaching early U.S. history.
A3: PS can be used to "hook" the students into the lesson, esp if offering a "new insight" to the topic
A3 helps to make history "real" not just some dust old white guys from the past
I also do not want to overlook fiction. Best way at building historical empathy IMO
Jumping in on a little now...love me some primary sources.
A3 My go to primary source is a photo. Kids have SO MANY Qs about what is going on in each part of the photo.
A3 Primary sources are THE hook for inquiry. Letting students ask ? about what is happening in a doc, spirals into investigation
A3: Primary Sources have to be hooked with a strategy to build inquiry. Otherwise just passing time
I do want to find more primary documents that tell stories that are not written. Not everything has to be an 18th century text.
A3- Primary sources are great pieces of evidence for inquiries- pose a Q and have Ss back up thoughts w/evidence from PS
What places do you use to find engaging secondary sources? Would love to hear your ideas!
A3: Only give students part of the context. Have Ss figure out what the key missing parts are
A3 I've always felt that Social Studies was the winner when the web came along... access to the wealth of primary sources, to enrich
A3: I think the PS be the jumping off point for questions that lead to inquiry and research
A3, part 2: PS allow for students to become the historian and find the answers to the questions being presented
A3. Ss get a chance to inquire questions about the primary source
Have used excerpts from biographies, compilations ("Bloods," "Dispatches" for Vietnam War), etc.
These look great! What did Ss do with them?
A3 There is the art of analyzing primary source docs, and the skill of locating/researching with, both impt parts of the inq process
agree, allows us to get away from talking at the Ss and puts history in their hands !
Then use the HBO series as a secondary source. Great clips on YouTube.
A2: teaching students to annotate text and make note of questions they have is critical.
A3 Inquiry is the passenger of the Interest Lyft headed to destination of understanding
A3 Or give Ss all the context, but not the PS. Have them find the sources
A3 PS naturally lend themselves to Ss having to use questions & evaluation to determine conclusions of what PS says or shows
most of the time Then those that had would explain their search process They got better at it in time.
. Ever use images to ID bias? Love this!
I used this when I taught 11th grade. Worked well.
A3 Ss need to be given permission to question any source - once they have practice with that, they do it automatically!
A3- Because great source directly will lead to great questions or great Qs unearth great sources
A3 Remembering that the teacher role is that of question provoker in this instance, and not answerer... important.
A3 Students have to make sense of docs via historical thinking skills
love it .I show the Boston Massacre Trial, stop before verdict, class acts a jury to decide case then we see how accurate they were
. To be cognizant of today's lens & PS context is a GREAT higher level thinking moment.
A3 -Good questions drive inquiry, ex: Was Columbus a Hero or Villain - provide Columbus log vs. de Las Casas
Utilizing primary documents to answer a question (or series of them) demonstrates what historians actually do.
. That's why I try to start with something controversial or at least w/ a clear divide, like Columbus
. Love narrative nonfiction like & PS in a text set. Great way to contextualize.
Sort them chronologically, as primary v. secondary, compare perspectives, evaluate claims, etc.
Just did this! They were like "MIND BLOWN!" "My whole life is a lie!"
A3 example I just provided in Lesson 2 of the 2017 Industrialism program
We have to model what we expect our students to do with primary sources. Teach them to become the historian
LOL that's my lesson for Wednesday "Columbus hero or zero !
I ask librarians for suggestions.
such challenging skills. Which comes first?
I use an acted/griots version of THE EPIC OF OLD MALI when covering Medieval West Africa. Ss get in to it!
Q4: How do we best move our students to a point where they can apply critical thinking and analysis skills to primary sources?
Doing that on Thursday. Going to ask Ss at end if they think we should celebrate Columbus Day or not based on PS
A3 Multiple dimensions are necessary to be effective with primary sources. All Ss can contribute w/what they notice.
But Columbus' actual log was lost nearly 500 years ago. All we have is de las Casas.
Yes! In intro lesson, had S ask what about when sources contradict. Welcome to history! ;) https://t.co/l5YDdlb1y4
A3: Ss start to ask questions when things don't add up, or see different perspectives of the same thing. Columbus H… https://t.co/DZ6itv702K
Great participation 2nite!
Q3: How does the use of primary source documents in K-12 classrooms promote student inquiry?
A2: Looking at issues that existed & still exist today: racial strife. Love Memphis Sanitation strike. issues exist still.
A3. Inquiry sets the purpose for using primary sources. Using the sources to address a compelling question (not to take a test).
One of my favorite opportunities! I do this every year, and it is fascinating to watch the students take sides.
I like that Q for it- catchy!
Multiple exposures to multiple modes though historical inquiry rather than just rote chronological regurgitation.
A3: Physical objects can also be a great start for an inquiry.
Yes! Questioning is sooooo important. Frequently tell Ss that asking good ?s is more important than having answers.
A3: Reading PS doc's allows inquiry into word meaning & evolution of language over time.
good questions spiral. Start simple build to complex
A3 PS open up the world to our Ss! World history introduces new people & places; PS take them there and let them discover it all.
A4: It drives them crazy but help them see in history there's more than one answer. I love it when then say "TELL US THE ANSWER!"
A4 STOP GIVING THEM MULTIPLE CHOICE TESTS!!! Have Ss question and postulate instead of bubble answers about a document!
A3 having a doc that looks/ sounds different from a doc today invites many Qs https://t.co/ypX6RKTzJ8
Great participation 2nite!
Q3: How does the use of primary source documents in K-12 classrooms promote student inquiry?
A4: I think valuing their questions is how we lead Ss toward critical thinking and analysis skills
check out on The lesson is put together and awesome.
exactly, that what studying history is all about, questioning, research, opinions based on facts
A4: Challenge them ! Find out what they are passionate about and EMPOWER them to use the Primary docs as fuel to discussion fire
yes! Love to have a "bag" of artifacts to help intro lesson
Create an annotation layer on top of primary sources. Let kids remix it and respond within rather than about texts
A4 Practice, scaffolding, creating clear protocols for each step Force them to cite evidence to support claims
Love this! Also making connections between MLK and BLM. https://t.co/rAzgAVgcT9
A3: Reading PS doc's allows inquiry into word meaning & evolution of language over time.
A4 We are emphasizing text-subtext-context a la and also striving to identify how verbs suggest action - adj offer tone.
A4 practice, practice, practice!
A4) Pose essential ?s that Ss actually care about - justice, morality, etc. Use examples from history.
RT Create an annotation layer on top of primary sources. Let kids remix it and respond within rather than about texts
Exactly. First graders can develop good Qs. They just get better with time.
AGREE! My P asks why it takes so long to grade. B/C MC tests are fast, Short answer feedback takes time.
YES! My students can analyze and tell me all abt a historical event via docs but MC tests...BLAH https://t.co/ji8yfnOGmT
A4 STOP GIVING THEM MULTIPLE CHOICE TESTS!!! Have Ss question and postulate instead of bubble answers about a document!
It is also about learning to validate factual assertions, to separate out those w/o basis.
A4 Turn students into archivists at Nat'l Archives - give a topic and have them select the PSrcs that should be featured...
There is one underlying issue that we don't discuss. The time it takes.
It is all about choosing what to emphasize.
A4: There has to be more student discussion and time to unpack text and less lecture to start.
LOVE using strategies in my classes https://t.co/S2c5AmN6gr
A4 We are emphasizing text-subtext-context a la and also striving to identify how verbs suggest action - adj offer tone.
A4 continued...only allow a certain number in, have class vote based on claims/evidence to support inclusion into exhibit
A4-By going beyond DBQs by having Ss add their own sources to the DBQ and eventually producing their own source based work
Yes. Artifacts are powerful. And some museums have traveling trunks they can send. Some local museums can come to you.
strategies to ease answer grading time , pick random question sets, have students highlight key knowledge
A4: We need Ss to access multiple sources on a topic to evaluate diff perspectives & interpretations.
A4 my assessments are based on the Essential Questions at the start of a unit this is what they need to learn not short answers
A4 Human Bar graphs are good to have students vote with their feet on claims re a PS
Q5: What are some of the specific questions we can ask our students to hone in on when it comes to evaluating a primary source?
Yes, they get so frustrated but, ,for many, it then becomes freeing.
. I've been "crowd sourcing" DBQs for years. I give the question, they find the docs
Yes !! https://t.co/GRcuqU8E8U
It is also about learning to validate factual assertions, to separate out those w/o basis.
Assess the historical trail students create, examine web history and notes rather than just the essay
A4 Let them try! Productive struggle is important, builds vocabulary/awareness, & helps develop self-efficacy.
A4. Starts w/ vertical alignment of learning targets,K-12 & moving Ss through a progression- differentiate based on where Ss are now
A4: teach kids ways to organize thinking- OPVL is a good starting point- is a great place to help build ss skills
A5: My students are great at summarizing and stick at the HOW and WHY type Qs.
So many great tools for doing this digitally/collaboratively now - Google Docs, Perusall, Hypothes.is, etc.
A4 Teacher modeling and the I do, we do together, you do with a partner and you do on your own helps
A4: Use the Question Formulation Technique from to get Ss thinking in Q's instead of automatic"What's answer?"
Do you lead them down these paths, or do you let them explore on their own? https://t.co/fouvBdQcid
A5: Source bias, point of view, background knowledge of date, setting, author? Purpose? Inference of feeling/emotio… https://t.co/N90itTUL5f
Google is AMAZING when it comes to the digital collaboration!
A4: Trying 4C's from "Making Thinking Visible" tmrw - connections, challenge, concepts, change.
https://t.co/vMKyslO5o5
So many great tools for doing this digitally/collaboratively now - Google Docs, Perusall, Hypothes.is, etc.
A5, Who wrote it? When was it written?, Do they have an agenda in presenting it /
A5. Biggest question...can we trust this source
photos as ps work great because they are better understood by students of all literacy levels
YES! And multiple choice tests show that Ss can guess well, not think for themselves!
A4: Must teach students how to generate & refine questions. The quality of the Q colors the value of the information.
tricky venture because good teachers often are meddlers; in this case (especially) teacher has to be guide on side
...all important considerations when working with primary source documents https://t.co/4brPJtK9ob
A5, Who wrote it? When was it written?, Do they have an agenda in presenting it /
A5 We always focus on WHY did the author write this? And WHO would be on the author's side?
Hi Gang, sorry I'm late. Just got home from work.
A5: Annotations can help attune Ss to evidence in the text that leads to specific questioning.... . https://t.co/QO1RTLRK1M
Source stations, dif texts, tasks based on color of post it (blue author credibility, yellow historical context, green perspective)
In 8th Grade we start by guiding/ demonstrating. Then as the year progresses they get there on their own.
A5 Where is the bias in this source? How does this differ from other accounts?
Love this! I have asked Ss what other types of documents would help them learn/know more about topic.
Haven't updated this LiveBinder for a while but it contains some favorite US History primary sources: https://t.co/we6WiCKGme
A5. Also a big question...what bias does the author have
Gradual release!!! https://t.co/jQ3BXZTWmj
In 8th Grade we start by guiding/ demonstrating. Then as the year progresses they get there on their own.
YES! We don't have to grade EVERYTHING all the time!
I like asking 'what the purpose of paragraphs are' to get them thinking about the arguments spoken/written.
RT Gradual release!!! https://t.co/Zj5michtRo So important!
In 8th Grade we start by guiding/ demonstrating. Then as the year progresses they get there on their own.
thanks, all called to dinner !!!
A4 Practice, practice, practice Use PriSouDocs as a daily resource that feeds the learning, not something 'special',but foundational
Love it! When teaching AP World back in the day, we had Ss create own DBQs. Hard but useful.
A5: Who wrote it or created it? Why was it created? What was going on at the time? What was the purpose and POV?
how do you teach Ss reliability / bias of source?
https://t.co/EcpdOGxmNA
A4 Practice, practice, practice Use PriSouDocs as a daily resource that feeds the learning, not something 'special',but foundational
Absolutely! Little kids can see a picture and make connections as well as a HS student - just different levels.
A5. Under what circumstances was it created? Why was the source created? Was it intended by viewed/read by later generations?
A4: Has anyone tried using to annotate PS documents online? It's got a lot of potential.
A5 With images, what is outside the frame here? What did on-lookers think they were seeing? What might this mean?
Q6: How do you require students to work with primary sources when it comes to research? Limitations? Requirements?
Agreed! Primary source docs are great daily warm-up activities. https://t.co/PxhapYiQ4M
A4 Practice, practice, practice Use PriSouDocs as a daily resource that feeds the learning, not something 'special',but foundational
. Check out for online annotation. Also check out Library for PS docs to annotate & read.
Doing good! Peachy here too!
Create augmented reality scaffolds together using apps such as Build in questions, pre teaching etc.
A6: they are required to incorporate PS into the research. Remember we have to show them HOW to find & use them
Model this for students so they can use the skill set elsewhere. https://t.co/yv8Dk67CuX
A6: they are required to incorporate PS into the research. Remember we have to show them HOW to find & use them
A5: focus on origin of source- when written? Class/occupation/political leanings of writer
Q6 choice is important. Pairing with current event is helpful. can help 😉 https://t.co/cjoDMw886N
Q6: How do you require students to work with primary sources when it comes to research? Limitations? Requirements?
Yes, and interdisciplinary literacy instruction / practices are critical
. Our Putting the Consumer’s Questions to Work activity uses the 5Ws & H to evaluate sources. https://t.co/IWageKp60P
understanding bias is 1 of the most important concepts to understand when looking at ps docs
A5. Under what circumstances was it created? Why was the source created? Was it intended to be viewed/read by later generations?
YES! It pays off esp when in college :-)
A6 Always require a # of PS in research. Use an eval tool similar to website eval tool
A6 - Offer a site like a document set or Library of Congress search as opposed to a wide open Google search to reduce options.
Agreed, but teachers need supports in making it relevant so students see why they would use it elsewhere. https://t.co/soyVsRIB7Q
Model this for students so they can use the skill set elsewhere. https://t.co/yv8Dk67CuX
A6: they are required to incorporate PS into the research. Remember we have to show them HOW to find & use them
And younger Ss often "better" or more comfortable asking ?s.
For middle schoolers, I usually help ss find sources that are useful.
Agreed. It's all about skills for college and career readiness. https://t.co/wt3FAO8yFw
YES! It pays off esp when in college :-)
Why was it written is always fun to ask.
A6 for WH I use PS paired w "translation." Vocab is definite limitation. Appropriate content is major restriction.
. DBQ's are a nice scaffold to authentic inquiry and historical thinking. But they're artificial constructs.
My ELA colleague was going to use it but ended up going with Perusall. Don't remember exactly why.
A6: Reliable sourcing. Where did you get this source? Is it the full source? If not, why? Citations! https://t.co/8LVPhnlcfG
Q6: How do you require students to work with primary sources when it comes to research? Limitations? Requirements?
In fact today one of my kids is in his 1st history class and aced the test, which contained PS analysis :-)
. Start with giving them a list of PS to choose from. Which answer the ? best
I have to run. Time to take my daughter to ballet. Thanks !
Love that. Or just zoom in on part of an image & have Ss analyze. Then pull back.
A5: What specific information, details and/or perspectives does the source provide?
I use CORNPEG for APWH. Really helps ss on DBQ. Class, Occupation, Religion, Nationality, Political, Economic, Gender
scaffolding is a great way to help younger learners get accustomed to primary sources.... https://t.co/tOUwgPSwr0
For middle schoolers, I usually help ss find sources that are useful.
Q5: Who is acting? Who is benefiting? Who is in jeopardy? What are the players' motivation?
Sometimes, I wish my friends using social media questioned the sources they are often citing during this political season.
propaganda is always highly engaging and effective
For the 1st day of school, I had ss analyze a source...some were written in cursive.
Nothing better than a magnified case of trench foot as a teaser! ("It's a bunny!" they say.)
Spiraling works not just for questions but entire lesson design. Start simple, build to complex. https://t.co/vOtvq3eVAT
scaffolding is a great way to help younger learners get accustomed to primary sources.... https://t.co/tOUwgPSwr0
For middle schoolers, I usually help ss find sources that are useful.
. And that conversation is how we make it relevant to Ss
*gasped* not cursive! lol!
. I find QFT is a great formative check in to see what Ss are wondering now as we continue our study.
is introduced to bias in ELA, so it's a great cross-curricular tie-in for us!
where do you look for quality PS to use with Ss?
No I have not. Can you elaborate?
A6. Curate collection of primary sources on a question. Make an annotation about relevance and credibility of each before writing
A5: We have to model interpretation with little sections of text. Another great way to use
42ThinkDeep EmilyLepkowski1 💯
but cursive/handwriting in general can tell A LOT about the source.
What do you use to curate?
FOR REAL!! Happens all the time with satirical websites!
annotate! Like create a graphic organizer for your ISN! :)
A6: Ss have to note: What I get. What I think I get. What I'm stuck on. Sometimes what they think they get reveals a LOT.
A6: Ss have to note: What I get. What I think I get. What I'm stuck on. Sometimes what they think they get reveals a LOT.
I love teaching propaganda. Primary source but super biased! Is it reliable? Purpose? Ss always suprised!
42ThinkDeep EmilyLepkowski1 💯
using propaganda to show bias is a good way to continue incorporating ps docs in different ways
Have used Evernote in the past, but I like Flipboard now.
Other than guiding questions and a KWL, what strategies are u using to help struggling readers with primary texts?
Perfect timing for this one ? :
Q7: What are your favorite repositories for locating primary source documents and why?
My case for teaching cursive in elementary school stands. PS are the reason we need cursive!
42ThinkDeep EmilyLepkowski1 💯
I agree Jim- Kids need to make their own products of historical knowledge. DBQs are training wheels.
presenting a ps as "evidence" to have them unpack the document sounds like a great way to get students engaged
Wow great document! Thanks for the share.
esp since is was proper not to send a letter w/ mistakes. Using the Mayor of Columbia as the CSA is nearing the city
was told it was "ancient" the other day when examining the Preamble.
I like using ones with different spellings, type, etc at first, then I give them another for analysis.
. I'll check Perusall out. Love
Could be fun to have students create mini documentaries. To become a 'talking head' they have to really understand the primary docs
Q7. DocsTeach/National Archives; https://t.co/6zmM7Y7wri ; Newsela now has a large collection from LOC adapted for multiple levels
yes! And totally supports
A7 has some terrific sources as does the Library of Congress
A7: I love pulling from the
A7 The internets? SHEG, Lib of Cong, Nat'l Archives, Newsela , Digital History
YES! That drives the students absolutely bonkers!
A7 Depends on era, but generally Fordham, , ...(I get to teach all the medieval PS)
Q7: Love 's primary sources, but I'm biased! Would love to know what other PSs you'd love to see on Newsela!
A7: I love the for primary sources and lessons that go with them. Google Scholar is great too with older students.
I am really loving for primary sources and historical content connected to current events.
check out new Primary Sources on
RT I am really loving for primary sources and historical content connected to current events.
Ah, the Fordham Halsall site. Some great stuff but dead links as well.
Hi joining way late, but excited for the storify!
A7 Presidential Libraries also usually have good sources
they are useful ps sites because they are accessible to students in and out of the classroom
love old maps! 🌍 geo is still essential skill for Ss
Yes and many of them provide are teacher-tested lessons as well.
. Thanks! I love your museum!
is still going. Are you joining the conversation?
Fordham site is awesome when it works. What strategies do you use to root out good stuff in LOC?
Q8: How do we incorporate primary sources in a personalized learning environment?
National Archives, Docs. Teach --collaborate with your Media Specialists!
Yeah, there are some dead links, but they usually have my hard to find primary sources!
what are your favorite sources from ?
It takes a lot of time to wade through to find good things but there are some real gems in there, esp for world hist.
This was me like 19 years ago...so frustrating that Ts still having kids guess at answers https://t.co/2Vqpcqn9f3
A4 STOP GIVING THEM MULTIPLE CHOICE TESTS!!! Have Ss question and postulate instead of bubble answers about a document!
A8 virtually no limits in a personalized environment.
the have a whole series of primary source sets
A8 Offering re-writes with leveled texts is one way - and tools like Google Forms.
A8: I had students choose which primary sources they would save in a time capsule that define U.S. History and defend their choices
A8) In each lesson of my world history course, Ss have to find sources. Enc them to find P sources if only focusing on secondary.
That's a great activity! https://t.co/WOs8WXuPxb
A8: I had students choose which primary sources they would save in a time capsule that define U.S. History and defend their choices
I once asked them which they would send to the stars to let ET know about us.
. I love those role plays... the whole units, really
Does have PS for medieval period? If yes...I'll definitely have to check it out!
Can't forget our struggling readers and ELL students.... https://t.co/GOOM5QFGpn
A8 Offering re-writes with leveled texts is one way - and tools like Google Forms.
A8 Case studies can work well. Ss can choose or be assigned the person/case most appropriate for their interest or reading level
A8- A good start is by knowing what your Ss are into and letting them go from there True student inquiry is by nature personalized
having students become "talking heads" is a great to help them authentically understand the PSs they are using
A8: I would love for the students to create an interactive "museum" exhibit maybe through working with local historical society
That would be great! Thank you!
Q9: Final question of the evening. What will you take away from tonight's chat and implement this week, month, or year?
A8 Level/ personalize the products, not just the PS
A8 Use PS as a part of opportunities to problem-solve and discover.
A8: Consider Ss making , too. I love
Looking at the old 'clock on the wall' I can see that another one of our Monday night get togethers is coming to a close.
. Infographics make for a great scaffold for ELD Ss.
thank you! I went into "gotta try this in my classroom" when there this summer with
Was it the USMHM that had a program asking people to submit stories from local newspapers about treatment of Jews during WWII?
RT Jigsaw reads & acting out scenarios can help ELLs
A special thank you to for hosting such a fabulous chat. I hope one day this discussion is used for a PD analysis.
A9: Getting Ss to find and make their own DBQ's using sources from both sides. https://t.co/x1caoHR7xS
Q9: Final question of the evening. What will you take away from tonight's chat and implement this week, month, or year?
A9- I've been pretty quiet during because I've been stockpiling a list of PS resources https://t.co/GY7wFBGBxT Feel free to add!
Thank you for the enlightenment. Got new ideas to mull and explore.
It's been a pleasure for sure!
https://t.co/p0tt023Fj9
A special thank you to for hosting such a fabulous chat. I hope one day this discussion is used for a PD analysis.
Here's a novel idea: Shopping with Historic Documents » bios, photos, 1897 Sears, census data https://t.co/EWh9zpNWd1
A9: The resources shared by all educators & thinking about how "acting out" PS can be a valuable entry point for students
I'll have the archives up soon.
3 teen/tween girls keep me and on the go every afternoon and evening! Happy to sneak in just under the wire
. You're a giver. That's what you are. :) Thanks!
Me, too! Praying Chrome doesn't crash before I curate them all. :)
Thank you to all who participated in this evening. I'm glad to have you in my PLN.
Thank you to the crew and for hosting tonight's chat.
A9: Where to start! So many amazing ideas! Thanks for a wonderful
A9: Where to start! So many amazing ideas! Thanks for a wonderful
