1. WHAT TOOLS ARE AVAILABLE TO HELP STUDENTS BREAK DOWN A PRIMARY SOURCE?
“Give us the tools, and we will finish the job.”
THE 6 C’S!!

2. What are we looking for the students to accomplish?
It is clear as to who created this source, when it was written, and what type of source it is.
An accurate summary of the source provided (who, what, where…)
Accurate /thoughtful connections made between source and what was happening at that time and place in history.
Interesting and thoughtful connections made between the source and what the students already know, or what they can relate it to.
Bias and point of view are clearly identified. Students support their claims with specific examples from source.
Student provides a thoughtful conclusion that closely connects to source

3. How can the 6C’s be practiced in the classroom?
Students work in cooperative groups (3-4 members), with each group responsible for using one of the 6C’s to analyze the source. Each group then shares with the class their analysis of the source, and the other students fill in the sections of the 6 C’s as they are discussed by each group.
Students work in cooperative groups (3 members). Each student within the group is responsible for completing two sections of the 6 C’s. They then share their responses with the other group members. Groups are then selected to share their responses with the class.

4. What can we do to ensure that students closely analyze the historical sources, and put effort into their 6C’s analysis?