Using Primary Sources and DBQs SSE 4936

Sources of Historical Information What is the difference between primary and secondary sources? Primary Sources: Were created in the time period and location under study Often created by average people Were most often not created for the purpose of teaching anyone anything May be difficult to analyze/interpret Examples include newspapers, period maps, diaries, letters, government documents, political cartoons, pictures, songs, physical artifacts, etc. Secondary Sources: Usually created more recently than when the event occurred Designed specifically to teach people something Are an “expert’s” interpretation of primary sources May be biased/one-sided Examples include: textbooks, trade books, journal articles, Modern maps, teacher lectures, etc.

Which type of source is used more often in modern American social studies classes? Why? Primary vs. Secondary Sources

Using Primary Sources Why should primary sources be used in the SS classroom? Help students connect emotionally with history Further student’s ability to “act like a historian” Deepen critical thinking and analysis skills– “critical literacy” Constructivist approach Encourages questioning and curiosity Incorporate multiple perspectives Meet common core standards CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Why don’t teachers use primary sources more often? Can be difficult to obtain appropriate sources More planning than just using textbook Worried about meeting content standards– [pacing guides] Some primary sources are difficult for students to read and analyze Not comfortable with role as facilitator vs. instructor

Source Analysis Activity You and a partner will be given a historical source. Please complete the Document Analysis Sheet for your source. Now get up and find other groups whose source seems to be related to the same event/time period as your source. When you have found them, please sit together. Using all of your sources and document analysis sheets together, please work together to write a short narrative about your event/time period. What was it? Why was it historically significant? What perspectives about the event/time period are shown in the sources you analyzed?

Where Do I Find Quality Primary Sources? Two great resources= Library of Congress The National Archives

DBQs DBQs are one way to teach the analysis of primary sources DBQ= Document Based Question Required in AP classes, but can be used in any social studies class Students are provided with a complex historical question, background information about that question, and specific documents or parts of documents to analyze to answer the question. Students must write an essay that refers to the documents to support their thesis. You can create your own DBQ or use prepared ones such as the DBQ project or AP prep.

Let’s Look at a Sample DBQ DBQ examples

Primary Sources and DBQs Any Questions?!?!?!?!?!?!?!?!?!

Please take out a piece of paper, write your name, and then comment on each of the following points. You will not be graded on your opinion, so feel free to be honest. 1. What I learned in class today 2. What I need more clarification on 3. High point 4. Low point Please leave your paper on your table. You may leave when you are done. See you next week!