1. Analyzing First Person Historic Documents With information from the Library of Congress

2. Why use FPH sources in the classroom? What are FPH Sources? Activity: Conflicting Records Finding sources Evaluating sources for use Planning lessons/Activities Student evaluation of sources Assessment Activity: Sources Scavenger Hunt First Person Historical Sources

3. Why use FPH sources in the classroom? They help students: Develop observational skills Develop vocabulary and reading-comprehension skills. Develop inquiry skills. Understand that history has local links. Develop empathy for the human condition. Analyze different points of view. Understand that history is a continuum and that people all make their own personal histories. Develop research skills that lead to analyzing sources and forming conclusions.

4. 1)Construction of knowledge through 2) the use of disciplined inquiry that 3) has some value or meaning beyond success in school. Standards of Authentic Instruction http://www.metiri.com/AE/Newmann5Standards.pdf A Guide to Authentic Instruction and Assessment: Vision, Standards and Scoring Fred M. Newmann, Walter G. Secada, Gary G. Wehlage

5. Disciplinary Content: The task asks students to show understanding and/or use ideas, theories, or perspectives considered central to an academic or professional discipline. Standards of Authentic Instruction

6. Historians are prisoners of sources that can never be made fully reliable, but if they are skilled readers of sources and always mindful of their captivity, they can make their sources yield meaningful stories about the past and our relationship to it. -Martha Howell & Walter Prevenier From Reliable Sources: An Introduction to Historical Methods The central paradox of our profession [history]:

7. What are First Person Historical Sources?

8. Lewis and Clark Expedition Click the book to purchase it from Barnes and Noble.

9. Oral History and the Bdote Memory Map Click the image above to visit the Bdote Memory Map.

10. What Order? Source-Based – have resources first, build lesson around them. Topic-Based – have lesson, find resources to support.

11. Finding First Person Sources Internet Library of Congress Local Library Magazines Books Purchased Sets

12. Evaluating Sources for Use Interest Reading Level Length Points of View Variety of Sources Location

13. Planning Lessons/Activities To organize the use of primary sources in your classroom, consider the following: Activity Types Classroom Management Time Assessment

14. Different Ways to Use Documents Focus – sparking interest Inquiry – finding out more Application – using what you know Assessment – showing what you know

15. Focus Activities For focus activities, choose primary sources that: present a puzzle; challenge a stereotype or conventional wisdom; present a contradiction; offer an insight (or aha! experience); promote empathy (through a human interest story); Present focus activities using the following techniques: Generate one or two well-crafted questions about the sources. Use the questions to spark a class discussion or as a task for pairs of students to answer. After reviewing one or two primary sources, have small groups of students generate a list of questions about the upcoming topic of instruction.

16. Inquiry Activities To develop an inquiry approach, provide students with a set of primary sources on a topic, concept, or time period. Students can use the Internet and other research tools to assemble sets of primary sources for themselves. Student inquiry can range from working exclusively with primary source documents to using selected primary sources to supplement the student textbook and other instructional materials.

17. Application Activities Have students expand or alter textbook explanations of history based on primary sources they study. Present a set of primary sources in sequence. How does each new documents support or challenge information and understanding garnered from previous documents? Have students refine or revise conclusions.

18. Explain how the source supports or challenges a commonly accepted conclusion about a time in history. Based on analysis of several primary sources, prepare an oral presentation taking a stand on an issue in history. Select primary source documents to create a museum display about an historical topic. Write captions for the items and justify the documents that were selected. Write a response to a primary source (speech, news article, sermon), taking the position of someone who lived at the time the source was created. Ideas for Activities

19. Helpful Resource Click book to purchase Overview of Types of Primary Sources with sample questions. Leveled Sample Lessons K-3, 4-8, 9-12

20. Student Evaluation of Documents OPVL Origin Purpose Value Limitation

21. Document-Based Questions How is this document a good/bad example of historical event X? Document-Based Questions are about analysis, not identification. For evaluation activities, select either sources from the historical era under study or choose contemporary sources related to the historical topic. Projects Museum Curator: Create a museum display about an historical topic. Choose the best examples of documents, write captions for the items and justify the documents that were selected. Magazine Editor: Prepare a visual display (poster, magazine cover, illustrated timeline) that highlights the most important points to be gained from the primary sources under study. Assessment

22. Which of these sources would you use in your classroom and how would you use them? http://minnesotahumanities.org/programs/historic612 Finding and Choosing Sources