What is Nature Art?

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

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Standards of Authentic Instruction

• Construction of knowledge through 2) the use of
  disciplined inquiry that 3) has some value or
  meaning beyond success in school.

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

• 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

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What are First Person Historical Sources?
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Lewis and Clark Expedition
Click the book to purchase it from Barnes and
Noble.
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Oral History and the Bdote Memory Map
Click the image above to visit the Bdote Memory
Map.
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What Order?

• Source-Based have resources first, build lesson
  around them.
• Topic-Based have lesson, find resources to
  support.

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Finding First Person Sources

• Internet
• Library of Congress
• Local Library
• Magazines
• Books
• Purchased Sets

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Evaluating Sources for Use

• Interest
• Reading Level
• Length
• Points of View
• Variety of Sources
• Location

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Planning Lessons/Activities

• To organize the use of primary sources in your
  classroom, consider the following
• Activity Types
• Classroom Management
• Time
• Assessment

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Different Ways to Use Documents

• Focus sparking interest
• Inquiry finding out more
• Application using what you know
• Assessment showing what you know

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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.

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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.

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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.

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Ideas for Activities
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.
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Helpful Resource
Overview of Types of Primary Sources with sample
questions. Leveled Sample Lessons K-3, 4-8, 9-12
Click book to purchase
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Student Evaluation of Documents

• OPVL
• Origin
• Purpose
• Value
• Limitation

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Assessment

• 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.

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Finding and Choosing Sources

• Which of these sources would you use in your
  classroom and how would you use them?
• http//minnesotahumanities.org/program
  s/historic612

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