1. Primary & Secondary Sources

2. Objective - Students will be able to identify and categorize examples of primary and secondary sources.

3. For each statement – determine if it is a primary or secondary source.
Place one finger up if the statement is a Primary Source
Place two fingers up if the statement is a Secondary Source

4. Rosa Parks describing her role in the Montgomery Alabama bus boycotts.
Statement 1
Rosa Parks describing her role in the Montgomery Alabama bus boycotts. .

5. Statement 2
A journal written by Sequoyah about how he created the Cherokee alphabet.

6. A text book describing the civil war.
Statement 3
 A text book describing the civil war.

7. Your parent describing how Pilgrims came to America.
Statement 4
Your parent describing how Pilgrims came to America.

8. Another student reading a report about the tanks from World War 1.
Statement 5
Another student reading a report about the tanks from World War 1.

9. An interview with a soldier about what it was like in Iraq.
Statement 6
An interview with a soldier about what it was like in Iraq.

10. A movie showing the life of George Washington.
Statement 7
A movie showing the life of George Washington.

11. A friend telling you about his teacher last year.
Statement 8
A friend telling you about his teacher last year.

12. How can we determine if a source is reliable?
Reliable Sources
How can we determine if a source is reliable?

13. Credibility A source we can trust
A source that other sources agree with
Up to date
From a respected author or organization
Not biased (the author doesn’t have an axe to grind)
Provides clear and specific information about the author or organization

14. Types of websites .edu - educational .org – organization
.gov - government

15. Sources not reliable Wikipedia – anyone can update or add to
Blogs – personal web pages – opinions
Answers.com, about.com, infoplease.com – anyone can answer questions for people

16. How Reliable?

17. Reliable?

18. Reliable?

19. Reliable?

20. What Happened at Recess?
Introduction
You are the principal of a school and you have just learned that some students were involved in a fight at recess. You have asked the students and teachers that had witnessed the fight to write down what the saw and heard. You also want to know who started the fight. Much to your dismay, you have received conflicting stories about the fight. Information about the fight varies from witness to witness. It is important for you to know that no one is purposely lying.

21. With your partner, answer the following questions.
1.  Why are there different stories of the fight at recess?
2.  What are the different types of people that may have seen the fight?
3.  What are some things that make someone’s story believable?
4.  What are some things that make someone’s story unbelievable?
5.  What are some things the principal should look for in the stories from the witnesses to understand what happened at recess?

22. How events are remembered and explained apply to history
How events are remembered and explained apply to history. When learning about history many perspectives and biases need to be considered. Like the principal in the story, historians try to interpret the past by looking at several different sources. They look for commonalities in stories to help them.