1. R.E.A.D & S.E.E.D. Source Analysis Method
© 2012 CICERO Systems™

2. What is READ & SEED? A method of primary source analysis that:
Allows students to identify a source’s nuances and difficulties.
Assists students in finding main topics and ideas rather than facts.
Promotes a finished product as proof of understanding.
Considers opposing viewpoints when appropriate.
Creates contextualized historical literacy.
© 2012 CICERO Systems™

3. What does it stand for? R = Reflect E = Extract A = Articulate
D = Defend
S = Switch
E = Estimate
E = Explain
D = Defend
© 2012 CICERO Systems™

4. STEP 1: REFLECT Have students perform a quick read of the source:
Are there any words that need to be defined for understanding?
Does the document contain words of nuance appropriate for the class to thoroughly understand?
Are there any “buzz” words?
Words that convey emotion; previously covered vocabulary words. Etc.
© 2012 CICERO Systems™

5. Why is this important?
It allows the class to work through stumbling blocks before the students truly engage with the source.
Teachers can utilize this step to provide flexibility in terms of preparing the class for the document.
It assists in establishing a roadmap for use of the document.
© 2012 CICERO Systems™

6. PRACTICE Pictures/ Slave Narratives John C. Calhoun Writings
My suggestion is K-12
John C. Calhoun Writings
© 2012 CICERO Systems™

7. Reflection table: Historical Vocab Words Trouble Words
Emotional/ Buzz words
© 2012 CICERO Systems™

8. STEP 2: EXTRACT EXTRACT the main ideas of the source?
Some sources may have 1 main point – and that is OK and great to use when starting this process. Specificity can be added where needed and appropriate.
© 2012 CICERO Systems™

9. Extract Practice
Using the same document as before – extract the main points.
Those using quotes, you may want to explore more than one if time permits.
Those using the longer sources; let’s try to hit the highlights for now.
© 2012 CICERO Systems™

10. STEP 3: ARTICULATE Articulate the Main Points of the document:
Speech, Debate, Report, Class Discussion, Poster, Diorama, Play etc.
© 2012 CICERO Systems™

11. Articulate Practice
Based on the main points and ideas we’ve extracted; what would be some great ideas for assignments?
© 2012 CICERO Systems™

12. STEP 4: DEFEND Defend the author’s place in history. K through 12.
Why are we studying this author? What makes their opinion so important?
Defend the document’s place in history.
4 through 12.
Why is this source important to studying history?
Defend the main point’s place in history
Why is the main point important to the study of history?
Defend the author’s position.
How about some SPECulation?
© 2012 CICERO Systems™

13. Defend Practice
There is a great deal of freedom for the teacher here. Consider age appropriate expectations and the design of your classroom.
© 2012 CICERO Systems™

14. SWITCH
Here is where we take the opposite opinion or main point of a source.
Will there ALWAYS be an opportunity to use this portion?
Not necessarily – The decision to use the second part should be based on the readiness of the students and the appropriateness of the source.
© 2012 CICERO Systems™

15. STEP 5: ESTIMATE
Estimate the counter or opposite point would be to the main points of the source.
© 2012 CICERO Systems™

16. Estimate Practice
Those using Quotes: Find an assertion that lends itself to a counter-opinion and one that does not (at least easily).
© 2012 CICERO Systems™

17. STEP 6: EXPLAIN
Much like the Articulate step from before – consider different ways these findings can be expressed:
T-Chart, Venn Diagram, Poster, Debate etc.
© 2012 CICERO Systems™

18. Explain practice
Based on what you’ve found thus far; what would be an appropriate product?
© 2012 CICERO Systems™

19. STEP 7: DEFEND (part deux)
Defend the counter’s place in history.
There is the opportunity here for students to research people and sources that support the counter.
Why is it important to know the other side of the argument?
Are there any times where the original assertion doesn’t hold true?
© 2012 CICERO Systems™

20. Defend practice Let’s give this a shot.
What do you think would be appropriate in your classroom.
© 2012 CICERO Systems™

21. How else can we use this?
What documents do you use in your classroom that would lend itself to this method?
Take a few minutes to make a list.
Are there any other media that you use as a source that this could help with?
What is done in your classroom that is wonderful? Any ideas to share with the group?
© 2012 CICERO Systems™