1. NATIVE AMERICAN TEACHING STRATEGIES PUTTING IT INTO PRACTICE

2. CREDIBILITY OF SOURCES POINT OF VIEW ANALYZING AND INFERING INDIAN SPEECHES

3. ANALYSIS WORKSHEET SPEECH ANALYSIS 1. DATE(S) OF DOCUMENT: 2. AUTHOR (OR CREATOR) OF THE DOCUMENT: POSITION (TITLE): 3. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? 4. DOCUMENT INFORMATION (There are many possible ways to answer A-E.) A. List three things the author said that you think are important: 1. 2. 3. B. Why do you think this document was written? C. What evidence in the document helps you know why it was written? Quote from the document. D. List two things the document tells you about life in the United States at the time it was written: E. Write a question to the author that is left unanswered by the document:

4. Mingo Chief Logan "Logan's Lament" Speech was delivered in 1774 in the Ohio Territory at Point Pleasant I appeal to any white man to say if he ever entered Logan's cabin hungry, and he gave him not meat; if he ever came cold and naked and he clothed him not. During the course of the last long and bloody war, Logan remained idle in his cabin, an advocate for peace. Such was my love for the whites, that my countrymen pointed as I passed, and said, "Logan is a friend of the white man." I have even thought to live with you but for the injuries of one man, Colonel Cresap, who last spring in cold blood and unprovoked murdered the relatives of Logan, not even sparing his wife and children. There runs not a drop of my blood in the veins of any living creature. This has called on me for revenge. I have sought it; I have killed many; I have fully glutted my vengeance. For my country, I rejoice in the beams of peace. But do not harbor a thought that mine is the joy of fear. Logan never felt fear. He will not turn on his heel to save his life. Who is there to mourn for Logan? Not one.

5. OTHER QUESTIONS TO ASK 1. Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process? 2. Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw and heard? 3. Was the recorder a neutral party, or did the creator have opinions or interests that might have influenced what was recorded? 4. Did the recorder produce the source for personal use, for one or more individuals, or for a large audience? 5. Was the source meant to be public or private? 6. Did the recorder wish to inform or persuade others? (Check the words in the source. The words may tell you whether the recorder was trying to be objective or persuasive.) Did the recorder have reasons to be honest or dishonest? 7. Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?

6. DBQ- DATA BASED QUESTIONS  ANOTHER GREAT USE OF PRIMARY AND EVEN SECONDARY SOURCE DOCUMENTS  ALSO MAKE GREAT PRACTICE FOR OGT EXTENDED REPSONSE.  YOU CAN USE ANALYSIS SHEETS FIRST THEN USE THOSE TO DEVELOP DBQ ANSWERS

7. UNIT EXAMPLE  FRENCH AND INDIAN WAR  GREAT UNIT THAT IS USUALLY NOT TAUGHT OFTEN THAT LENDS ITSELF TO THESE STRATEGIES  IT ALSO HAS GREAT “LOCAL” APPLICATIONS