1. PRESENTED BY: CHASITY LEWIS NOVEMBER 1, 2012 NORTHERN NASH HIGH SCHOOL Using Primary Sources in the History Classroom

2. Primary Documents Enables us to make the activities we use in the classroom more engaging and effective for the learner Using a photograph, map, document, sound recording, and/or movie clip can help the learner better connect to the content being taught artifacts photographs audio Music documents

3. How do we do this? Utilize essential questions that encourage students to carefully: observe what they see and hear draw on prior knowledge stimulate their critical thinking skills by encouraging further questioning and research

4. How do we do this? Example: What do you observe? What do you notice first? What do you notice that you didn’t expect? What do you think you know? Why do you think somebody made this? What do you think was happening when this was made? What do you want to find out? What do you wonder about...

5. Why would we do we do this? Refrain from merely using primary resources to adorn the activities we already do Find meaningful ways to integrate primary sources into instruction that go beyond adding a photograph to the cover an existing lesson or unit plan.

6. The Inquiry-based Classroom “Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings”. ~Barbara Stripling

7. Inquiry in History Focuses on people and their interactions with the world Students inquire to "find multiple truths” as representative of different perspectives and different time periods Inquiry in the social sciences is concerned with the interplay of “Why?,” “Who?,” “Where?,” “When?,” “What caused?,” “What resulted?,” and “How good or bad?”

8. Inquiry in History Interpretation of evidence and drawing conclusions must be based on students carefully evaluating the evidence without succumbing to their own personal biases Library of Congress Classroom Sets Essential Standards Alignment

9. Essential Questions What is the relationship between human beings and the Earth? How do times of prosperity and crisis influence an individual’s perceptions of themselves, their country, and their place within a society

10. Your Task Analyze the documents with a partner Use the task card to determine what you can learn about the Dust Bowl from the documents Form hypotheses to answer the questions Be ready to share your hypothesis Edsitement

11. World History: History Strand WH.H.1. 2 Use Historical Comprehension to: 1. Reconstruct the literal meaning of a historical passage 2. Differentiate between historical facts and historical interpretations 3. Analyze data in historical maps 4. Analyze visual, literary and musical sources The student will know: Historical passages are primary sources that provide first- hand testimony or direct evidence concerning a topic under investigation. Historical narratives are researched stories or accounts that describe or interpret historical events. Comprehending a historical passage requires that it be read to reveal the humanity of the individuals and groups who lived in the past. What, for example, were their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and weaknesses? Comprehending a historical passage or narrative requires the appreciation for and the development of historical perspective—judging the past in consideration of the historical context in which the events unfolded and not solely in terms of personal and/or contemporary norms and values. How then did the social, political, cultural, or economic world of certain individuals and groups possibly influence their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and weaknesses? This “same” standard is addressed in the American History standards

12. Civics CE.C&G.2.7 Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare (e.g., taxes, immigration, naturalization, civil rights, economic development, annexation, redistricting, zoning, national security, health care, etc.). Students will understand: One level of government can have a significant impact on how policy is established and people are governed. (Structure of government, separation of powers with checks and balances) Controversies often exist regarding government response to contemporary issues. Individuals and institutions are affected by government actions. Students will know: The definition of “public interest”. Various examples of public interests in the United States. The definition of general welfare in the United States and how the government attempts to preserve it. Contemporary issues affecting the United States and how government and citizens respond.

13. American History I AH1.H.1.3 Use Historical Analysis and Interpretation to: 1. Identify issues and problems in the past 2. Consider multiple perspectives of various peoples in the past. 3. Analyze cause-and- effect relationships and multiple causation. 4. Evaluate competing historical narratives and debates among historians. 5. Evaluate the influence of the past on contemporary issues. The student will know: Historical analysis involves more than a single source. Such an analysis would involve a rich variety of historical documents and artifacts that present alternative voices, accounts, and interpretations or perspectives on the past. The study of history is subject to an individual’s interpretation of past events, issues, and problems. There is usually no one right answer, one essential fact, or one authoritative interpretation that can be used to explain the past. Historians may differ on the facts they incorporate in the development of their narratives and disagree on how those facts are to be interpreted. Thus, written history is a “dialogue” among historians, not only about what happened but about the historical interpretation of why and how events unfolded. Historical issues are frequently value-laden and subsequently create opportunities to consider the moral convictions that possibly contributed to those actions taken by individuals and groups in the past. The past inevitably has a degree of relevance to one’s own times.