1. Using Documents in the Classroom

2. What are Historical Records? Historical records are the raw materials of history. Make a list of items you think may be used as an historical record in your classroom? Share with a partner.

3. Why Use Historical Records? When using historical records, students learn to: interpret, clarify, analyze, evaluate. recognize point of view and bias. identify contradictions. determine what is accepted as fact and what is rejected as fiction or unsubstantiated in a historical record. draw conclusions. analyze raw data showing cause and effect.

4. Why Use Historical Records? When using historical records, students learn to: weigh generalizations and historical theories presented in textbooks, reference materials and television programs while recognizing their limitations. recognize potential for multiple interpretations. acknowledge their own frames of reference and contemporary viewpoints which color their interpretations. develop confidence in their ability to acquire knowledge.

5. Where do I find the documents? Personal Historical Records: driver's licenses, birth certificates, social security cards, tax returns, photographs, report cards, drawings, postcards, scrapbooks, diaries, political paraphernalia. Schools: old attendance records, school rules, photographs, blueprints, yearbooks, literary magazines, school newspapers, videotaped performances, award certificates, board of education meeting minutes. photographs Communities: local libraries, historical societies, universities, museums, churches, businesses, local governments, state agencies, local chambers of commerce, charitable organizations, unions, veteran groups.local governments

6. Fundamental Orders Read through the document “Fundamental Orders of Connecticut” Work with your group to answer the questions on the Written Document Analysis Worksheet from the National Archives.

7. Reflection What new insights, ideas, understandings did you acquire this evening? How will you integrate them into your lessons?