Download as PDF, PPTX
Uploaded byRobin M. Katz
Using Primary Sources in K-6 Social Studies
The document discusses the use of primary sources in K-6 social studies education, outlining differences between primary and secondary sources, their benefits, and challenges. It emphasizes the importance of analyzing primary sources for context and accuracy, and provides guidance on how to teach with them, including resources for teachers. Additionally, it highlights various platforms for finding primary sources, both physical and digital.
More Related Content
Similar to Using Primary Sources in K-6 Social Studies
Using Primary Sources in K-6 Social Studies
- 1. USING PRIMARY SOURCES In K-6 Social Studies EDEL 157 3 February 2010 Robin M. Katz
- 2. http://researchguides.uvm.edu/ edel157spring2011 Check Out Your Class Research Guide Online!
- 3. PRIMARY vs. SECONDARYSOURCES Eye-Witness Second-Hand Account Testimonial “Pieced together later” Contemporary Uses Primary Sources Original Interprets creative work Earlier drafts Analyzes Research Raw data
- 4. EXAMPLES: PRIMARY SOURCES Diaries Creative works Letters Maps Photos Postcards Contemporary Receipts Newspapers Oral histories, Business Reports interviews Vital Records (birth, Speeches death, marriage) TV news footage
- 5. EXAMPLES: SECONDARY SOURCES Books Art/literary criticism Journal Articles Analyses of scientific Textbooks studies Biographies Later or interpretive newspaper articles Documentary Films
- 6. BENEFITS • Fun! • Real perspectives, “history comes alive” • New information • New views on old information • Truth? • How “history” is made
- 7. CHALLENGES • Difficult Handwriting • Old Language (spelling, words) • Brittle paper, faded ink, holes in text • Authenticity: Is this real? Trust-worthy? • Not enough information or context: who? where?
- 8. ANALYZING PRIMARY SOURCES YOU HAVE TO SUPPLY THE CONTEXT What is it? Who created it? What do we know about them? Their perspective/bias? When is it from? What do we know about the time period? Where is it from? What facts are included? Are they accurate? What opinions are included? What is implied, conveyed unintentionally, or left out? What is interesting? Surprising? What do I not understand? Adapted from http://www.learnnc.org/lp/editions/nchist-eg/745
- 9.
- 10. USING PRIMARY SOURCES Source Topic *Teachers are more likely to do this
- 11. WHY TEACH withPRIMARY SOURCES? Class divides in half: Pros and Cons Discussion, Report Back
- 12. HOW TO TEACH with PRIMARY SOURCES? • Teacher support programs (Teaching American History grants, Library of Congress TPS program) • Teacher kits / guides (American Diary series) • Best practices, colleagues • Apply other teaching methods • Librarians/archivist s may or may not help with this!
- 13. WHERE TO FIND? •Cultural Repositories – Libraries (public, university, private) – Archives (government, organizational, corporate) – Museums, Historical Societies (educators, kits) • Online – Subscription databases (through your library) – Free Sites! • Private Hands / Collectors – Students, Families
- 14. PHYSICAL (ANALOG) vs.DIGITAL • Pros and Cons? – Ease of access? – Missing information? – Fun factor?
- 15. USING DIGITIZED MATERIALS •Read about Primary Sources – Scout Report: http://scout.wisc.edu/Reports/ScoutReport/Current/ • Search for Primary Sources – Google – Library Catalog • Go directly to an online repository to BROWSE