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Working with Historical Documents

Working with Historical Documents. Why use historical documents?. Help students become aware of differences in perception and interpretation of history Show the difference between primary historical documents and secondary historical interpretation

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Working with Historical Documents

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  1. Working with Historical Documents

  2. Why use historical documents? • Help students become aware of differences in perception and interpretation of history • Show the difference between primary historical documents and secondary historical interpretation • Forge a personal connection between students and people and events in the past • Reinforce or supplement factual information from textbooks • Help develop comprehension and analytical skills

  3. Types of Documents…

  4. Personal sources: diaries letters journals GLC02437.00638, Knox, Lucy Flucker (ca. 1756-1824)

  5. GLC05214, George III, King of Great Britain (1738-1820) Public Sources speeches, official records, newspapers, laws, pamphlets, reports, song lyrics

  6. "The Bloody Massacre", by Paul Revere. GLC 1868 Images cartoons paintings illustrations, charts graphs maps broadsides Boston in 1769

  7. 69th NY Irish Regiment Civil War Photographs staged, candid, people, scenery

  8. What should we look for in a historical document…

  9. Is the Document: • related to a well known person or event that students might recognize • connected to your state or local community • “unique” • appropriate for your teaching goal or theme and grade level – and if not, can it be edited or excerpted to make it more useful • And are you choosing a source because of your personal connection or because of its value in the classroom

  10. Some Tips for Editing: • Include vocab lists for dense documents with antiquated language Respect the spiritof the document • Provide background information or captions that frame the document • Use ellipses strategically

  11. In Summary: • Don’t be deterred by long documents or more obscure documents • Don’t be afraid to edit documents but do so purposefully • Consider different types of sources • Background information and captions are crucial to framing student interpretation of documents

  12. Some Helpful Websites: Adapting Documents for the Classroom:http://teachinghistory.org/teaching-materials/teaching-guides/23560 National Archives, “History in the Raw”http://www.archives.gov/education/history-in-the-raw.html National Archives Document Lesson Plans:http://www.archives.gov/education/lessons/

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