History[ edit ] From a letter of Philip II, King of Spain, 16th century In scholarly writing, an important objective of classifying sources is to determine their independence and reliability.
The strategies in this lesson can be adapted for future lessons in which primary sources are used. Essential Questions What role do multiple causations play in describing a historic event?
What role does analysis have in historical construction? Objectives Students will be able to compare and contrast primary and secondary sources by providing examples of each.
Students will be able to analyze a primary source by observing details about the source, making hypotheses about the source and generating questions for further research. Students will be able to interpet an historical event or time period through multiple perspectives to develop their understanding of the event.
Other Materials This lesson is designed to be used with primary sources. To maximize effectiveness and to create meaning for the students, teachers are encouraged to choose primary sources that are relevant to the topics being studied in class. This lesson must be used with primary sources that represent multiple perspectives on one historical event or time period.
The lesson can be adapted to be used with individual sources or with a collection of complementary sources. For this strategy to be effective, the sources should be novel to the students, should be open for interpretation, and should be detailed enough that students will benefit from extended looking.
The Historical Society of Pennsylvania's extensive Digital Library can be utilized to identify primary sources; in addition, items in HSP's collections can be digitized upon request. For a short-cut in finding sources, search the Primary Source section of Education by topic.
In the middle bubble, write "Primary Sources. Students may record their answers in their notes or you can provide them with a copy of a word web. Give students one minute to think or brainstorm, two minutes to write their answers and allow four minutes to share.
Record student answers on the board as they share. Tell students they will be using primary sources in today's lesson, but before they can begin, they must know the difference between the two.
Create a T-Chart on a sheet of chart paper. In one column, write "Primary," in the other write "Secondary. In one color, write the definition of a primary and secondary source.
The definition of a primary source is as follows: A secondary source might offer an analysis of the primary source. Using another color marker, have students share their examples of each. Write them in the chart as students share. Some examples of primary sources may come from the answers students shared during the Do Now.
If, during the Do Now, a student incorrectly shared an example of a secondary source instead of a primary source, this is a great "teachable moment," where the student's answer can be listed correctly under the column "Secondary.
Tell students that they will be participating in an exercise called "See-Think-Wonder" on a topic that they have already been studying in class.
In the "see" stage, students should share what they notice about the source. Discourage interpreting what they see and explain that you are only interested in what detail they notice about the source. Model this step if students struggle.The historian’s toolkit History is the study of the past.
Historians are Historical skills the historian’s toolkit Source HT.1 The Great Sphinx at Giza, Egypt They need to use a range of different sources to help them gain a more complete picture of the past. In the study of history as an academic discipline, a primary source (also called an original source) is an artifact, document, diary, manuscript, autobiography, recording, or any other source of information that was created at the time under study.
It serves as an original source of information about the topic. Why Study History?
() By Peter N. Stearns are many ways to discuss the real functions of the subject—as there are many different historical talents and many different paths to historical meaning.
All definitions of history's utility, however, rely on two fundamental facts. Experience in examining past situations provides a.
Historical sources are, at their most basic level, something that tells us about history. It may be a document, a picture, a sound recording, a book, a cinema film, a television program or an object.
Any sort of artifact from the period in question that conveys information can qualify as a source. Any leftover of the past can be considered a source. It might well be a document, and we often think of history as a textual discipline, based on the interpretation of written texts, but it might also be a building, a piece of art or an ephemeral object – a train ticket, say, or perhaps a pair of shoes.
Examining Multiple Historical Perspectives Through Primary Sources This lesson introduces strategies that can be used to prepare students to interact with primary sources when exploring historical perspectives on a certain time period or historical event.