Transcript Primary Sources - Cleveland Heights High School

Primary Sources on the Web
Use in the Classroom
Stephen Titchenal
Program Specialist for Technology
Cleveland Heights – University Heights City School District
[email protected]
What is a Primary Source?
 The Ohio Historical Society defines primary
sources as a "source created by people who
actually saw or participated in an event and
recorded that event or their reactions to it
immediately after the event. In contrast,
secondary source is defined as a "source
created by someone either not present when the
event took place or removed by time from the
event."
 ·
www.ohiohistory.org/resource/teachers/prim
ary.html#definitions
Library of Congress Definition:
 Primary sources are defined as "actual records that have
survived from the past, such as letters, photographs,
articles of clothing." In contrast, secondary sources are
accounts of the past created by people writing about
events sometime after they happened.
 For example, your history textbook is a secondary
source. Someone wrote most of your textbook long after
historical events took place. Your textbook may also
include some primary sources, such as direct quotes
from people living in the past or excerpts from historical
documents.
 memory.loc.gov/ammem/ndlpedu/lessons/psources/sour
ce.html
Copyright and the Public Domain
Anything created after 1977 is copyrighted
at the moment of creation and protected
for at least 70 years*.
Anything is in the public domain (free to
use) in the U.S. if it was created by a federal
government employee, published before 1923,
published before 1978 without copyright notice,
or before 1964 and not renewed*.
*INFO: www.unc.edu/~unclng/public-d.htm
Unpublished Works
Publication: distribution of copies to the
public by sale, rental, lease or lending.
Works created before 1978 and not
published or registered are protected for:
 Life of the author plus 70 years
(2003 - 70 years = died in 1933)
 Corporate authors: 120 years.
(2003 - 120 = 1883)
Reproductions, Compilations
Sometimes the only way students can
access primary source materials
Photographs, copies or digital
representations of public domain works
are sometimes protected by license.
Compilations of public domain materials.
Any new material can be copyrighted.
Objects / Artifacts
Ohio Historical Society
ohiohistory.org
Ohio Memory Bicentennial Scrapbook
ohiomemory.org
Ohio History Central
ohiohistorycentral.org
Images
 Ohio Memory: My Scrapbook
personalized web page
 Cleveland Memory (CSU)
clevelandmemory.org
Post Cards Cleveland Press
 Associated Press Photo Archive
www.chuh.org/students/
Audio
National Public Radio
www.npr.org
Library of Congress
American Folk Life Center - Blues
memory.loc.gov/ammem/ftvhtml/ftvhome.html
History and Politics Out Loud
http://www.hpol.org/
Historic American Sheet Music
scriptorium.lib.duke.edu/sheetmusic/
Video/Film
Internet Archive
www.archive.org
NASA
www.jpl.nasa.gov/video/
Television Archive
www.televisionarchive.org
Internet
Wayback Machine
www.archive.org
type a web site address (URL) to see what the web site
looked like in the past
Maps
Rails and Trails: www.railsandtrails.com
Library of Congress:
www.americanmemory.org
Statistics
CensusScope – 2000 Census data
www.censusscope.org/
IPUMS – 1850-1990 Census data
http://www.ipums.umn.edu/
NBER (National Bureau of Economic Research)
http://www.nber.org/databases/macrohistory/
Economic Time Series Data Collection
www.economagic.com/
Text
Cleveland Heights High School History
www.chuh.org/CHHS/CHHS1901-1966/home.html
Early Cleveland History (3rd Grade - Coventry)
www.chuh.org/Coventry/EarlyCleveland/TITLE.HTM
Encyclopedia of Cleveland History (CWRU)
ech.cwru.edu/
Cuyahoga River (CSU)
web.ulib.csuohio.edu/ellis/
Community
Cleveland Heights Historical Society
www.chuh.net/chhistory/
Cleveland Alive
www.chuh.org/clevealive/
Cleveland Press – Cleveland Heights
www.railsandtrails.com/CleveHts/
Interviews
 My mother could never forget and often told me about an enormous blizzard that hit
Cleveland, November 9, 1913, while she was still carrying me. Maybe that's why I
always liked snow.
 An article in the paper tells of 60 miles per hour winds brought suffocating clouds of
snow, 22.4 inches over three days. It shut down business, trapped people in their
homes, placed the whole area into panic, and caused frantic searches for food. Street
cars and trains were stopped cold against a wall of snow. Automobiles had to be
pulled out by teams of horses. Communication was nearly impossible as the wind
toppled thousands of poles holding telegraph and electric wires.
 The Nov. 10th, 1913 record of 17.4 inches in 24 hours still stands. Steamers stayed
in the harbor, however some ran aground, one ran aground at E 40th street, despite
rescue attempts, 142 people were lost in the storm. For days the undertakers could
not bury the dead.
 Milk and coal was scarce, water supplied by the city was so muddy it had to be boiled
to make it potable. Fortunately mother had enough food and the gas remained on my
mother could boil the water, keep the house warm and cook food. Mayor Newton D.
Backer decreed he would prevent a recurrence of downed lines in the future, by
installing all lines underground from that point on.
Lesson Plan Examples
 Evaluating Eyewitness Reports
edsitement.neh.gov/view_lesson_plan.asp?ID=281
 NARA Digital Classroom
www.archives.gov/digital_classroom/
 National Parks Service Teaching with Historic Places
www.cr.nps.gov
 Library of Congress American Memory Learning Page
memory.loc.gov/ammem/ndlpedu/lessons/index.html
Creating Your Own Project
Collaborate with a local historical society,
university or government body
Interview family members or community
Identify experts in your community
Organize your school’s archive
Digitizing Your Own Project
Scan images at 300-600 dpi and save as
tiff file (burn to CD for “archival” storage)
Convert images to jpg, djvu or pdf for web
viewing.
Use OCR to convert text to “html” format.
Add research and bibliographic
information.
Use a database to organize project
www.railsandtrails.com/digitizing.htm
Handling oversize originals (Maps)
Scan in overlapping sections
Use a graphics program such as
Photoshop to straighten if necessary.
Use layers in Photoshop to overlap
sections or
Use a commercial program such a
Panavue Image Assembler.
For more information
Stephen Titchenal
Program Specialist for Technology
14780 Superior Road
Cleveland Heights, Ohio 44118
[email protected]
Latest version of handouts will be at:
www.chuh.org/Workshops/primarysources/
main.lasso