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Constructing Curricular Materials from Primary Source Archival Materials By: Mary Nehme Faculty Advisors: Dr. Robert Mayer & Mrs. Janet Ohles Questions to Address • How can we teach students to think historically? • What is the significance of using primary sources in a history curriculum? • How can we help teachers use primary documents effectively in their classroom? Research Methods Used • Examined current research on teaching with primary sources • Identified existing curricular materials used to help students analyze sources. • Interviewed local secondary-level educators Goals of the Project • Develop instructional materials that future educators and students can use to help them analyze primary sources. • Construct a web page on the Reeves Library site for the curricular materials and WWI issues of Comenian. The Comenian • For the purposes of this project, we have decided to focus on the issues from the WWI era (1914-1919). Moravian Archives link: http://home.moravian.edu/p ublic/arch/index.htm (click on “exhibits” link and find Comenian issues) • Why? • 100th year Anniversary of the start of WWI (July 28,1914) • Local, individualized perspective of the war • Articles written by students attending the college during WWI • Allow us to see what the college community was thinking about at the time http://home.moravian.edu/public/arch/exhibits/WWI%20Comenian.html The Comenian (con’t.) Findings: – Earlier issues (1914-1916): pro-war perspective – Later issues (1917-1919): anti-war/neutral perspective – Ideals of bravery, loyalty and honor are used as propaganda to persuade young men to enlist in the army – Social and religious aspects are prevalent in the articles of the war • (i.e. interests of Moravian Church, impact of War on families of young men serving, caring for our “brethren” in battle) Teacher Interviews Questions Asked Results • What types of primary source materials, or resources, do you use? • Documents, letters, newspaper articles, images, Library of Congress website, National Archives • Class discussions, analysis worksheets, graphic organizers, breaking down materials into more comprehensible texts. • Students accomplish critical thinking and reading skills, makes history less cut-and-dry, students gain insight to past individuals’ lives • What strategies do you use to help students engage with and analyze these materials? • What is the importance of using primary sources in history? Primary vs. Secondary Sources • Primary source: produced by someone who experienced an event during its time. • Newspapers, archives, obituaries, documents • Secondary source: produced after an event by someone with no first-hand experience of it • Scholarly articles, journals, textbooks, publications Why use Primary Sources? • “Humanize” history • Provide multiple perspectives of an event • Help students think historically – Allows them to evaluate and challenge data – Develop their own conclusions/interpretations Four Reads for Primary Sources • Reading #1: Reading for Origins and Context – Sourcing the Document (5 W’s and How?) • Reading #2: Reading for Meaning – Main idea or thesis of the author • Reading #3: Reading For Argument – Supporting arguments or evidence • Reading #4: Reading Like a Historian – Analyze and interpret information – Developing own conclusions https://www.youtube.com/watch?v=l8Q7f6tOwFk (0-2:58) “Four Reads” strategies are taken from Teachinghistory.org, which is funded by the US Department of Education Considerations for Using Primary Sources • Must be age and grade-appropriate • Make it user-friendly and comprehensible • Bold key terms or difficult vocabulary – Provide word banks and footnotes • Shorten length of documents – Omit unnecessary paragraphs, sentences, etc. – Do not change the meaning of the original version WORD BANK Presage—(v.) to know intuitively that something is going to happen; to predict or foretell something Bewail—(v.) to complain about something; grieve Knell—(n.) a bell that is rung slowly; it is usually rung as a sign of mourning or to announce a death or disaster Dross—(n.) the scum formed on molten metal Creating Curricular Materials • I took into account the considerations for using primary sources and used the articles that focused primarily on the War as opposed to those about sports and college happenings. • I have done over ten materials (and counting) already including KWLs, Comparative charts, and analysis worksheets using DBQ (content/context questions) – 3-4 guides done for each year of the Comenian What I Have Left to Do • Complete curricular guides for later issues of the Comenian (1918-1919) • Write paper summarizing findings and experience of the project • Upload and Organize materials and issues on Reeves Library web page Special Thanks Mr. Marcozzi Saucon Valley High School Mr. Quartuch Liberty High School Mr. Adams & Mr. Falzone Whitehall High School Mrs. Sziy Catasauqua Area High School Ms. Deily Freedom High School Dr. Massey Bucks County High School Moravian Education Department Questions?