Before you can have students participate in any activity, they need to "unpack" or "deconstruct" the document at hand. There are many ways to do this. Here are a few of the most common strategies outlined. Each one will be explained using a document below (coming!)
|
DBQ Document Based Questions |
SOAPstoneS Speaker Occasion Audience Purpose Subject Tone Significance |
6C's Content Citation Context Connections Communication Conclusions |
SENSORY FIGURES Make an outine of a body "I see" = eye "I hear" = ear "I feel" = heart "I say" = mouth "In my travels" = feet "I think" = brain
APPARTS Author Place Prior knowledge Audience Reason Significance THE main idea |
ETHOS,PATHOS LOGOS
Ethos = author authority Pathos = feelings Logos = logic
SCIMC Summarizing contextualizing inferring monitoring |
5-STEP (U. of Texas, Austin) describe what you see summary
tell us what the doc is about context
what events are being shown? 'big picture"
look again, leave anything out? empathy
how does this tell us about history? significance
|
|
LIBRARY OF CONGRESS
Click on the image and it takes you to an analysis tool for each type of document/artifact you're looking at. THEN... you can click on the top button that says: "Primary Source Analysis Tool" (don't click on the PDF unless you only want to print it out - the cool part is coming) and an image (above) will come up. You and your students can fill it out as per your class activity... then they can EMAIL it to you, to themselves, their project partner....
Scroll down and find the helpful questions for each format - you can use their questions to help you guide your students observations and reflections.
|
NATIONAL ARCHIVES AND RECORDS ADMINISTRATION (NARA)
|
|
|
|