Preparing and modifying primary source documents so that all students can read and analyze them in their history classrooms.
Although they are useful for engaging students in the past, and teaching them to think historically, primary source documents often use antiquated or complex language. This can pose a challenge even for able readers, let alone those who read below grade level. Adapting a variety of historical documents for use in the classroom will allow students greater access to important reading and thinking opportunities.
Adapting documents for the classroom includes the use of excerpts, helpful head notes, and clear source information. It means adjusting documents for non-expert readers and making them shorter, clearer, and more focused. Adaptations can also include simplifying syntax and vocabulary, conventionalizing punctuation and spelling, cutting nonessential passages, and directing attention to a document's key components.
Source: History Tech by glennw on October 27, 2014
Maybe this is not as big a topic as I think it is. Maybe it’s just me. But it seems as if the idea of modifying primary sources in order to make them more “user friendly” for our students, especially younger kids, is kind of a big deal.
Maybe I’m wrong. As I travel around the country, I get the chance to work with lots of social studies teachers – who by the very nature of their position have a tendency to voice strong opinions about, well . . . just about everything.
Including among other things: K-State football, KU basketball, Democrat, Republican, Texas BBQ, Kansas City BBQ, and iPads vs. Chromebooks.
by Cynthia Wallace-Casey, PhD Candidate University of New Brunswick (Fredericton) For educators interested
in human rights, consider the recently opened Canadian Museum of Human Rights
as your go-to source for lesson plans and teaching ideas. As someone who has
been watching the museum develop from afar, I look forward to the day when I
can visit in person. Yet, for those of us restricted by distance, the museum’s
web site provides an effective outreach service that is equally beneficial.
As Mireille Lamontagne has noted in her recent blog
post, the museum’sCanadian Human Rights Toolkitprovides a convenient hub for
lesson plans geared towards grades K-12, which can be filtered by province,
language, grade level, and subject area. The hub currently boasts more than 200
teacher-reviewed resources, including lesson plans, teacher’s guides, manuals,
handbooks, and study guides. What makes this tool kit most promising, however,
is that it is a work-in-progress. As such, it represents an evolving database
of teaching resources, useful for Canadian classrooms, and intended to grow
over time with user-generated content. In this way the Canadian Human Rights Toolkit promotes an on-going exchange on human rights education
in Canada. As educators, the more we contribute to this exchange, the more we
can add to the national conversation.
submissions to the toolkit are based upon four basic points:
to human rights;
in English and/or French;
for the Canadian classroom;
at students aged 5 to 18;
Resources are verified for completeness and suitability
according to this criteria, then posted as “not reviewed”. Materials are later reviewed
bi-annually by a national committee of accredited teachers, brought together by
the museum’s project partners (these partners, however, are not identified).
by Cynthia Wallace-Casey, PhD Candidate University of New Brunswick (Fredericton) One
of the biggest challenges I've encountered when working with both adults and students
in community history museums, is the problem of time. There never seems to be
enough time to make connections: connections with student visitors, connections
to individual artifacts, connections to big ideas in history. Too often it
seems, a school field-trip to a community museum evolves into little more than a hurried walk through history, where students are presented with only the alluring
highlights of each exhibit space. Although armed with the best of intentions, in
such instances museum educators become little more than information gatekeepers,
adjusting their tour ‘on the fly’ to the immediate needs of a group leader—without any prior knowledge of
the students or their interests. For students themselves, such a scenario
leaves no time to ask questions, no time for individual engagement, and no time
to establish historical connections.
is a solution to this, however, and it rests with role reversals, along with repeat
museum visits. As I have found in my own research, with repeat visits to a
community history museum (combined with curatorial classroom time) traditional
gatekeeper roles can be reversed—thus
‘flipping the museum’—to
enable student-driven exploration of the past. In my own case study, students
visited their local community history museum four times over six weeks. In
between, they also re-visited their experience through classroom activities,
which included close reading (and corroboration) of artifact sources, as well
as mapping of museum narratives. In
this way, students were empowered to break out of their passive role as
knowledge-receivers—to become engaged in discovery, observation, de-construction,
A nation of savers: The impulse to connect with history through objects, buildings, and sites
Intrigued by a piece of charred wood in the museum's First Ladies exhibition, intern Auni Gelles explores the story behind this slice of timber as it relates to the history of both the national museum and the historic preservation movement. Two experts discuss how Americans' long-standing impulse to collect bits of history simultaneously damaged and preserved many of our national treasures.
When British troops marched into Washington, D.C. during the War of 1812, 200 years ago on August 24, they set off a shockwave of fear by burning iconic symbols of the young capital city: the White House and Capitol Building. With these landmarks ablaze, residents feared for their lives as well as for the fate of their nation. An air of desperation arose over the city as the scale of destruction became known.
"I know a man whose school could never teach him patriotism, but who acquired that virtue when he felt in his bones the vastness of his land, and the greatness of those who founded it..." - PE Trudeau, The Ascetic in a Canoe, 1944