Teaching with Primary Sources Sylvia Gentile, UCLA Lab School Sept. 1, 2012 Lesson Title Historians corroborate their thinking by using primary sources. Learning Goals Historians corroborate their thinking by using primary sources. They use first-hand accounts, photographs, drawings, etc. to understand the conflicts and complexities inherent in historical events or concepts. In this lesson, students learn that primary sources can provide a way to confirm or corroborate their ideas or to challenge them, provoking deeper understanding and new questions. Students will first understand what corroboration is and why it is important through an experience. Then they will apply that learning through the use of primary sources. Grade Level and topic This lesson was designed for 8-10 year-old students who are exploring Tongva or Gabrielino culture, one of the native peoples of the Los Angeles Basin in the 1800s. It could easily be adapted for another age group or content area. This lesson does presume that students have already learned to use the Library of Congress or other analysis toolsin looking at primary sources. Teachers should refer to “Thinking Like an Historian” by Sam Wineburg. This lesson also presumes that students have done some research and thinking about Tongva/Gabrielino culture (1 or 2 lessons). Time required One or two 60-minute sessions California Social Studies Standards 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. 1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources. 5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos. Research, Evidence, and Point of View 2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture. Preparation Materials - Primary Sources on Tongva/Gabrielino shelter for active engagement - attached - Primary Sources on Tongva/Gabrielino food (4 per table in folders) – attached - Corroboration Analysis Tool - attached - Magnifying or photographic loupes Organization - Group students into table groups of 4 students - Organize student desks into worktables so materials can be easily shared - Large carpet area in front of white board where students can gather for discussion The Lesson Connection Historians, last time we met, we were thinking about the Tongva or Gabrielino and ways that we can understand their culture. We talked about beliefs and traditions, commerce and trade, food, roles in family and community and shelter. Each table had begun some research on a different area, with the idea of sharing with all of us. Teaching Point Today, we’ll use some primary sources to show how historians corroborate their thinking. Active Engagement First, let’s think a little bit about what corroboration is. For example…imagine you are solving a mystery. You left your lunch box on the table outside the classroom. You went inside the classroom to talk to a friend. When you came out of the classroom, your lunch box was gone! You have to get inside to start your day but you get some information from your friend, Juan, who says he saw a crow come along and knock your lunch box down on the ground and start pecking at it. Another friend says he saw a teaching assistant pick it up and take it to the lost and found And third friend says she saw pieces of a sandwich and apple strewn on the ground in front of your classroom. So…what do you think happened? What influenced your thinking? What information corroborates your idea? What contradicts it? Turn and talk to the person next to you about this (allow 1-3 minutes for conversation, circulate around the room to listen in on their talk, before you get everyone back into the group discussion – choose 1-2 people to share from the conversations you’ve heard – preferably contradictory views). So… who wants to share what they think happened and the corroborating evidence you have? (1-2 share-outs, contradictory views). Corroboration is what you just did and historians do it when they research. Corroborate means we use information to verify (and even add to) information we already have or to challenge what we have (and dig deeper to understand and possibly resolve the contradiction). Guided Practice Let’s look at an example of corroboration together. In the shelter group, we saw a picture of a typical Tongva or Gabrielino house (show the first primary source - note origin). Here’s a picture of another shelter (note origin). What do you notice? How does this second shelter confirm or challenge what you already know about Tongva shelter? What can you infer from this? What questions might you have now? You can use this chart to help you…(Show students the Corroborate – Confirm or Challenge Chart). Let’s record your thinking as we go (teacher asks 2 students to articulate what they observe and where it should be recorded on the chart). Do you see how that works? And notice at the bottom – what do you need to do next? What further questions do you have? What would you put there from this example? Link So today… historians… each table has a folder with 4 primary sources about food in the Gabrielino/Tongva culture. Your job is to view each primary source and record what you observe about each on the chart. Note what you see that confirms what you know about food in the Gabrielino/Tongva culture and what challenges what you know. Use the photographic loupe to help you examine each primary source. Be sure you note which primary source you are referring to on your chart. How does each primary sources support your information? How do they add information? What do they make you question or doubt? How will you resolve the contradiction? Then please talk with your tablemates to hear their thinking and their evidence. Historians need to record evidence, too. Any questions before we start? (Teacher answers 1-2 questions – if there are more, those students can stay at the carpet for further clarification). Mid-Workshop Interruption (Teacher looks for a table group that has recorded their findings) Historians…._______________________ (student names) has found some information to corroborate his/her thinking…(teacher shares short summary of info found to inspire other groups). Make sure you talk with your tablemates about your thinking and your evidence. Share and Reflection (Students gather at the carpet. Teacher chooses a group that seems ready to present…asking them to mention one place where they corroborated their information with a second source and where their thinking was challenged. Also, they should articulate what their next steps are) So…what did we learn from this? Why do you think it’s important for historians to corroborate their thinking? (Teacher chooses 1-2 volunteers to share, based on what s/he observed during the work time.) Name: ________________________________ Date: ____________ My Table Group: __________________________________________ Historians Corroborate Please look closely at the primary sources at your table, using your photographer’s loupe. Make a statement based on what you know and the evidence you see. Then examine all the primary sources. Which ones corroborate or confirm your thinking? Which ones challenge it? What is your evidence? Finish by writing down new questions and next steps. Share this with your tablemates. Statement: _______________________________________________ ________________________________________________________ Evidence: _________________________________________________ Corroborating evidence (confirms your thinking) 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. __________________________________________________ 5. ___________________________________________________ More on back Challenging evidence (contradicts your thinking) 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. __________________________________________________ 5. ___________________________________________________ New Questions and Next Steps: 1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________ 4. __________________________________________________ 5. __________________________________________________ 6. __________________________________________________ Resources Autry Museum: On line collection: Gabrielino Bowers Museum – Ongoing exhibit about First Californians Calisphere- Primary source themed set – Early California Exploration and Settlement (1780-1830) Library of Congress – Primary Source Set by State – California Library of Congress – Primary Source Set – Spanish Exploration Wineburg, Sam. Stanford University