Taking a Stand in
History:
People, Ideas, Events
Marsha Ingrao, Instructional Consultant
marshai@tcoe.org
Internet Research
Session #2
Charting Progress
History Day
Research
 Starting at the
bottom of the graph,
put a dot on the
graph if you have
collected information
from the source
listed.
Theme
Videos
Process
Norms
 Use words and actions that are
respectful.
 Communicate with both yourself and
others in mind.
 Encourage the exchange of ideas.
 Listen attentively with the intention to
understand.
Agenda
Step One Selecting Topic – Review
Step Two : Begin Researching
Secondary Sources Online
Primary Sources Online
Internet Quality Check
Step Three: Documentation
Bibliography
Process Paper
Review: Evaluating Web Sources
What is the domain?
edu=education
Gov=government
Org=organization
Com=commercial
~=personal page example: .edu/~lincoln
Credentials of the author
Name of organization
Websites that link to your site
Search Engines
Name _______________________________________________
 Efficient ways to
search
 Differences among
search engines
Internet Search Activity
Frank Linik
Enter the following queries into the search engine, Google,
and record the number of matches.
English literature ____________________________________
“English literature” __________________________________
English literature AND Romantic _______________________
English literature AND Keats ___________________________
English literature AND Romantic AND Keats _____________
English literature AND Romantic NOT Keats ______________
Keats ______________
John Keats _________________
John Keats and Romantic literature __________________
Google tells you: “The AND operator is unnecessary – we include all search
terms by default.”
Enter the following searches and compare the results.
English literature Romantic Keats _______________________
English literature AND Romantic AND Keats ______________
Continue using Google. If you are researching bears in Alaska, see how the
Search Engine Math helps.
bears __________________________
bears – Chicago _____________________
bears + Alaska _______________________
bears + Alaska + Kodiak _______________
Compare the search results for English in the following search tools. What is
the heading for the first category of links listed in the search results?
http://www.msn.com ______________________ __________________
http://www.yahoo.com ______________________ __________________
http://www.lycos.com ______________________ __________________
http://www.dogpile.com ______________________ __________________
Natural language search engines let you ask a question. Conduct the
following search and check out the results.
Ask Jeeves for Kids: http://www.ajkids.com Why is the sky blue?
Words that help you search: AND, OR, NOT, NEAR
Math that helps you search: +, -, “ ”, ( ), *
Partner Reflection
If we had unlimited time we could search
forever. With all the search engines
available, which one or ones seem to fit
your needs best?
What surprised you in this activity?
Windows Opening
Keep one window open.
http://citationmachine.net/
Keep your note taking window open
(Cornell notes)
Keep your process paper open.
Use Primary Sources
Learn about your topic using primary
sources.
Primary Sources are documents that are
created by:
 people who participated in the events or;
people who witnessed the event.
Types of Primary Sources
 Written Documents (diaries, memos, reports,
deeds, wills, official records, personal records)
 Photographs
 Cartoons
 Posters
 Maps
 Artifacts
 Sound recordings
 Motion pictures
Recent Primary Sources
Recent is considered anytime in the past
60 years. There is usually someone still
alive who has participated in events that
you can email, phone, or write.
Time and Place Rule
“This rule says the closer in time and
place a source and its creator were to the
event in the past, the better the source
will be.” Library of Congress Learning
Page
Evaluating Primary Sources
Test reliability of a primary source
Time and Place Rule
Bias Rule
Crosscheck
Questions to Ask Yourself
Web Sources
Bias Rule
 “Says that every source is biased in some way.
Documents tell us only what the creator of the
document thought happened, or perhaps only
what the creator wants us to think happened…
 Every piece of evidence and every source must be
read or viewed skeptically and critically.
 No piece of evidence should be taken at face value.
The creator's point of view must be considered.
 Each piece of evidence and source must be crosschecked and compared with related sources and
pieces of evidence.” Library of Congress Learning
Page
Partner Reflection
What ideas might you be having about
how will you could scaffold this process
to make it easier for your students?
Primary Sources on the Internet
National Archives and Records
Administration
NARA Digital Classroom
Library of Congress: American Memory
The Avalon Project at Yale Law School
Bartleby.com Search Quotations
Cartoon Analysis
Worksheet
U.S. National Archives & Records Administration
www.archives.gov
December 1, 2005
Cartoon Analysis Worksheet
Level 1
Visuals
1.
Political cartoons
www.archives.gov
Cartoon Analysis
Worksheet
Words (not all cartoons include words)
List the objects or people you see in the
cartoon.
1.
Identify the cartoon caption and/or title.
2.
Locate three words or phrases used by the
cartoonist to identify objects or people within
the cartoon.
3.
Record any important dates or numbers that
appear in the cartoon.
Level 2
Visuals
Words
2.
Which of the objects on your list are symbols?
3.
What do you think each symbol means?
4.
Which words or phrases in the cartoon
appear to be the most significant? Why do
you think so?
5.
List adjectives that describe the emotions
portrayed in the cartoon.
Level 3
A.
Describe the action taking place in the cartoon.
B.
Explain how the words in the cartoon clarify the symbols.
C. Explain the message of the cartoon.
D. What special interest groups would agree/disagree with the cartoon's message? Why?
Designed and developed by the Education Staff, National Archives and Records Administration,
Washington, DC 20408.
Page url: http://wwwlarchives.gov/digital_classroom/lessons/analysis_worksheets/artifact.html
Analyzing Political Cartoons
Three Levels of
Analysis
Record what you
see.
Record feelings
and symbols.
Search for deeper
meaning.
Photo Analysis
Worksheet
Name _______________________________________________
U.S. National Archives & Records Administration
www.archives.gov
December 1, 2005
Photograph Analysis Worksheet
Modified for Workshop Use
Three steps
Record what you can
touch.
Hypothesize or infer.
Record questions
raised.
Step One: Observation
A. Study the photograph for 2 minutes. Form an overall impression of the photo and then examine
individual items. Next, divide the photo into quadrants and study each section to see what new
details appear. Use the chart below to name the things you can actually touch in the photo.
People
Objects
Activities
Step Two: Inference
What can’t you touch, but you know from looking at the picture?
List three things you might infer from this photograph.
Step Three: Questions
What questions do you still have in your mind? List three questions you can’t answer from looking
at the picture.
Where could you find answers to your questions?
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408.
Page url: http://wwwlarchives.gov/digital_classroom/lessons/analysis_worksheets/artifact.html
Analyzing Photos
Practice
Using ARC enter “533461” as a keyword
to put together an oral report and slide
show or PowerPoint presentation using as
"slides" digital images on the computer
screen.
Copy 3-7 pictures into a power point
presentation
Analyze them in the slide following each
photo.
Written Document Analysis
Worksheet
U.S. National Archives & Records Administration
www.archives.gov
Six Steps
Type of document
Physical Qualities
Date
Author
Audience
Information in
document
December 1, 2005
Written Document Analysis Worksheet
Modified for Workshop Use
Written Document Analysis Worksheet
TYPE OF DOCUMENT (Check one):
1.
___
___
___
___
2.
Newspaper
Letter
Patent
Memorandum
___
___
___
___
Map
Telegram
Press release
Report
___
___
___
___
Advertisement
Congressional record
Census report
Other
UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):
___
___
___
___
Interesting letterhead
Handwritten
Typed
Seals
___ Notations
___ "RECEIVED" stamp
___ Other
3.
DATE(S) OF DOCUMENT:
___________________________________________________________________________
4.
AUTHOR (OR CREATOR) OF THE DOCUMENT:
___________________________________________________________________________
POSITION (TITLE):
___________________________________________________________________________
5.
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
___________________________________________________________________________
6.
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Why do you think this document was written?
___________________________________________________________________________
___________________________________________________________________________
C. What evidence in the document helps you know why it was written? Quote from the
document.
___________________________________________________________________________
___________________________________________________________________________
D. List two things the document tells you about life in the United States at the time it was
written:
___________________________________________________________________________
___________________________________________________________________________
E. Write a question to the author that is left unanswered by the document:
___________________________________________________________________________
___________________________________________________________________________
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408.
Page url: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/document.html
Written
Document
Use the
worksheet to
analyze
document.
http://www.archives.gov/education/le
ssons/jackie-robinson/letter1958.html
Quotations
Use quotations often to make a point.
Explain your reactions to the quote as it
pertains to the theme or your thesis.
Step Four: Continue Researching
Public Libraries
University Libraries
Historical Societies – Local for the area
your are studying
Other organizations
Museums
Book/video stores
Historic Sites
Local Library
 Public Library (local historic photos available online)
 Librarians – a great resource
 Reference books
 General historical works
 Internet access
 Videos
 Historical novels
 News clippings of local events
 Special collections
 Historical monographs (A scholarly piece of writing of essay or
book length on a specific, often limited subject. )
University Libraries
Librarians – (can make searching go faster)
Historical Atlasses
Popular magazines
Previous studies on your topic
State and Local Historical Societies
 Sometimes offer scholarships or want to display your
work when you are finished
 Manuscript collections
 Letters and diaries
 Papers of prominent local individuals
 Oral history collections
 Birth, marriage and death records
 Photographs
 Pamphlets
 State Commission reports
 Historical object collections
Organizations
Churches
Fraternal organizations
Ethnic societies
Political parties or organizations
Corporations
Veterans Groups
Community Centers
Video Store
Amazon.com
Powells.com
Local video store
Visiting Historical Sites
You get a feel for where the event took
place.
You can take your own pictures.
You can find experts.
The site may have its own research
collection.
Call or write for appointments to get the
best results.
Summer Institute
ATTENTION TEACHERS: National History
Day Is holding the second summer
institute in Williamsburg, VA.