Preparing for source based assessments
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This document provides guidance on analyzing primary source documents for a history assessment. It discusses considering conflicting dates from an event, description, and publication. It advises citing a diary or website depending on where it's published. It also addresses assessing a source's purpose using context clues and determining values, limitations, and viewpoints presented while accounting for what is left unsaid. Finally, it provides examples of visual sources to analyze the messages they convey about events in British India in 1857 and 1930.
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What is History?
History is a record of the past that can be pieced together through various sources such as memories, first-hand accounts, artifacts, and myths. However, the telling and interpretation of history can be subjective and distorted based on the viewpoint of the teller or discoveries being made over time in bits and pieces. Ultimately, history remains partially unknown and open to interpretation.
Nature of history
The document provides information about historical sources and concepts such as BC, AD, centuries, decades, and chronology. It defines key terms used in history and discusses primary and secondary sources. The document also explains bias and propaganda as important concepts for historians to be aware of and consider when analyzing sources.
Source analysis
This document discusses key concepts for historians in evaluating primary and secondary sources. It defines primary sources as those created during the time period being studied, and secondary sources as those created afterwards. When determining usefulness, reliability, and limitations, historians consider factors like the author, date, intended audience, message, and completeness of information. While primary sources have the advantage of being contemporaneous, both primary and secondary sources can be useful or unreliable depending on thorough analysis. The reliability of a source may also depend on balancing multiple perspectives.
What is history
This document provides information about how historians study history. It explains that historians gather evidence from primary and secondary sources like archaeological artifacts, manuscripts, interviews, and textbooks. The document instructs students to choose an artifact from the past and answer questions about it to determine if it is a primary or secondary source. It also discusses how historians evaluate sources for accuracy and bias. Historians organize events chronologically by dates and time periods like decades, centuries, and millennium to understand history.
How do we know what we know about History? Primary and Secondary Sources
This document discusses the difference between primary and secondary sources for learning about history. It defines primary sources as first-hand accounts from those present at an event, and secondary sources as accounts created by others not present that obtain information from primary sources. Examples of primary sources include diaries, letters, historical documents, newspapers, photos, and objects from a time period. Secondary sources are described as textbooks, biographies, encyclopedias, and documentaries created by historians using primary sources. The document emphasizes that primary sources provide first-hand insights while secondary sources analyze and interpret events.
Analyzing Primary Sources
Primary sources are actual records from the past that provide firsthand accounts, including published documents like books and newspapers as well as unpublished documents like letters and diaries. Visual documents and oral histories are also primary sources. Secondary sources are accounts created after the event by people not directly involved, drawing on primary sources and evidence from the time. When analyzing sources, historians consider how close in time and place the source is to the event, as more direct sources are generally more reliable. All sources have some bias, so multiple sources must be evaluated and compared.
Sources of History
President Bush allowed the widow of a Marine killed in Iraq, Mary Holt, to punch him once in the left arm as a gesture of apology for her husband's death. The punch was delivered in the Oval Office with no boxing gloves or running start. White House Press Secretary Dana Perino later explained the stipulations of the punch, and said the president would have let Mrs. Holt punch his other arm if it wasn't still sore from a previous punch from a young girl. After delivering the blow, Mrs. Holt reportedly suffered massive internal bleeding when five Secret Service agents tackled her to the ground.
1920s Skills And Methods
The document outlines skills and methods for analyzing sources from the 1920s. It defines primary and secondary sources, and explains that primary sources were created during the event while secondary sources discuss past events. It also discusses how to identify credible and reliable sources by looking at citations, references, consistency, and reputation. Additionally, it explains how historical circumstances can impact an author's perspective and purpose. Finally, it distinguishes between bias, which involves strong opinions not always backed by evidence, and facts, which can be proven with evidence to support statements of truth.
Recommended
What is History?
History is a record of the past that can be pieced together through various sources such as memories, first-hand accounts, artifacts, and myths. However, the telling and interpretation of history can be subjective and distorted based on the viewpoint of the teller or discoveries being made over time in bits and pieces. Ultimately, history remains partially unknown and open to interpretation.
Nature of history
The document provides information about historical sources and concepts such as BC, AD, centuries, decades, and chronology. It defines key terms used in history and discusses primary and secondary sources. The document also explains bias and propaganda as important concepts for historians to be aware of and consider when analyzing sources.
Source analysis
This document discusses key concepts for historians in evaluating primary and secondary sources. It defines primary sources as those created during the time period being studied, and secondary sources as those created afterwards. When determining usefulness, reliability, and limitations, historians consider factors like the author, date, intended audience, message, and completeness of information. While primary sources have the advantage of being contemporaneous, both primary and secondary sources can be useful or unreliable depending on thorough analysis. The reliability of a source may also depend on balancing multiple perspectives.
What is history
This document provides information about how historians study history. It explains that historians gather evidence from primary and secondary sources like archaeological artifacts, manuscripts, interviews, and textbooks. The document instructs students to choose an artifact from the past and answer questions about it to determine if it is a primary or secondary source. It also discusses how historians evaluate sources for accuracy and bias. Historians organize events chronologically by dates and time periods like decades, centuries, and millennium to understand history.
How do we know what we know about History? Primary and Secondary Sources
This document discusses the difference between primary and secondary sources for learning about history. It defines primary sources as first-hand accounts from those present at an event, and secondary sources as accounts created by others not present that obtain information from primary sources. Examples of primary sources include diaries, letters, historical documents, newspapers, photos, and objects from a time period. Secondary sources are described as textbooks, biographies, encyclopedias, and documentaries created by historians using primary sources. The document emphasizes that primary sources provide first-hand insights while secondary sources analyze and interpret events.
Analyzing Primary Sources
Primary sources are actual records from the past that provide firsthand accounts, including published documents like books and newspapers as well as unpublished documents like letters and diaries. Visual documents and oral histories are also primary sources. Secondary sources are accounts created after the event by people not directly involved, drawing on primary sources and evidence from the time. When analyzing sources, historians consider how close in time and place the source is to the event, as more direct sources are generally more reliable. All sources have some bias, so multiple sources must be evaluated and compared.
Sources of History
President Bush allowed the widow of a Marine killed in Iraq, Mary Holt, to punch him once in the left arm as a gesture of apology for her husband's death. The punch was delivered in the Oval Office with no boxing gloves or running start. White House Press Secretary Dana Perino later explained the stipulations of the punch, and said the president would have let Mrs. Holt punch his other arm if it wasn't still sore from a previous punch from a young girl. After delivering the blow, Mrs. Holt reportedly suffered massive internal bleeding when five Secret Service agents tackled her to the ground.
1920s Skills And Methods
The document outlines skills and methods for analyzing sources from the 1920s. It defines primary and secondary sources, and explains that primary sources were created during the event while secondary sources discuss past events. It also discusses how to identify credible and reliable sources by looking at citations, references, consistency, and reputation. Additionally, it explains how historical circumstances can impact an author's perspective and purpose. Finally, it distinguishes between bias, which involves strong opinions not always backed by evidence, and facts, which can be proven with evidence to support statements of truth.
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This document discusses sources of historical information and different types of sources. It explains that primary sources are first-hand accounts created by eyewitnesses, while secondary sources are created later and interpret or analyze primary sources. The document emphasizes the importance of primary sources for understanding history as it was experienced, and provides guidance on examining sources by considering their context, understanding their meaning and message, and evaluating potential biases.
Soap guidelines
This document discusses the difference between primary and secondary sources and provides examples of each. It explains that primary sources were created by people directly involved in an event, such as a soldier's letter or a diary, while secondary sources present general information produced by people not directly involved, like a history textbook. The document emphasizes that studying history through primary sources allows one to draw their own conclusions from the original evidence.
Primary source documents
This document provides information about primary and secondary sources. It defines primary sources as original materials created during the time period being studied, such as documents, recordings, artifacts. Secondary sources are those created later that cite, comment on, or analyze primary sources, such as textbooks or commentaries. Examples of primary sources include diaries, letters, photographs, while secondary sources include biographies, reviews, and newspaper articles that interpret events. The document also discusses strategies for analyzing primary sources such as APPARTS and TACOS and provides several links to resources on using primary sources from organizations like the Library of Congress.
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This document discusses primary and secondary sources and how historians use them. It defines primary sources as those created during or near the time of an event by participants, such as documents, creative works, and artifacts. Secondary sources are one or two steps removed and provide interpretation and analysis of primary sources, like textbooks and biographies. The document outlines how historians use primary sources as the "raw material" of history and how they piece together evidence from multiple sources. It then introduces the APPARTS framework for analyzing primary sources by considering the author, time and place of creation, prior knowledge, intended audience, reason for creation, main idea, and significance.
Do zombies care about the past
This document discusses different perspectives on what history is and why it is important to study. It notes that history involves investigating the past to gain knowledge and understand human complexity. Different groups may have opposing views of the same events in history. Studying history allows us to examine change over time, ask questions about the past, and understand different perspectives. The document emphasizes that when studying history, it is important to consider context, complexity, causation, and how choices in the past can impact the present.
His 101 w01 do zombies care about history
The document discusses why studying history is important. It provides several perspectives on what history is, including an investigation into the past to acquire knowledge, asking questions about the meaning of the past, and examining different perspectives about the past. The document notes that while history involves investigating and discussing the past, not everyone agrees on interpretations of history. It emphasizes several key principles for studying history, such as considering chronology, geography, multiple perspectives, and change over time. The overall message is that history is a complex subject that involves investigating the past from different angles and interpretations.
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Sources, reliability and bias
This document provides guidance on analyzing primary sources from history, including archaeological and written sources. It advises examining sources for context, reliability, and bias. For archaeological sources, it suggests considering the source's context, date, condition, and what evidence it provides about the past. For written sources, it recommends analyzing the type of source, author, date, purpose, intended audience, reliability, and usefulness. The document also notes the importance of considering an author's background, views, experiences, gender, social factors, and what they omitted when evaluating potential bias.
Reliability Of Sources
Primary sources are original documents or objects that provide first-hand information, such as historical documents, experimental results, statistical data, creative works, or eyewitness accounts. Secondary sources discuss or interpret primary sources and include articles, books, or scholarly works. When evaluating the reliability of a source, consider factors like whether the information is current, the reputation and type of publication, the author's qualifications and potential for bias, and whether the author directly witnessed the information or gathered it from other sources.
making history come alive by: Kathleen Taguinod
This document provides an introduction to history and discusses primary and secondary sources. It begins by noting that many students find history boring and don't know important historical facts. It then defines history as the discovery, collection, organization and presentation of past events. The document explains that history helps understand the present and imagine different futures. It also discusses that primary sources are original documents created during the time period being studied, while secondary sources are interpretations created after the fact. Examples of primary sources include diaries, speeches, documents and photographs. Secondary sources include textbooks and articles analyzing primary sources. Tertiary sources compile and summarize primary and secondary sources.
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Methods of Historical Inquiry
This document outlines the steps of historical inquiry: 1) Formulate a clear research question, 2) Gather multiple primary and secondary sources, 3) Analyze sources using the 6 C's - content, citation, context, connections, critical thinking, and conclusion, 4) Synthesize the information from various sources to draw conclusions, and 5) Communicate findings by citing sources and explaining the process used to arrive at conclusions. Historians must carefully evaluate sources for bias, propaganda, inaccuracies and missing context to solve "mysteries of the past." Widely gathering and cross-checking multiple perspectives is key to overcoming shortcomings in any single source.
Overview of primary sources
Primary sources are first-hand accounts created during an event that provide direct evidence, while secondary sources analyze and interpret events through second-hand accounts. Primary sources include artifacts, documents, artworks and more, revealing personal perspectives, and secondary sources offer overviews and perspectives through published works like articles and books that may include some primary sources. Both can provide valuable insights but in different ways.
Historical inquiry
The process of conducting historical inquiry involves 4 main steps: 1) researching primary and secondary sources to focus investigative questions, 2) analyzing sources by considering their literal meaning, point of view, and historical context, 3) making an interpretation by comparing different evidence, and 4) undergoing peer review to ensure the explanation is convincing and supported by evidence. These steps apply whether using a traditional research process or the PERSIA + GT model.
1 1 bias
This document discusses bias in history writing. It notes that historians can have biases from their sources, opinions, and feelings that can influence how they portray historical figures or events. For example, Christopher Columbus is viewed as a hero in Europe but as similar to Hitler in Latin America. The document recommends recognizing the type of bias in historical writings by examining who is described favorably, if both sides are presented equally, and what sources are used. One early historian who tried to avoid bias was Polybius, who said a writer's passions and opinions should not influence their history.
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Primary and Secondary Sources
This is Dr. Goldberg's presentation on identifying, analyzing, and evaluating primary and secondary sources.
Primary source of information
Primary sources are original documents or objects from the time being studied that provide first-hand accounts, such as diaries, autobiographies, government documents, letters, photographs, and artifacts. They include things like the Declaration of Independence, Anne Frank's diary, birth certificates, photographs, recordings, newspapers from the time period, and historical objects like tools. Primary sources offer direct evidence and eyewitness perspectives on events and time periods.
Primary source of information
Primary sources are original documents or objects from the time being studied that provide first-hand accounts of events or experiences. Examples of primary sources include diaries, autobiographies, historical documents like the Declaration of Independence, government records, photographs, letters, newspapers from the period, and physical artifacts like tools and sculptures. Primary sources offer direct insight without interpretation from secondary sources.
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The 1st session of the presentation clarifies the necessary background concept to understand Historical Research.
The 2nd Session touches the procedures to the stages, sources, collection of data, analyzing them and writing a legit report on the whole research.
The whole presentation is designed to create a link between ancient educational practices and how the old practices influence our education today, in other words, how today's education is reformed through a transformation from a very early time.
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This document discusses approaches to studying Bangladeshi history. It emphasizes that history involves interpreting facts rather than just compiling them. Historians must consider the context and perspectives of primary sources, and how representations of history can shape our understanding. Primary sources like documents, artifacts, and eyewitness accounts provide direct evidence, while secondary sources analyze and interpret primary sources. Historians evaluate sources based on their authenticity, credibility, representativeness, and meaning to uncover historical truths.
GENERAL INFORMATION.A primary source is historical evidence writ.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
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Ss week 2
This document discusses sources of historical information and different types of sources. It explains that primary sources are first-hand accounts created by eyewitnesses, while secondary sources are created later and interpret or analyze primary sources. The document emphasizes the importance of primary sources for understanding history as it was experienced, and provides guidance on examining sources by considering their context, understanding their meaning and message, and evaluating potential biases.
Soap guidelines
This document discusses the difference between primary and secondary sources and provides examples of each. It explains that primary sources were created by people directly involved in an event, such as a soldier's letter or a diary, while secondary sources present general information produced by people not directly involved, like a history textbook. The document emphasizes that studying history through primary sources allows one to draw their own conclusions from the original evidence.
Primary source documents
This document provides information about primary and secondary sources. It defines primary sources as original materials created during the time period being studied, such as documents, recordings, artifacts. Secondary sources are those created later that cite, comment on, or analyze primary sources, such as textbooks or commentaries. Examples of primary sources include diaries, letters, photographs, while secondary sources include biographies, reviews, and newspaper articles that interpret events. The document also discusses strategies for analyzing primary sources such as APPARTS and TACOS and provides several links to resources on using primary sources from organizations like the Library of Congress.
Primary+sources+powerpoint
This document discusses primary and secondary sources and how historians use them. It defines primary sources as those created during or near the time of an event by participants, such as documents, creative works, and artifacts. Secondary sources are one or two steps removed and provide interpretation and analysis of primary sources, like textbooks and biographies. The document outlines how historians use primary sources as the "raw material" of history and how they piece together evidence from multiple sources. It then introduces the APPARTS framework for analyzing primary sources by considering the author, time and place of creation, prior knowledge, intended audience, reason for creation, main idea, and significance.
Do zombies care about the past
This document discusses different perspectives on what history is and why it is important to study. It notes that history involves investigating the past to gain knowledge and understand human complexity. Different groups may have opposing views of the same events in history. Studying history allows us to examine change over time, ask questions about the past, and understand different perspectives. The document emphasizes that when studying history, it is important to consider context, complexity, causation, and how choices in the past can impact the present.
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The document discusses why studying history is important. It provides several perspectives on what history is, including an investigation into the past to acquire knowledge, asking questions about the meaning of the past, and examining different perspectives about the past. The document notes that while history involves investigating and discussing the past, not everyone agrees on interpretations of history. It emphasizes several key principles for studying history, such as considering chronology, geography, multiple perspectives, and change over time. The overall message is that history is a complex subject that involves investigating the past from different angles and interpretations.
13 Questions in Historical research Oral history
Historical Research Methods in general and oral history method in particular, historical educational research, historical research strategies, research methodology, research design, oral history definition,
Sources, reliability and bias
This document provides guidance on analyzing primary sources from history, including archaeological and written sources. It advises examining sources for context, reliability, and bias. For archaeological sources, it suggests considering the source's context, date, condition, and what evidence it provides about the past. For written sources, it recommends analyzing the type of source, author, date, purpose, intended audience, reliability, and usefulness. The document also notes the importance of considering an author's background, views, experiences, gender, social factors, and what they omitted when evaluating potential bias.
Reliability Of Sources
Primary sources are original documents or objects that provide first-hand information, such as historical documents, experimental results, statistical data, creative works, or eyewitness accounts. Secondary sources discuss or interpret primary sources and include articles, books, or scholarly works. When evaluating the reliability of a source, consider factors like whether the information is current, the reputation and type of publication, the author's qualifications and potential for bias, and whether the author directly witnessed the information or gathered it from other sources.
making history come alive by: Kathleen Taguinod
This document provides an introduction to history and discusses primary and secondary sources. It begins by noting that many students find history boring and don't know important historical facts. It then defines history as the discovery, collection, organization and presentation of past events. The document explains that history helps understand the present and imagine different futures. It also discusses that primary sources are original documents created during the time period being studied, while secondary sources are interpretations created after the fact. Examples of primary sources include diaries, speeches, documents and photographs. Secondary sources include textbooks and articles analyzing primary sources. Tertiary sources compile and summarize primary and secondary sources.
13 Questions in Historical Research Method & Oral History
Historical Research Methods in general and oral history method in particular, historical educational research, historical research strategies, research methodology, research design, oral history definition.
https://tuba-aydin.com/
Methods of Historical Inquiry
This document outlines the steps of historical inquiry: 1) Formulate a clear research question, 2) Gather multiple primary and secondary sources, 3) Analyze sources using the 6 C's - content, citation, context, connections, critical thinking, and conclusion, 4) Synthesize the information from various sources to draw conclusions, and 5) Communicate findings by citing sources and explaining the process used to arrive at conclusions. Historians must carefully evaluate sources for bias, propaganda, inaccuracies and missing context to solve "mysteries of the past." Widely gathering and cross-checking multiple perspectives is key to overcoming shortcomings in any single source.
Overview of primary sources
Primary sources are first-hand accounts created during an event that provide direct evidence, while secondary sources analyze and interpret events through second-hand accounts. Primary sources include artifacts, documents, artworks and more, revealing personal perspectives, and secondary sources offer overviews and perspectives through published works like articles and books that may include some primary sources. Both can provide valuable insights but in different ways.
Historical inquiry
The process of conducting historical inquiry involves 4 main steps: 1) researching primary and secondary sources to focus investigative questions, 2) analyzing sources by considering their literal meaning, point of view, and historical context, 3) making an interpretation by comparing different evidence, and 4) undergoing peer review to ensure the explanation is convincing and supported by evidence. These steps apply whether using a traditional research process or the PERSIA + GT model.
1 1 bias
This document discusses bias in history writing. It notes that historians can have biases from their sources, opinions, and feelings that can influence how they portray historical figures or events. For example, Christopher Columbus is viewed as a hero in Europe but as similar to Hitler in Latin America. The document recommends recognizing the type of bias in historical writings by examining who is described favorably, if both sides are presented equally, and what sources are used. One early historian who tried to avoid bias was Polybius, who said a writer's passions and opinions should not influence their history.
Pp33a you and_time
This document discusses how individuals are connected to both the past and future through time. A person's birth places them within the stream of time that overlaps with those born before and after. One can feel connected to past events through their oldest teachers and grandparents, who may remember as far back as World War I and II. In the future, one's grandchildren may indirectly connect to someone alive during World War II when they are 75 years old, nearly 200 years after the war. The document encourages the reader to become aware of their place within the stream of time.
Primary and Secondary Sources
This is Dr. Goldberg's presentation on identifying, analyzing, and evaluating primary and secondary sources.
Primary source of information
Primary sources are original documents or objects from the time being studied that provide first-hand accounts, such as diaries, autobiographies, government documents, letters, photographs, and artifacts. They include things like the Declaration of Independence, Anne Frank's diary, birth certificates, photographs, recordings, newspapers from the time period, and historical objects like tools. Primary sources offer direct evidence and eyewitness perspectives on events and time periods.
Primary source of information
Primary sources are original documents or objects from the time being studied that provide first-hand accounts of events or experiences. Examples of primary sources include diaries, autobiographies, historical documents like the Declaration of Independence, government records, photographs, letters, newspapers from the period, and physical artifacts like tools and sculptures. Primary sources offer direct insight without interpretation from secondary sources.
Historical Research in Education
The 1st session of the presentation clarifies the necessary background concept to understand Historical Research.
The 2nd Session touches the procedures to the stages, sources, collection of data, analyzing them and writing a legit report on the whole research.
The whole presentation is designed to create a link between ancient educational practices and how the old practices influence our education today, in other words, how today's education is reformed through a transformation from a very early time.
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13 Questions in Historical Research Method & Oral History
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Similar to Preparing for source based assessments
Bangladesh studies lec 1 historical methods
This document discusses approaches to studying Bangladeshi history. It emphasizes that history involves interpreting facts rather than just compiling them. Historians must consider the context and perspectives of primary sources, and how representations of history can shape our understanding. Primary sources like documents, artifacts, and eyewitness accounts provide direct evidence, while secondary sources analyze and interpret primary sources. Historians evaluate sources based on their authenticity, credibility, representativeness, and meaning to uncover historical truths.
GENERAL INFORMATION.A primary source is historical evidence writ.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
Using Primary Sources in the Social Studies Classroom
This document discusses using primary sources in social studies classrooms and provides examples of a case study and student project on westward expansion in the United States. It encourages analyzing historical events from multiple perspectives by using primary sources to develop a richer understanding. Examples of primary sources on westward expansion are presented, along with questions historians ask to critically analyze primary sources by considering their context, purpose, and potential biases. The document concludes by discussing multigenre writing projects that have students creatively synthesize and present what they have learned from multiple historical sources.
Sources of History- India after Independence
The powerpoint covers sources of Indian histoy after post-independence era. It includes written, material, oral and audio-visual sources.
Hip Hop Essay. History of Music Hip Hop Music Rapping
Influence of Hip-hop and Rap Free Essay Example. 001 Essay Example What Is Hip Hop Academic Writing Service Rap Music .... Essay on hip hop - inhisstepsmo.web.fc2.com. Jay-Z: Essays on Hip Hop's Philosopher King by Julius Bailey (English .... Content page, hip-hop magazine | Content page, Myself essay, Essay examples. Hip-Hop Planet Essay | Hip Hop Music | Hip Hop. ≫ Can't Stop Won't Stop: A History of the Hip-Hop Generation Free Essay .... HIP-HOP | Hip Hop Music | Hip Hop. Genre research Hip Hop. Hip-Hop essay 4.docx - Kasondra Cruz Dr. Sanchez AFAS 371 Discussion .... Essay Paper on Hip-hop Music. 25 Top Hip Hop Essay Topics - 2PacLegacy.net. Hip hop matters Book Report/Review Example | Topics and Well Written .... What is Hip-Hop? - PHDessay.com. ≫ General Features of Hip Hop Free Essay Sample on Samploon.com. Jazz & Hip Hop essay ww edits+ending | Jazz | Hip Hop Music. Society & Culture Hip Hop Essay | Society and Culture - Year 11 HSC .... write an essay | lofi hip hop study music - binaural beats focus concentration motivation. History of Music | Hip Hop Music | Rapping. Hip Hop Essay | Hip Hop Music | Hip Hop | Free 30-day Trial | Scribd. The Grammar of Hip-hop Essay Example | Topics and Well Written Essays .... ≫ Hip Hop Music Genre Free Essay Sample on Samploon.com. Free Hip-Hop Essays and Papers - 123helpme. ≫ Hip Hop Music and Its Comparison to Punk Free Essay Sample on .... PPT - History of Hip-Hop PowerPoint Presentation, free download - ID:23375. Hip Hop Essay Sheet Music By Daniel Bernard Roumain - Sheet Music Plus. Hip Hop Outline, Persuasive Essay - Hip-Hop Speech Title Hip-Hop in .... Essay on Rap Music | StudyHippo.com. The study of the hip-hop culture Essay Example | Topics and Well ....
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Essay On India After Independence
Essay on Development of India after independence |Development of India .... Essay on India After Independence. (PDF) India after Independence. essay on Development of India after independence - YouTube. Importance of Independence Day in India Essay | Essay on Importance of .... Essay on development of india after independence. Essay on Independence Day 2023 for all Class in 100 to 500 Words in English. Write My Essays Today - essay on 15th august independence day of india .... Narrative Essay: Independence day india essay.
History
The document discusses different perspectives on what history is, ranging from Henry Ford's view that "history is more or less bunk" to Livy's perspective that "the study of history is the best medicine for a sick mind." It includes quotes from figures like Hegel and Gibbon that provide varying philosophies on the purpose and value of studying history. Overall, the document presents a brief overview of how history has been defined and approached from different viewpoints.
Sources of History- Readings in the Philippine History
The first chapter of the Readings in the Philippine History. It comprises of the discussions about sources of history and historical methods to critically examine historical evidences from different accounts and sources
readings in philippine history introduction
The document provides an opening prayer for an online class, asking God to bless and guide those gathering and participating. It asks for wisdom, truth, and that participants put what they learn into practice. The summary focuses on the purpose and intent of the prayer rather than summarizing each line directly.
Historical approche
The document discusses the historical method of research. It describes the process of conducting historical research which involves recognizing a problem, gathering relevant information, forming hypotheses, rigorously collecting and verifying evidence, analyzing the evidence to draw conclusions, and recording those conclusions in a narrative. It discusses the importance of primary and secondary sources, with primary sources being first-hand accounts that require detective work to find. The document outlines the steps of external and internal criticism researchers use to evaluate sources, including assessing authenticity, reliability, and credibility. Statistical analysis and arguments by analogy are also discussed as methods in historical research.
Historical approche
The document discusses the historical method of research. It describes the process of conducting historical research which involves recognizing a problem, gathering relevant information, forming hypotheses, rigorously collecting and verifying evidence, analyzing the evidence to draw conclusions, and recording those conclusions in a narrative. It discusses the importance of primary and secondary sources, with primary sources being first-hand accounts that require detective work to find. The document outlines the steps of external and internal criticism researchers use to evaluate sources, including assessing authenticity, reliability, and credibility. Statistical analysis and arguments by analogy are also discussed as methods in historical research.
What is history
This document provides an overview of key concepts for understanding history. It discusses definitions of history, why history is studied, and the different types of sources used to understand the past, such as primary and secondary sources. Primary sources include original documents and artifacts from the time period being studied, while secondary sources interpret and analyze primary sources. Historians use written, oral, visual, and artifact records to learn about the past. Understanding perspective and bias is also important, as history involves interpreting events from different points of view. The document emphasizes that history involves making judgments about the relative importance of past events.
The pilgrims
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Boston Tea Party Essay
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Reading primary sources Anintroduction for studentsBY KAT.docx
Reading primary sources: An
introduction for students
BY KATHRYN WALBERT
Primary sources are sources that were created during the historical period that you are
studying. Just about anything that existed or was created during that time period can count
as a primary source — a speech, census records, a newspaper, a letter, a diary entry, a song,
a painting, a photograph, a film, an article of clothing, a building, a landscape, etc. Primary
sources are documents, objects, and other sources that provide us with a first-hand account
of what life was like in the past.
Determining what is a primary source and what isn’t can get tricky — what do you do,
for example, with a recent recording of your aunt talking about her experiences during the
Civil Rights Movement? It wasn’t created at the time, but it’s still a first-hand account.
Eyewitness accounts like oral history interviews and memoirs or autobiographies, even
those recorded recently, are considered primary sources because the memories that
eyewitnesses reveal in those sources were created in that historical time period, even if
those memories were not talked about or formally recorded until much later.
It can get even trickier. The movie Gone With The Wind is not a primary source about
the Civil War and Reconstruction, even though it is a movie about that time period. It
wasn’t created during that time period and it is purely a work of fiction and therefore it
can’t provide us with any credible information about that era. It could, however, be used as
a primary source for the Great Depression since the movie and the book on which it was
based were both produced during that period. A fictional film produced in 1930s can tell us
nothing credible about the 1860s, but it could certainly tell us a lot about what people were
interested in during the 1930s — their fantasy world, their dreams, their view of history,
and their tastes in film. If you were writing a paper about American culture in the
Depression, this would be an excellent primary source, but for a paper about slavery, it
would be horrible!
Copyright ©2004 Kathryn Walbert. This work is licensed under a Creative Commons Attribution-Noncommercial-
Share Alike 2.5 License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/. The
original web-based version, with enhanced functionality and related resources, can be found at http://learnnc.org/
lp/pages/745.
Why bother reading primary sources anyway?
Because they are first-hand accounts of life in the past, created during the time period that
you are interested in, primary sources provide you with windows into the past — a chance
to catch a glimpse at the world you’re trying to understand through the words, pictures,
artwork, and objects of the people who lived in it. This window is especially important for
historians because, unlike other scholars who study people and societies such as
psychologists, sociologists, or anthropologists, historians can ...
Signs, Symbols And Signals Of The Underground Railroad Essay
The document discusses signs, symbols, and signals used on the Underground Railroad to guide escaped slaves to freedom. Coded messages and railroad terminology were used to secretly communicate travel plans and routes. Stations along the way were marked with signs like colored handkerchiefs or responses to knocks on doors to help fugitives find safety and assistance on their journey north.
Low Self Esteem Essay Thesis. Online assignment writing service.
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1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Receive the paper and ensure it meets expectations, then authorize payment.
5. Request revisions to ensure satisfaction, and the company offers refunds for plagiarized work.
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Preparing for source based assessments
- 1. preparing for source-based assessments Global Studies 10 Mr. Allan
- 2. Origin Date: What if there are conflicting dates? (date of the event, i.e., 1857; date its description was first written down, i.e., 1868; and date the of the publication of the written document, i.e., 2008?) What if the source is a diary that is published online at www.cooldiaries.com? Do you cite the diary or the website? What if the author cannot be clearly identified? What if there is no date?
- 3. Purpose how do you assess the author’s or source’s purpose?
- 4. Here are some helpful hints. Use: Clues in the caption: “M. Gandhi, A speech given to the people of Delhi explaining the goals of the Salt March, 1931.” in-text clues (tone; language; argument; direct reference to the intended audience, etc).
- 5. Values What can we learn about the event through this source? What can we learn from the intentions of the historical actors? What can we learn from the source about the climate or atmosphere of the times and what people were thinking? If it is a secondary source, what can we learn about how others viewed the event?
- 6. Limitations What does the source leave unsaid? Whose voices are not heard? What culture/viewpoint/biases does the author have? How well-researched and credible is the source? To what extent is the author in a position to know or be an expert on this event?
- 7. And now, some practice -- visual sources
- 8. What message is conveyed by the following source? Punch Magazine (UK), 5 September 1857.
- 9. What message is conveyed by the following source? Punch Magazine (UK), 22 August 1857.
- 10. What message is conveyed by the following source? British man gets a pedicure from an Indian servant. Date unknown.
- 11. What message is conveyed by the following source? The Imperial Airways 'Hanno' Hadley Page passenger airplane carries the England to India air mail, stopping in Sharjah to refuel (c. 1930)