This document provides guidance for teachers on using primary sources in the social studies classroom. It discusses the benefits of primary sources for developing students' critical thinking and empathy skills. It also addresses common myths and challenges of using primary sources, and offers examples of lessons and activities incorporating primary sources, technology, and various media types. Teachers are encouraged to have students analyze sources from different perspectives and understand the continuum of history.

1. Primary Sources in the Social Studies Classroom Glenn Wiebe ESSDACK [email_address]

3. Sticky ideas

9. Criteria?

16. Where should you start? socialstudiescentral.com slideshare.net/glennw98

43. Masks off!

48. Problems / Myths?

52. Why primary sources?

56. “ I learned that to do history, you have to be objective and be able to look at a puzzle of historical events and put them together in order.” 10th grader

58. “ When my students read the Whitman letters, I saw a sheen of tears in their eyes and noted an avid interest in the soldiers as people, not just historical figures.” HS teacher

60. “ Discovering that two students view a document differently creates a kind of dissonance that opens up meaning and creates new understanding in learners.” MS teacher

62. “ The Civil Rights Movement finally made sense to me when I looked at lynching postcards from the 1900s and some of the writings of Ida B. Wells.” HS student

95. New York City 1939

100. New Jersey 1938

114. Assessment?

118. When? Where? What?

122. Perhaps more important . . . So what?

130. What would you change?

132. Where should you end? slideshare.net/glennw98

133. Sticky ideas?