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.
Teaching historical thinking concepts can give purpose, make connections, and engage students. History may be the stories we tell about the past but we need to ask critical questions of those stories.
Critical thinking and Multimodal LiteracyCLARKDOMINIC1
A presentation made for Teaching Reading under Dr. Mante-Estacio in partial fulfillment of the requirements for the degree of Master of Arts in English, Major in English Language Teaching, in De La Salle University-Manila
Teaching historical thinking concepts can give purpose, make connections, and engage students. History may be the stories we tell about the past but we need to ask critical questions of those stories.
Critical thinking and Multimodal LiteracyCLARKDOMINIC1
A presentation made for Teaching Reading under Dr. Mante-Estacio in partial fulfillment of the requirements for the degree of Master of Arts in English, Major in English Language Teaching, in De La Salle University-Manila
GENERAL INFORMATION.A primary source is historical evidence writ.docxlianaalbee2qly
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.docxlianaalbee2qly
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.
GENERAL INFORMATION.A primary source is historical evidence writ.docxlianaalbee2qly
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.docxlianaalbee2qly
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.
IDS 400 The Four General Education Lenses Each time w.docxsheronlewthwaite
IDS 400 The Four General Education Lenses
Each time we approach a question or project, we are informed by certain perspectives, or “lenses.” At
any given time, we are looking through multiple lenses, but often, one may be more dominant than the
others. Throughout your academic journey, these lenses coincide with disciplines or fields of study. Here
at SNHU, we’ve prioritized four of these lenses: the Humanities, History, the Sciences, and the Social
Sciences. Professionals in these fields all ask questions in order to gain information, but they may ask
them in different ways that will help them examine different aspects of a topic. We can think of these as
four different telescopes, and each lens has different characteristics. Thus, depending on the lens we are
looking through, the cultural artifacts we encounter—the constructed items that convey the
benchmarks of a particular culture or social group—will tell a different story.
The Humanities
At the core of the humanities is human creativity, and they explore the things that humanity creates and
how they offer insight into the way people experienced their present, interacted with their culture, and
comprehended abstract concepts and big questions about humanity’s place in the universe. The
humanities broaden perspectives and promote an understanding of multiple experiences, cultures, and
values through various mediums of creative human expression—such as literature, fine art, dance,
photography, philosophy and religion, film and television, music, even the internet and social media—
many of which are taught as separate academic disciplines. Within the humanities, both the artist’s (or
creator’s) intent and audience reception of a creative artifact are considered to help understand cultural
values and why they matter. They celebrate cultural diversity while also highlighting cultural similarity.
View these brief videos for more on the lens of the humanities: What Are the Humanities and Why Are
They Important? (1:53); IDS-100: Humanities (3:22).
History
Many of us are familiar with history as being a list of dates, events, and people to memorize, but history
is so much more than simply dates and memorizing facts. Your primary exposure to history could have
been in grade school required classes or in documentaries about subjects you find interesting. There is
so much more to history, however. History tells the stories of our past to help us better understand how
we got to the present. In addition to dates, events, and people, history encompasses first-hand accounts
of experiences that include artifacts from an era (tools, clothes, toys, etc.), letters or diaries from people
who lived during a certain time, documents from a time period, photographs, and, when possible,
interviews with people who lived through the events that historians study. Together, these historical
remnants help write a story of a particular time, which is then folded into the stories of ...
Art History Essay. what is art essay examplesStephanie Davis
History Essay Writing - 19+ Examples, Format, Pdf | Examples. Essay 1 art history - Grade: A - Orozco 1 Professor Simmons Art History .... 002 Essay Example Sample Of Art History Writing L ~ Thatsnotus. 003 Essay Example History Essays Examples Of Template Art Compare And ....
How to Split Bills in the Odoo 17 POS ModuleCeline George
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. On your graphic organizer: Work with a partner
sitting next to you to come up with answers to
the following questions:
In your own words, WHAT is the definition of
history? (Answer on front)
WHY do we study history? (Answer on back)
WHO do we/should we study in history?
(Answer on back)
Is history unchanging? Once something is
written, does it or can it change? (Answer on
back)
WARM-UP: THINK-PAIR-SHARE
4. A chronological record of significant events
(as affecting a nation or institution) often
including an explanation of their causes
A study of the events of the past, how and
why they happened, as well as what
happened as a result
A branch of knowledge that records and
explains past events
WHAT IS HISTORY?
Which definition is your favorite?
Which one do you think is the most accurate?
5. A definition of social studies per merriam-webster.com:
“…a part of a school or college curriculum concerned with the
study of social relationships and the functioning of society
and usually made up of courses in history, government,
economics, civics, sociology, geography, and anthropology”
In other words, a study of society! However, in Social
Studies, History is the big brother to all the other sciences
(Political Science, Econ., etc.).
So, we will have a blend of these sciences but for the
purpose of studying let’s frame it under how we study
History
WAIT… ISN’T THIS SOCIAL STUDIES?
6. Why do you think we should study history?
Seriously…. Why care at all???
How do a bunch of dead, old people help
us in our lives?
WHY STUDY HISTORY?
7. A short clip giving their take on the question:
https://www.youtube.com/watch?v=vgmNkYUL_Cw
8. Why do you think we should study history?
“Those who are ignorant of the mistakes
of the past are doomed to repeat them.”
Why not also study the SUCCESSES of
the past and learn from them?
Do we need to know where we are from
to help us figure out where we are going?
And, it’s FUN!
WHY STUDY HISTORY?
9. The Historical Record
With the same partner you had
earlier, work together to answer this
Essential Question (on the left side
of your notebook):
How do we know what we know about
history/the past when we were not
there?
THINK-PAIR-SHARE
11. Historians/Political Scientists, Social Scientists, etc. use the
Scientific Method to address various questions….
Why was there an American Revolution?
Was it actually a “revolution”?
What caused the Great Depression?
Are Americans better off now than they were 30 years ago?
HOW DO WE UNDERSTAND HISTORY?
12. SCIENTIFIC PROCESS FOR HISTORIANS
Ask a question
Do background research
Form hypothesis
Test hypothesis (intensive research that
examines all data or conducts
experiment)
Confirm results and form
conclusion
Publish results for other scientists
to review
Either validated by peers or
disproven
If tested and proven multiple times,
becomes an established theory
14. Okay, so how does a Historian do
research and find “the truth?”
There are many pieces of evidence
used to help Historians…
15. Written record – Letters, diaries, newspapers,
books…
Oral record – Stories, music, speeches…
Visual record – Photographs, artwork, TV…
Artifacts – Things left behind (buildings,
clothing, pottery…)
HOW DO WE KNOW WHAT WE KNOW ABOUT
HISTORY WHEN WE WERE NOT THERE?
17. When studying history, we use PRIMARY
SOURCES and SECONDARY SOURCES.
So… what are they? What do you think
they are?
What is a source?
Why do we use sources?
THE WRITTEN RECORD
18. A primary source is a document or
physical object which was written or
created during the time under study.
These sources were present during
an experience or time period and
offer an inside view of a particular
event.
PRIMARY SOURCES
Information from http://www.princeton.edu/~refdesk/primary2.html
19. Some types of primary sources include:
ORIGINAL DOCUMENTS (excerpts or
translations acceptable): Diaries, speeches,
manuscripts, letters, interviews, news film
footage, autobiographies, official records
CREATIVE WORKS: Poetry, drama, novels,
music, art
RELICS OR ARTIFACTS: Pottery, furniture,
clothing, buildings
TYPES OF PRIMARY SOURCES
20. Diary of Anne Frank - Experiences of a
Jewish family during WWII
The Constitution of Canada - Canadian
History
A journal article reporting NEW research or
findings
Weavings and pottery - Native American
history
Plato's Republic - Women in Ancient Greece
EXAMPLES OF PRIMARY SOURCES
Can you think of any other primary sources?
22. A secondary source interprets and
analyzes primary sources. These sources
are one or more steps removed from the
event. Secondary sources may have
pictures, quotes or graphics of primary
sources in them. Some types of
secondary sources include:
PUBLICATIONS: Textbooks, magazine articles,
histories, criticisms, commentaries, encyclopedias
SECONDARY SOURCES
Information from http://www.princeton.edu/~refdesk/primary2.html
23. A journal/magazine article which
interprets or reviews previous findings
A history textbook
A book about the effects of WWI
EXAMPLES OF SECONDARY SOURCES
Can you think of any
other secondary
sources?
24. FOR SOURCES, ALWAYS ASK YOURSELF
What is the source?
When and where was it produced?
Who created it?
For whom was it created?
What was the creator’s intent?
25. In groups of 3-4, discuss this
question and come to an
agreement on the question.
Develop an argument
supporting your response,
and be prepared to share
your answer with the class.
Is one type of source more
valuable than the other?
Why/why not?
PRIMARY VS. SECONDARY
SOURCES
VS.
27. The American Indians did not have a
written record until the 1800s. How do
we know about their lives and history
before then? How did THEY know?
Are oral histories reliable? Why or why
not?
ORAL RECORD
28. Oral history very popular today, and many
people are working to record people’s stories
to preserve them for future generations.
Ellis Island Oral History -
http://teacher.scholastic.com/activities/immi
gration/tour/stop2.htm
StoryCorps – A project from NPR designed to
capture the stories of everyday Americans (not
just politicians and other famous figures).
http://storycorps.org/listen/
ORAL HISTORY TODAY
30. How can the visual
record be helpful to
us when we try to
understand the past?
What types of visual
sources can we use?
Photographs
Artwork
Video
VISUAL SOURCES
Six officers of the 17th New York Battery –
Gettyrsburg, PA June 1863
http://memory.loc.gov/ammem/cwphtml/tl1863.html
35. What is an artifact? Put it in your own
words.
For each of the following pictures, tell
what you can conclude about the time in
the past that is shown.
ARTIFACT RECORD
41. Did you leave a record of any of
these?
Written, oral, visual, and/or artifact
How would future HISTORIANS know
what you did?
5 THINGS YOU DID YESTERDAY
42. What do you think are the 3 most
important things to use in studying the
past?
What are 2 warnings you need to give
someone who is trying to “figure out” the
past?
Answer this 1 important question: How
do we know what we know about the
past when we were not there?
3, 2, 1
43. What about these questions…
What is bias? Does it exist in history?
Can we be sure that we actually KNOW what
happened in the past?
How can we make sure that we are studying
history as it actually happened, and not just
how someone chose to write it?
DISCUSS THE VALIDITY OF
THIS STATEMENT:
History is what we choose to remember
about the past.
44. Where we are from, our parents’ background
(politics: Conservative/Liberal), race,
profession, information source bias, our
hobbies, our other interests, prejudices, and
of course ignorance of various ideas,
peoples, etc.
Bias isn’t necessarily bad, but we must
recognize bias as something that can distort
our perception and keep us from seeing the
whole range of views and pieces of evidence
WHAT TYPES OF PERSPECTIVES MIGHT WE
ENCOUNTER IN THIS CLASS THIS YEAR?
45. BIAS AND POINT OF VIEW (POV)
What’s the difference?
Bias – generally has a negative context, prejudice
QUESTION: Which one is a
football?
46. POINT OF VIEW/PERSPECTIVE
Generally has a neutral context
The way one considers an issue; mental attitude or opinion
Perspective can be built by examining:
Geography, Economics, Culture, Government, and Technology
47. What kinds of history can you think of?
World
US
NC
WS
Hanes
Family
Social
Military
AND MANY MORE!
THERE ARE DIFFERENT TYPES
OF HISTORY
48. So, at some point you/historians have to
JUDGE an event’s RELATIVE
IMPORTANCE.
Let’s break it down.
What does relative mean?
What does importance mean?
IMPORTANCE OF HISTORICAL EVENTS
49. EX: 2 armed nuclear bombs were accidentally dropped on
Goldsboro, NC in 1961. Only 1 of 6 safety switches stopped
the bomb from exploding.
Would this be more important to someone from Winston-
Salem or New Orleans, Louisiana? WHY?
EX: Learning about strategic flanking battle maneuvers in
World war II.
Who needs to know this more: an 8th grade student or a
Lieutenant in the Army? Why?
50. What are some events that you think
occurred are historically significant and
have RELATIVE IMPORTANCE?
What about a non-important event?
Often, the importance of an event is not
immediately known.
WHAT IF WE THINK OF THE EVENTS OF
THIS YEAR SO FAR?
51. POINT OF VIEW
A group of five people go for a walk: an
artist, an engineer, a biologist, an athlete,
and a real estate developer. They are out
in the woods when they come upon a
crystal-clear, flowing river. How do you
think each of these people would view the
river?
How does the previous scenario relate to our
study of history and historians?
52. VOCABULARY REVIEW
HISTORY / HISTORIANS
ARTIFACT
WRITTEN RECORD
PRIMARY SOURCE
SECONDARY SOURCE
ORAL RECORD
VISUAL RECORD
RELATIVE IMPORTANCE
BIAS
54. TICKET OUT THE DOOR
WRITE A SENTENCE (OR A FEW SENTENCES) USING AT LEAST
3 OF THE FOLLOWING WORDS ON A SCRAP PIECE OF PAPER:
Artifacts
Written Record
Bias
Historians
Relative Importance
Don’t forget to write your NAME,
the DATE, and the CLASS PERIOD!