Ways to use this tool with Primary Sources:
- Skype with a curator or librarian or expert on a primary source to learn more and have your questions answered.
- When studying Archaeology, Skype can be a great way to speak to an expert in the field and bring them into the classroom. Although stduents on a dig many not be able to see the artifacts in the field, they can experience some of the same results with the interaction.
- Use Skype with a curator to "see" artifacts that have meaning to your unit of study
- Use Skype to document oral histories. Consider creating oral histories of people discussing their heritage and history, but also of them documenting historic places and what a place looks like today and how it has changed ( Or not! ) from the past.
- Use Skype to document a historic speech or event in real time so a classroom can participate in an event and then create their own primary and secondary sources.
- Mystery Skype allows you to sign up and skype with a classroom in a mystery location. Students have to use their geography skills, maps, Google Earth and critical thinking to try to determine where the other class is from. In my class, I have specific jobs for each student, map reader, google map reader, photographer, questions, answers, etc. Each table group gets an atlas, computer and has to come up with at least one quality question that makes sense with the clues that they hear to narrow down the location. Once they determine the location they can ask the other class questions and discuss real world events and primary sources!
Ways to Use This Tool With Primary Sources:
- Metzgar Farm Examples We partnered with a local historical farm and had our kids meet with the local experts to find out more about the farm, animals who live there and plants that grow on this farm. The students created a Blabberize for each animal that lives on the farm and we placed a QR code on the Metzger Farm signs to lead community members back to the student-created site to learn more about the farm, animals and plants they might meet on the farm!
- Have students use the mouth tool in Blabberize to tell the story of a primary source in first person. They can “become” an historic figure and tell about their motivations, speeches or actions during their lifetime.
- Have students use Blabberize to give a speech from a particular point of view after they have analyzed and synthesized multiple documents.
- Have students take on the role of a historic building and have the building tell a tale of the inhabitants and history to use as a way to attract visitors to the historic site.
- Students can also tell the story of a group using multiple mouth tools. Tell the story of a Civil War Battle from multiple points of view.
Ways to Use This Tool With Primary Sources:
- Have students collect a series of primary sources which highlight an important day in history (Today in History is a good example from the LOC.gov site. http://memory.loc.gov/ammem/today/today.html ) and create a Twitter post using the primary and secondary sources to share with their audience to let them know what is important about a particular day. If this was done with planning, these videos could be shared throughout the school year as part of announcements etc.
- Students have to be critical thinkers in order to promote or teach about a primary source in 130 characters. Promote great writing and authentic audience!
- Speed dat with a primary source asking questions of the primary source. Assign one tea of students to research the primary source and take the role of the people in an image or text selection. Then have the rest of the class use Twitter to ask questions of the "primary source." Students assigned to that primary source can then answer them through #twitter.
- Use Twitter to brainstorm an appropriate caption for a primary source after analysis.
- Use Twitter to call out unclear vocabulary in a primary source.
- Students can share their other Web 2.0 creations through twitter to expand knowledge and exposure to primary sources. Share your Animoto about the presidential elections for example!
- Use Twitter as a backchannel in the classroom collecting ideas about a set of primary sources. Use those ideas to formulate a context for a topic that fits the primary sources.
- Use Twitter and a primary source and question away posting on twitter with a determined hashtag that allows the class to review questions for next steps in researching.
Check out this Adobe Infographic with more ideas:
See a teacher explanation of an Adobe Reader annotation with a National Register Nomination here:
Use This Tool With Primary Sources and...
- Have students learn about a historic site and it's significance on the National Historic Register by annotating the nomination using Adobe Reader. After finding the significance, write a summarizing statement about how this site played a role in local, state, or national history and share that with colleagues.
- Have students upload an architectural drawing from the HABS Collection in the LOC.gov collection and using Adobe Reader circle and annotate the architectural features of the site demonstrating their knowledge of important architecture vocabulary and concepts.
- Place a primary source in Adobe Reader and have students use the drawing tools to annotate the source with their analysis.
- Share a set of primary sources in Adobe Reader with a scholar or expert and have that expert provide comments and context for the source with students. Better yet, have the students comment on the source with key questions and comments they have after analysis and get a response from a scholar.
- Using a government document from Congress.gov have students deconstruct the portions of a bill or resolution looking for key acts and statements that will affect them and their community. Annotate and highlight these items using Adobe Reader.
- Have students use Adobe Reader to take a primary source document and put it in their own words as a collaborative group to better understand the meaning of it.