WorksheetsThinking Like a Historian
Total questions: 18
Worksheet time: 14mins
Original records produced by the people who participated in and witnessed the past.
Primary Source
Secondary Source
Documents, texts, images, and objects about an event created by someone who was not present at the time of the event.
Primary Source
Secondary Source
Which if the following is almost always a Primary Source?
Newspaper
Biography
Diary
Magazine
An autobiography is a _____________.
Secondary
Primary
Tertiary
Lie
Secondary sources are better than primary sources?
True
False
Primary Sources are always old
True
False
You are studying September 11, 2001. Which of the following would be a secondary source?
A newspaper article written on 09/11/01.
A newspaper article written on 9/11/22.
Transcripts from phone calls made out of the World Trade Centers on 09/11/01.
Video footage of the actual attacks.
To be in favor of or against something. How you feel about an event.
bias
barter
fossil
culture
Your textbook is an example of a
primary source
secondary source
artifact
What is an inference?
an artifact, a document, diary, manuscript, autobiography, a recording, or other source that was created at the time of study
created later by someone who did not experience first-hand or participate in the events researched
prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair
an educated guess based on evidence & prior knowledge
If students are able to:
Identify the author’s position on the historical event
• Identify and evaluate the author’s purpose in producing the document
• Hypothesize what the author will say before reading the document
• Evaluate the source’s trustworthiness by considering genre, audience, and purpose
Contextualization
Sourcing
Corroboration
Close Reading
If students are able to:
Understand how context/ background information influences the content of the document
• Recognize that documents are products of particular points in time
Sourcing
Contextualization
Corroboration
Close Reading
If students are able to:
Identify the author’s claims about an event
• Evaluate the evidence and reasoning the author uses to support claims
• Evaluate author’s word choice; understand that language is used deliberately
Sourcing
Corroboration
Close Reading
Contextualization
If students are able to:
Establish what is probable by comparing documents to each other
• Recognize disparities between accounts
Contextualization
Sourcing
Close Reading
Corroboration
What do other documents say?
Do the documents agree? If not, why?
Sourcing
Contextualization
Corroboration
Close Reading
What claims does the author make?
How does the document’s language indicate the author’s perspective?
Sourcing
Contextualization
Corroboration
Close Reading
When and where was the document created?
• What was different then? What was the same?
Sourcing
Contextualization
Corroboration
Close Reading
Who wrote this?
• What is the author’s perspective?
• When was it written?
Sourcing
Contextualization
Corroboration
Close Reading
