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  • May 21, 2013 at 5:36 am #11849
    Anonymous
    Guest

    I really appreciate how many primary source documents you are including in your lesson plan. When I think back to my own history classes, I seem to remember reading nothing but the textbook. How do you see your students responding to the use of documents like these?

    May 21, 2013 at 6:21 am #11850
    Anonymous
    Guest

    I have found that my students have a hard time with primary sources. I like to have them read them on their own, get in groups and compare ideas, then analyze them as i lead them through it.

    May 21, 2013 at 8:34 am #11851
    Anonymous
    Guest

    I would definitely use this in my classroom. I agree with rlaunius about students having trouble with primary sources, but it can be done as a class as opposed to individual students reading and answering the questions. I think with the correct guidance from the teacher reading and interpreting the sources shouldn't be too difficult. This is great!

    May 24, 2013 at 3:38 am #11852
    Anonymous
    Guest

    Thank you for looking at the lesson and providing some discussion on the value and challenges of primary source material. I teach older students (11th and 12th grade) and they are able to handle primary sources when there is a lot of contextualization and the sources are shortened. We use primary sources regularly and I have some techniques for helping them read them--one is called SOAPS to help them identify the source, occasion, audience, purpose and significance. Another is to add the simple comprehension questions after the document so students can focus on the main information. This lesson has a lot of sources--perhaps too many--but I thought it would be better to do the work now and find the sources and I can always use fewer or assign one document per student so they have less material.

    May 25, 2013 at 3:01 pm #1613
    Rob_Hugo@PortNW
    Keymaster

    This is my final (revised) lesson on Japan and China's Responses to Imperialism

    It includes a lesson overview, sample student handouts with documents that a teacher could easily pick-and-choose among, and a introdcutory PowerPoint that is intended as a starting point for the lesson using a dramatic moment and then contextualizing it (somewhat in the style of Prof. Yamashita).
    edited by abrown on 5/24/2013
    edited by Clay Dube on 7/1/2013

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    May 25, 2013 at 3:01 pm #11853
    Anonymous
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    Hi All,
    These lesson plans are on the Vietnam War and Domestic Policies. I have included a few primary sources for you to share... I hope you have as much fun with the lessons as I did with my students.

    http://www.gilderlehrman.org/history-by-era/sixties/essays/protest-music

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    [font=arial, sans-serif]http://www.nixonlibrary.gov/
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    http://www.toptenz.net/top-10-protest-songs-from-the-1960s.php

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    http://www.gilderlehrman.org/history-by-era/sixties/essays/protest-music-1960s

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