As I addressed here, I have decided to devote a blog post every Friday to teaching. I hope to address a lesson, a discussion, or introduce my students and their interests. Below are pictures of the work of all three sections of my Advanced Placement United States history classes; here they are analyzing primary documents on the board. Based on what I read from students’ course evaluation of me last week, they seem to like this type of stuff. Here is how it works:
- Select a number of primary sources that relate to what you are reading or teaching. In this case, I selected a set of documents from a New England town prior to the American Revolution.
- Place students in groups. Then, have each group rotate to various sources on the board; have them read and analyze the sources. They should note the extent of what the sources are saying and its point of view. Furthermore, students should add additional outside information that links the sources to the textbook reading. All notes should be placed on the board.
- Allow the work to remain up so that other groups and sections can study the sources and either correct or modify the analysis placed on the board. Students cannot erase any notes unless it is an egregious error.