From What Primary Sources Teach: Lessons for Every Classroom by Jen Hoyer, Kaitlin H. Holt, and Julia Pelaez with Brooklyn Public Library. Santa Barbara, CA: Libraries Unlimited. Copyright © 2022. May be reproduced for classroom use only. 10 Example Three: Include Visual and Text-Based Sources Some students will find visual sources easier to engage with. It is often easy to provide both visual and text-based sources as options for students to engage with the content they are learning this photograph speaks to the same topic (Jackie Robinson’s engagement with his community), but will be accessible to students who may struggle with a text-based source. FIGURE 1.3 Young Artists. 1953. Brooklyn Daily Eagle photographs, Brooklyn Public Library, Center for Brooklyn History. Provide Appropriate Mechanisms for Helping Students to Interact with Sources When presenting sources to students, we often provide document-based ques- tions (DBQs) to help them interact with these sources. Webb’s Depth of Knowl- edge Chart and Bloom’s Taxonomy1 are helpful tools when crafting appropriate DBQs, which can be provided as worksheets for students to fill out or as ver- bal cues for stimulating class discussion. DBQs are the basis of many stan- dardized assessments, so teaching students to respond to them as a part of analyzing archival sources is helpful.
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