Construct an activity with simple written documents or photographs, posters, drawings, or audiovisual media. Help younger students practice basic document analysis and understanding cause-and-effect relationships.Encourage them to consider whether new evidence would change the historical narrative or their own conclusions. Or, ask students to suggest other documents, events, or ideas that could have been included.Use this as an opportunity to discuss how historians may view the same factors or sets of evidence in different ways. To open the activity up and allow students to show their creativity, lead a class discussion about matches made and ask students to explain other possible connections between documents.Choose documents and structure your activity based upon those goals. At the conclusion of both activities, ask students to contrast the views that historians might have after looking at just the documents in one activity versus the other.Consider the goals you have for your students before planning your activity. Each should display the same payoff image when students finish matching the pairs, but you will choose different sets of documents for students to match. To help students understand how differing sets of evidence lead historians to form differing conclusions, ask students to do two different activities.Follow activities with class discussion or writing assignments to further contextualize the documents and ultimate historical outcome.Guide students on how they should make matches: text boxes describing concepts matching primary sources illustrating those concepts, primary sources matching other primary sources, or even text boxes matching text boxes.It establishes a purpose for viewing the documents and students will begin to contextualize them. The exercise can act as a pre-assessment and can help to guide thinking. Ask students to hypothesize what matches they'll make before beginning the activity.Remind students to analyze all of the documents (and map, if using a historical one) carefully. Model document analysis with at least one document in the activity before asking students to begin interacting with the rest.Tag it with the appropriate historical era, historical thinking skill, level of Bloom's Taxonomy, and grade level. You can also include detailed teaching instructions. Lastly, describe your activity to other teachers by providing a summary.Preview the student activity and create a snapshot.Students can email their responses to you if desired. Write instructions for your students, including an introduction and conclusion. You can include questions or a follow-up assignment in your conclusion.Match the documents and other elements in pairs, according to how you want your students to match them. SEE THE BIGGER PICTURE FULLUse the full image or crop it to show a specific section. Select the image that will be revealed when students finish matching.
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