Primary Source Toolbox
NATIONAL ARCHIVES - The National Archives is the U.S. Government’s collection of documents that records important events in American history. The National Archives and Records Administration (NARA) is the Government agency that preserves and maintains these materials and makes them available for research.
DocsTeach- DocsTeach contains thousands of primary sources from the National Archives and a variety of useful tools and resources for teaching primary sources in a classroom.
DIGITAL HISTORY- Digital History is a website that contains primary sources from numerous eras including documents, photographs, video clips, music files, and many more. It is very user friendly and easy to navigate.
DIGITAL VAULTS - This website provides countless primary documents in a fun and interactive way. As you view one, it surrounds the image with related articles and images allowing you to discover sources you might not have thought to look for.
LIBRARY OF CONGRESS - The Library of Congress is the nations's oldest federal cultural institution and serves as the research arm of Congress. It is also the largest library in the world, with millions of books, recording, photographs, maps, and manuscripts in its collections.
Analysis Tools
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Primary Source Lesson Plan 1
The Human Cost of War: The Art of Kathe Kollwitz
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Grade Level: 9th grade
Duration: one to two class periods, plus homework
Content Standard: History: 20th Century Conflict: Analyze the causes and effects of WWI with emphasis on Nationalism.
Primary Sources:
Prints by Kathe Kollwitz
Diary entries by Kathe Kollwitz
Summary:
Students will look at an artist whose work made a difference in the way people looked at war: Kathe Kollwitz. Students will be asked to share what they see in examples of Kollwitz’s works.
The great artist Picasso once said, “Art is a lie that let’s us see the truth.” Ask students to consider what they think he meant by that?
In a diary entry 1/4/1920, Kollwitz said- “I felt that I have no right to withdraw from the responsibility of being an advocate. It is my duty to voice the sufferings of people, the sufferings that never end and are as big as mountains.” She believed in the common people and felt their leaders should listen to them.
Instructional Steps:
Show PowerPoint Part I to students to introduce them to Kollwitz’s life and work.
Show students one image from PowerPoint Part II , and together complete an Art Analysis Worksheet.
Divide students into groups, and give each group a work of art from the PowerPoint. Have each group complete an Art Analysis Worksheet for their artwork.
As a class, show the images from the PowerPoint Part II, with each student group discussing their key findings based on their analysis.
Distribute lesson based on Kollwitz’s diary (© Prentice-Hall, Inc.).
Questions 1-3 will be discussed as a class to make sure students understand what Kollwitz was saying.
Question 4 will be given as a writing assignment to be completed in class if time permits, if not, completed work will be due the next day.
Assessment: evaluate the Art Analysis Worksheets and the written responses
Materials needed by teacher:
-Computer with projector
-PowerPoint presentations Part I and Part II on Kollwitz
-Art Analysis Worksheet
-Kollwitz Diary Lesson
Materials needed by students:
-something to write with
Return to Lesson Plan Page
Grade Level: 9th grade
Duration: one to two class periods, plus homework
Content Standard: History: 20th Century Conflict: Analyze the causes and effects of WWI with emphasis on Nationalism.
Primary Sources:
Prints by Kathe Kollwitz
Diary entries by Kathe Kollwitz
Summary:
Students will look at an artist whose work made a difference in the way people looked at war: Kathe Kollwitz. Students will be asked to share what they see in examples of Kollwitz’s works.
The great artist Picasso once said, “Art is a lie that let’s us see the truth.” Ask students to consider what they think he meant by that?
In a diary entry 1/4/1920, Kollwitz said- “I felt that I have no right to withdraw from the responsibility of being an advocate. It is my duty to voice the sufferings of people, the sufferings that never end and are as big as mountains.” She believed in the common people and felt their leaders should listen to them.
Instructional Steps:
Show PowerPoint Part I to students to introduce them to Kollwitz’s life and work.
Show students one image from PowerPoint Part II , and together complete an Art Analysis Worksheet.
Divide students into groups, and give each group a work of art from the PowerPoint. Have each group complete an Art Analysis Worksheet for their artwork.
As a class, show the images from the PowerPoint Part II, with each student group discussing their key findings based on their analysis.
Distribute lesson based on Kollwitz’s diary (© Prentice-Hall, Inc.).
Questions 1-3 will be discussed as a class to make sure students understand what Kollwitz was saying.
Question 4 will be given as a writing assignment to be completed in class if time permits, if not, completed work will be due the next day.
Assessment: evaluate the Art Analysis Worksheets and the written responses
Materials needed by teacher:
-Computer with projector
-PowerPoint presentations Part I and Part II on Kollwitz
-Art Analysis Worksheet
-Kollwitz Diary Lesson
Materials needed by students:
-something to write with
Primary Source Lesson Plan 2
Nationalism & Propaganda: Analyzing Primary Resources from World War I
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Grade Level: 9th World Studies
Duration: 3 Class periods (43 minutes)
Ohio Content Standards: History Benchmark D. GLI #7.a
Worksheets
Poster analysis worksheet
Document Analysis Worksheet
Primary Sources
German Propaganda Posters from Firstworldwar.com
French Propaganda Posters from Firstworldwar.com
Color photos 1 – 34 from The First World War by Hew Strachan (2003)
Intimate Voices From the First World War edited by Svetlana Palmer & Sarah Wallis (2004) p.42-48, 307-308
Other Sources
Movie – All Quiet on the Western Front (1930)
Summary
Students will examine the Great War through primary and secondary sources with an emphasis on different viewpoints and types of mediums. Areas to be examined are diaries, propaganda posters, and photographs. Worksheets will be given for these assignments and discussed in class. Students will then choose their own medium to demonstrate views of the different countries and the impact the Great War on individuals.
Day One
1)Students will view short video on U.S. propaganda posters
http://www.youtube.com/user/HTIatOSU?feature=mhum#p/a/u/0/HTXg2cjP9II
2) Students will then go to bookmarked websites and view posters from Germany & Great Britain
3) Students will analyze a poster they choose from these two countries
Day Two
1) Students will view two short clips from All Quiet on the Western Front (1930)
A) Teacher’s nationalist recruitment propaganda
B) Discussion of who wants or started the war
2) Short discussion on messages or intent of both clips
3) Pass out excerpts from Intimate Voices: Piete Kuhrp, pp. 42-48, & Yves Congar, 307-308.
Day Three
1) Have students fill out analysis worksheets on Piete & Yves’diary entries
2) Discuss why their viewpoints differ
Day Four
1) Students will make their own propaganda poster, choosing a side of the conflict.
Assessment – will be based on analysis worksheets, class discussions and student propaganda poster
Here is a Rubric for the poster project
Return to Lesson Plan Page
Grade Level: 9th World Studies
Duration: 3 Class periods (43 minutes)
Ohio Content Standards: History Benchmark D. GLI #7.a
Worksheets
Poster analysis worksheet
Document Analysis Worksheet
Primary Sources
German Propaganda Posters from Firstworldwar.com
French Propaganda Posters from Firstworldwar.com
Color photos 1 – 34 from The First World War by Hew Strachan (2003)
Intimate Voices From the First World War edited by Svetlana Palmer & Sarah Wallis (2004) p.42-48, 307-308
Other Sources
Movie – All Quiet on the Western Front (1930)
Summary
Students will examine the Great War through primary and secondary sources with an emphasis on different viewpoints and types of mediums. Areas to be examined are diaries, propaganda posters, and photographs. Worksheets will be given for these assignments and discussed in class. Students will then choose their own medium to demonstrate views of the different countries and the impact the Great War on individuals.
Day One
1)Students will view short video on U.S. propaganda posters
http://www.youtube.com/user/HTIatOSU?feature=mhum#p/a/u/0/HTXg2cjP9II
2) Students will then go to bookmarked websites and view posters from Germany & Great Britain
3) Students will analyze a poster they choose from these two countries
Day Two
1) Students will view two short clips from All Quiet on the Western Front (1930)
A) Teacher’s nationalist recruitment propaganda
B) Discussion of who wants or started the war
2) Short discussion on messages or intent of both clips
3) Pass out excerpts from Intimate Voices: Piete Kuhrp, pp. 42-48, & Yves Congar, 307-308.
Day Three
1) Have students fill out analysis worksheets on Piete & Yves’diary entries
2) Discuss why their viewpoints differ
Day Four
1) Students will make their own propaganda poster, choosing a side of the conflict.
Assessment – will be based on analysis worksheets, class discussions and student propaganda poster
Here is a Rubric for the poster project