Papua New Guinea Patrol Reports Reports from government patrols are a major source of primary information on Papua New Guinea’s colonial-era history. Patrol officers and other officials wrote detailed documents reporting on all aspects of the work carried out by the patrols. The reports give first-hand accounts on many topics, from first contact with remote Highland villages, to census counts, tax collection, health care, justice, labor recruiting, plantations, missionaries, anthropological descriptions, tribal warfare, languages, and more.
Civil War Primary Sources Primary Documents by Topic: Most Popular Official Records Addresses & Speeches Acts, Bills, & Orders Military Correspondence & Documents Personal Correspondence & Narratives Prints & Photos Maps Document Collections Getting Started Primary Documents Official Confederate Correspondence Robert E. Using Primary Sources - Teachers Primary sources are the raw materials of history — original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without firsthand experience. Examining primary sources gives students a powerful sense of history and the complexity of the past. Helping students analyze primary sources can also guide them toward higher-order thinking and better critical thinking and analysis skills. Before you begin: Choose at least two or three primary sources that support the learning objectives and are accessible to students.
11 Good Digital Storytelling Resources Digital storytelling comes in many forms. Digital storytelling could refer to creating podcasts, creating videos, or creating multimedia ebooks to name of few of its forms. If you're considering developing your first digital storytelling project for your class, here some resources that can help you get started.Ebooks and web references for digital storytelling. One of the best people I know for advice about digital storytelling is Silvia Tolisano. Creative Warm-Up: the Industrial Revolution After a few days of studying the Industrial Revolution, I gave students a warm-up activity to get them using primary sources creatively and putting themselves into that time period. In this activity, students were given a sheet containing two primary sources. There were several different sheets, and students could trade with their neighbors if they didn’t like the one they received. They contained photographs, quotes or maps from the period. They were then asked to write between a half a page and a page in the first person about what life would be like for the people the photo, quote or map describe.
Primary Sources on the Web: Finding, Evaluating, Using This brief guide is designed to help students and researchers find and evaluate primary sources available online. Keep in mind as you use this website, the Web is always changing and evolving. If you have questions, please consult your instructor or librarian. Tech2Learn - Digital Storytelling Digital Storytelling has many definitions, but usually involves the telling of our personal stories combining digital technology to integrate text, sound, graphics and sometimes film. It is a great way for students to begin working with multimedia projects because they tell their own story, learning the techniques and technical tools of this kind of creative expression, but within a familiar context. Technology and Digital Stories Digital stories involve some or all of these components:an engaging and well written storyslides or clipsbackgroundsgraphics or imagestextsounds, narration and/or musica transition to move from slide to slide or clip to clipa title slide and an ending slide that lists credits
The Educated Teacher Last year my co-teacher and I were a little crunched for time when teaching the interwar years in Europe. We wanted to get across the economic and social problems that Europeans faced and how it influenced the choices they made, so I designed these learning stations to allow students to use primary and secondary sources to discover these facts for themselves. We set up the classroom with the documents (printed from the PowerPoint, attached below) for each station taped to the walls around the room in clusters. Students worked with a partner to complete the questions on their worksheet (included below).