TEACHINGTHEC3FRAMEWORK

T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 1

Grades3-6"IfYouWeretheHistorian"KoreanWarInquiry

What If You Were the Historian?

https://creativecommons.org/licenses/by/3.0/

MemoryBankandPrimarySourceInquiryActivity

SupportingQuestions

1. Whatdothesetwoprimarysourcedocumentsrevealaboutthishistoricaleventortopic?

2. Howcanyoucorroborateorcontradictthiswithanadditionalprimarysourcedocumentfromthearchivalmaterials?

TEACHINGTHEC3FRAMEWORK

T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2

Grades3-6"IfYouWeretheHistorian"KoreanWarInquiry

WhatIfYouWeretheHistorian?

C3FrameworkIndicatorD2.His.6.3-5.Describehowpeople’sperspectivesshapedthehistoricalsourcestheycreated.D2.His.10.3-5.Compareinformationprovidedbydifferenthistoricalsourcesaboutthepast.

StagingtheCompellingQuestion

Teacherswillhavestudentswatchthefirst35secondsoftheawarenesstestvideoandindividuallyrecordtheirtellingoftheeventinthevideo.Next,rewatchtheentirevideoasaclassandleadawhole-classdiscussionofthevariationsofhistoricaltellingbasedonperspectiveandviewpoint.Introducetheconceptofevaluatinghistoricaldocumentsforperspectiveduringthisdiscussion.Theconceptofcorroboratingorcontradictingdocumentsandsourceswitheachothershouldalsobeintroducedtostudentsinthisstagingactivity.

SupportingQuestion1 SupportingQuestion2

Whatdothesetwoprimarysourcedocumentssayaboutthishistoricaleventortopic?

Howcanyoucorroborateorcontradictthiswithanadditionalprimarysourcedocumentfromthearchivalmaterials?

FormativePerformanceTask

FormativePerformanceTask

UsingthegraphicorganizerinAppendixA,identifythenarrativesandfactssharedbytheseprimarysourcedocumentsabouttheracismexperiencedbyKoreanWarsoldiers.

UsingtheKoreanWarVeteransDigitalMemorialProject,corroborateorcontradicttheinformationsharedinthefeaturedsourcesofSupportingQuestion1.UsethegraphicorganizerinAppendixAtohelporganizeyourthoughts.

FeaturedSources FeaturedSources

SourceA:Oralhistory,JohnSaxtonSourceB:Oralhistory,DottieHarris

SourceA:LinktoKoreanWarMemorialDigitalArchivesSourceB:LinktoInteractiveMemoryBank

SummativePerformanceTask

ARGUMENTConstructanargumentthatevaluatestheprimarysourcedocumentstocreateaone-paragraphsummaryofthetopicorevent.

EXTENSIONStudentscanfurtherexplorethememorybankandprimarysourcedocumentsanddiscusswithapartnerthestrengthsandweaknessesofgenresofprimarysourceinformationinordertoexplorethequestion,“Howdoweknowwhatreallyhappenedinhistory?”

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OverviewofMemoryBankExplorationActivityToexplorethememorybank,teachersandstudentswillwatchtwotothreevideoclipsonacommontopicoreventandthenexplorethearchivesinordertofinddocumentsthatcorroborateorcontradictideasandeventssharedintheoralhistoryclip.AppendixAisanorganizationalframeworkforthisinquiry-drivenactivity.Thememorybankcanberetrievedathttps://koreanwarlegacy.org/chapters/andadditionalarchivalmaterialcanbefoundathttp://www.kwvdm.org/collection.php?p=artifact.

1. Inordertousethedocumentsetprovidedhereasonepossiblevariation,studentsshouldwatchthetwovideosrelatedtotheracismexperiencedbyKoreanWarsoldiers,notingtheexperiencesandfactssharedineachoralhistory.Thesetwooralhistorieshavesomecorroboratingandsomecontradictoryideasandperspectives.

2. Studentswillthenexploretheonlinearchivaldatabasetofindmaterialsthatcorroborateorcontradictthesenarratives.ThegraphicorganizerprovidedinAppendixAisdesignedtohelpstudentsinthisprocess.

Thisactivitycanbealteredtoallowforgreaterflexibilityintermsoftopicorevent,inordertomeetthecontentrequirementsortechnologicalresourcesavailable.Forexample,teacherscouldselectaparticulartopicoreventforstudentstoexplore,orstudentscouldexplorethememorybanktoselectandthenresearchatopicthatintereststhem,asoutlinedinthefollowingtwosteps.

1. Inastudent-drivenactivity,teachersshouldencouragestudentstonavigatetheoralhistorymemorybankindependentlyorinsmallgroups,usingkeytermstheyfindinteresting.Thememorybankhasbeencodedforeasysearchesthatallowstudentstoidentifycommontopicsorevents,andincludesalistoftagsforpossibleareasofexploration.

2. Studentsthensearchthroughthedigitalarchiveofprimarysourcesfordocuments,photos,orartifactsthathelpthembuildagreaterunderstandingofthistopic,seekingtocorroborateorcontradicttheirfindingsfromtheoralhistoryclips.

StagingtheCompellingQuestionTostagetheactivity,teachersmaypromptstudentswiththeAwarenessTestvideo.Teachersshouldshowstudentsthefirst35secondsofthevideo,thenpauseitandaskstudentstospendafewminuteswritingdowntheirretellingoftheeventinthevideo.Whenstudentsarefinishedwriting,teachersshouldreplaytheentirevideoforstudentstoviewtogetherasaclass.Aftertheclassviewstheentirevideo,teacherswillwanttoleadaclassdiscussiononthevariationsofhistoricaltellingsbasedonperspectiveandviewpoint,introducingtheconceptofevaluatinghistoricaldocumentsforperspectivethroughthevarietyofperspectivesprovidedbystudents’individualre-tellingsofthevideo.Students're-tellingsoftheeventsinthevideowillvaryfromindividualtoindividual,providingastartingpointforthisdiscussion.Thisclassdiscussionshouldinclude:

• Anintroductiontotheideaofcorroborationasatoolhistoriansusetogatherthebestinformationabouthistoricaleventsandtheexperiencesofpeoplewholivedthroughthem.

• Anintroductiontotheideathatourperspectiveischangedbywhatwecanactuallysee(asinthecaseofthevideo)aswellastheeraandourown,ortheparticipants’,nationoforigin,beliefsystem,andhistoricalperspective.Historicaldocumentsalmostalwayspresentsomeperspectivesmorethoroughlyand/orfavorablythanothers.

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SummativePerformanceTaskAtthispointintheinquiry,studentshaveexaminedavarietyofprimarysourcesonatopicofinterestandattemptedtofindcorroboratingand/orconflictingevidenceindocumentsdiscoveredwhilesearchingarchivalmaterial.Inthissummativeperformancetask,studentsshouldevaluatetheevidencetheyhavegatheredandengageinwritingaparagraphthatsummarizestheeventortopic.ThetopicprovidedwasracismasexperiencedbysoldiersintheKoreanWar.Studentsshouldbeabletodemonstratethebreadthoftheirunderstandingandtheirabilitytouseevidencefrommultiplesourcestosupporttheirclaims.Inthistask,studentsconstructanevidence-basedevaluationusingmultiplesources,andhistoricalthinkingandevaluativeskillstobuildaninterpretationofaneventortopicfromhistory.Asanextension,studentsmaydigdeeperintothedigitalarchivestoexplorethequestion,“Howdoweknowwhatreallyhappenedinhistory?”Thisextensionactivityasksstudentstoevaluatethestrengthsandlimitationsofdifferenttypesofhistoricalprimarysourcedocuments.ScaffoldsandexamplesofthiscanbefoundinAppendixC.Students’answerstothisextensionquestionwillvary.Somepossibleanswersinclude:

• Historiansmustcorroborateinformationusingavarietyofsourcesinordertoknowwhatreallyhappenedinhistory.

• Wemustconsiderthevoicesthathavebeenomittedfromhistoricaldocumentsinordertounderstandwhatreallyhappenedinhistory;thesevoicesincludethoseofwomen,peopleofcolor,andchildren.

• Wemustselecttherightsourcesforourpurposeandcarefullyevaluatethepointofviewofeach.• Wecan’talwaysknowwhatreallyhappenedinhistory,buthistoriansdeveloptheoriesbasedonthebest

evidenceavailable.

NOTE:Thisinquiryisexpectedtotakefourtofive30-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Teachersareencouragedtoadapttheinquiriesinordertomeettherequirementsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504plansforstudentswithdisabilities.

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StagingtheCompellingQuestionFeaturedSource SourceA:Video,AwarenessTest,highlightingthefallibilityoffirst-hand,eye-witnessaccounts,accessibleat

https://www.youtube.com/watch?v=oSQJP40PcGI,postedonYouTubebyrickybruce1onMarch11,2008

Retrievedfrom:https://www.youtube.com/watch?v=oSQJP40PcGI

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SupportingQuestion1FeaturedSource SourceA:OralhistoryinterviewwithJohnE.Saxton,anAfricanAmericanwhoservedintheArmyduring

theKoreanWar,KoreanWarLegacyProject,accessibleathttps://koreanwarlegacy.org/interviews/john-e-saxton/

Retrievedfrom:https://koreanwarlegacy.org/interviews/john-e-saxton/

UsedwithpermissionfromtheKoreanWarLegacyProject

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SupportingQuestion1FeaturedSource SourceBOralhistoryinterviewwithDottieHarris,anveteranwhowitnessedracismwhileservingintheAir

Forcefrom1951-1952,accessibleathttps://koreanwarlegacy.org/interviews/dottie-harris/

Retrievedfrom:https://koreanwarlegacy.org/interviews/dottie-harris/UsedwithpermissionfromtheKoreanWarLegacyProject

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AppendixA:ComparingandCorroboratingPrimarySourceDocuments(Organizer)

Topicorevent:___________________________________________

Perspectiveoforalhistory#1: Perspectiveoforalhistory#2:

Whatcorroboratingorcontradictingevidencecanbefoundinthearchives?

Whatreallyhappened?Howdoyouknow?Useevidencefromtheprimarysourcestosupportyourclaim.

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AppendixB:ViewingGuideforOralHistoryVideos(ScaffoldingTool) Oralhistoriesareatoolusedtodocumentpeople’sexperiences.Listentooneoftheveteranstalkingabouthisorherlifeintheoralhistoriesprovided,andreflectonthesequestionsasyoulisten. Veteran’sName:_______________________________________ MilitaryServiceStartYear:_______________________________

MillitaryServiceEndYear:_______________________________

Whataretwofactsyoulearnedabouthistoryfromlisteningtothisoralhistory? 1.

2.

Whatsurprisedyoumostaboutthisstory?Whatdidyoufindmostinteresting?Why?

Whataretwofactsyoulearnedaboutthispersonandtheirperspectivefromlisteningtothisoralhistory? 1.

2.

Whatremainingquestionsdoyouhaveaboutthehistoricaleventsdiscussedorthepeoplewhoexperiencedthem?

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AppendixC:ToolsforExploringStrengthsandWeaknessesofPrimarySources“StrengthsandWeaknessesofPrimaryHistoricalSources”(excerpt),SmithsonianInstitution,retrievedfromhttps://library.si.edu

TEACHER RESOURCESSTRENGTHS AND WEAKNESSES OF PRIMARY SOURCES

Primary Source Strengths Weaknesses

From Smithson to Smithsonian: Classroom Activities 7

IMAGES

A visual record obtainedthrough photography orpainting.

• visual record of a particularmoment in time

• conveys a variety of detailsabout people, places,objects, and events

• conveys information abouteveryday life and behaviorthat is best communicatedin visual terms (hair andclothing styles, interiordesign)

• sometimes provides evi-dence of the photographeror painter’s attitude

• important to the study ofpeople who did not leavemany written records

• can stimulate the personalinvolvement of the viewer

• can be used to stimulatethe memory of an oral his-tory informant

• not a complete or objectivesource: the image that servesas the lasting record may notequate directly with the realityof the event itself

• the relationship of the pho-tographer or painter to his orher subject is not always clear

• one must consider the bias orperspective of the photogra-pher or painter, including:

– the choice of subject

– the choice of timing

– the subject matter that a per-son present at the event choseto record

– whether the people or objectshave been manipulated by thephotographer or painter

• the people, place, date, andphotographer or painter areoften not identified

• the emotions and thoughts ofthose involved often are notevident

• information from this kind ofsource is often suggestiverather than definitive; pho-tographs and paintings mustbe studied in conjunctionwith other evidence, i.e., doc-uments and oral histories, todetermine if the informationis unusual or part of a largerpattern

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TEACHER RESOURCESSTRENGTHS AND WEAKNESSES OF PRIMARY SOURCES

Primary Source Strengths WeaknessesPrimary Source Strengths WeaknessesDOCUMENTS

Printed or written materialsthat communicate and recordinformation.

Examples include:

diaries; letters; birth/death, ormarriage certificates; deeds;contracts, constitutions, laws,court records; tax records;census records; wills, invento-ries; treaties; report cards;medical records; passengerlists; passports; visas; natural-ization papers; militaryenlistment or dischargepapers.

• provide information onthe “who, what, where,when, why, and how” ofan event

• provide written, printed,or graphic information

• purpose of the communi-cation or transaction isoften clear

• may indicate the socialand economic status ofthe author

• may offer insight into theemotional state of theauthor

• can stimulate the personalinvolvement of the reader

• may not be a thoroughlyobjective source

• generally a verbal, ratherthan a visual record

• may not consider otherviews or perspectives onthe same event(s)

• the identity of the authormay be unclear (especiallytrue in the case of govern-ment documents)

• the author is usually nolonger living and there-fore can not be consultedfor verification

• may be difficult to read:handwriting may be diffi-cult to decipher; words orphrases may be unfamiliarand their meanings mayhave changed over time

• documents must be evalu-ated in conjunction withother evidence to deter-mine whether theypresent information thatis exceptional or conformsto previously establishedpatterns

From Smithson to Smithsonian: Classroom Activities 6

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TEACHER RESOURCESSTRENGTHS AND WEAKNESSES OF PRIMARY SOURCES

Primary Source Strengths Weaknesses

From Smithson to Smithsonian: Classroom Activities 8

ORAL HISTORY

The record of an individual’s(informant’s) reminiscences,accounts, and interpretations ofthe past in his or her own spo-ken words obtained throughplanned interview(s) and pre-served through the use of audioor video tape, film, or writtentranscription.

• personalizes history byrecording an individual’sremembrances (or opin-ions) about their life or anevent in which they wereinvolved

• provides information abouta topic or time period thatmay otherwise lack docu-mentation in written orarchival records

• often conveys emotionclearly

• contains spontaneity andcandor not always presentin a personally writtenaccount

• may contain unusualdialect or speech patterns

• often informant is livingand may be consulted forclarification or additionalinformation

• memory of the informant isfallible

• informant may intentionallyor unintentionally distort theevent or his or her role inthe event, thereby compro-mising the record’s validity

• informant may be reluctantto discuss certain topics,resulting in an inaccurate orincomplete record

• informant’s testimony maynot be consistent from oneinterview to the next

• the bias, objective, or therelationship of the interview-er to those being interviewedmust be considered

• interviewer’s questions mayintentionally or unintention-ally influence theinformant’s response

• unfamiliar words or phrasesfrom another time may notbe clarified by informant

• the bias of the historian orinterviewer may be evidentin the edited version of theinterview(s)

• oral history is the mutualcreation of the historian andthe person being inter-viewed: the historian createsthe topic or problem to bestudied, and the informantprovides the information

• oral histories must be evalu-ated in conjunction withother evidence to determinewhether they present infor-mation that is exceptional orconforms to previously estab-lished patterns