DELIBERATE Approach for Context-based
Analysis
Using primary sources
can offer an opportunity to address and model historical
thinking and facets of other domain-specific knowledge
in a thorough and deliberate manner not available through
many modes of instruction.
As
both a means to direct student learning and as a method
of discourse, thoughtful deliberation requires that we
consider a number of factors. The DELIBERATE approach
places emphasis on:
Definitions
and distinctions between the types of terms used with
students. In our hurry to get to the "beef"
of what we want students to learn, we often overlook the
need for a rational and forthright development of definitional
understanding. Through taking some to discuss and construct
an understanding of the terminology, we not only form
a sound basis for comprehending the domain-specific content
(e.g., history, science, math, etc.), but also substantially
improve students' chances for comprehending text they
will read. Though not all-inclusive, a short list would
certainly contain such basic terminology as primary source
and secondary source, and some examples of each.
Elaboration
of details and clues that can be sleuthed from a source.
Addressing the need to elaborate on a source dictates
that we dissect the item as thoroughly as possible. This
initially might involve making a determination as to the
type of source (see prior section), or if it does not
fit, even establishing a classification in which it can
comfortably reside. That does not mean the we have to
be "correct." It means we establish some of
the order that is necessary for further systematic analysis.
It also means we have made assumptions—perfectly
acceptable if we can explain what we've based those assumptions
on. Clues and often minute details about a source can
provide that basis. For example, we can infer a great
deal from the type of type of processing used for an original
photograph. The expressions of people in the photograph
tell us a great deal about the situation or setting in
which the source was created. Sometimes, as in the case
of the former, the additional information is available
as an accompaniment to the source (see the inclusion of
the phrase "silver gelatin print" in the caption
of the sources described in Types
of Primary and Secondary Sources at http://www.designedinstruction.com/learningleads/types-of-sources.html).
Sometimes, as the case of the latter, we are simply undergoing
a careful and thorough analysis of the source itself,
and asking the questions that arise.
Limitations
of sources, their creators, and our ability to guarantee
or validate our assumptions. There are many elaborations—truth
be told, most—that we cannot tell about a source
with complete certainty. Students should be aware of this,
not to detract from the experience, but to ensure an epistemological
grounding (see Epistemology below). We cannot, for example,
tell with absolute certainty the temperature of an event
based on a photograph, and we certainly cannot go so far
as to assume the sounds of the event or the voice cadence
of a person in a photograph. The person who created the
source had limitations as well—type of equipment
and tools available to create the source, availability
of resources (often sources were acquired in investigations
that were "on the sly," so to speak), and often
even sheer ability or bias (see below) of the creator.
Finally, we tend to have access mainly to sources to which
we are "allowed." These often include government-archived
documents that have been graciously contributed (to the
Library of Congress, for instance). Though there really
is not (we hope) intentional censoring in the works, we
are still experiencing limitations.
Intent
or purpose of the source. Often these sources were created
for a purpose. Sometimes there is an ulterior motive behind
even the contribution of the sources to an archive. Sometimes
the intent or purpose lies with the individual creator,
and sometimes the creator was employed or used by an organization
to create the source. The discussion and deliberate analysis
of the background and context of a source—its setting,
the people involved, the political landscape—all
lead to clues as to motive. Often these clues are available
in other sources related to the same context (e.g., placards,
promotional brochures, and billboards urging citizens
to take some stance and action, for example). Sometimes,
of course, there will be no clear "intent."
Some sources are simply incidental or even accidental.
Bias.
The need to address is similar to "intent,"
only usually more personal or societal in nature. Bias
impacts a source in insidious ways, and in ways in which
even the creator is often unaware. Many sources from the
abolitionist movement, or even the Civil Rights movement,
represent easily recognizable examples of bias. Clues
regarding bias are typically easier to spot and more difficult
to prove than those that indicate intent. Though they
greatly impact the validity of the factual data available
in a source, they also greatly contribute to our understanding
of the context in a very human sense. In other words,
with bias (and other tenets of source analysis as well),
a failure to render evidence on the one hand often becomes
a source's strongest feature on the other hand. For additional
information, see the Bias Rule in Teaching
with Source Documents: Creating Meaning Through Historical
Source Document Analysis (http://www.designedinstruction.com/learningleads/teaching-historical-source.html).
Epistemology.
It is not possible to think historically—or scientifically
or mathematically, for that matter—without placing
due emphasis on the philosophies inherent in that thinking.
Students will have questions regarding the origins, methods,
and extent of human knowledge regarding any event, the
past in general, and/or any source that is exposed for
analysis. Count on it and use it. It takes time, but it
brings meaning to deliberation that nothing else can.
Reading.
As discussed in A Critical Link: Teaching for Reading
Comprehension and Historical Thinking (see Teaching
with Source Documents: Creating Meaning Through Historical
Source Document Analysis) and in more detail in Reading
Comprehension and Historical Thinking: Classroom Realities
in Building a Context Connection (http://www.designedinstruction.com/learningleads/reading-historical-sources.html),
establishing a connection and addressing the need for
learning to read and reading to learn is essential. Source
documents can be revealing and instructional in so many
ways that address the need and create opportunity our
of potential roadblocks.
Associations
between various sources. For every seminal source (the
primary source that is the central initiator or focal
point of a sourcing exercise), there are numerous—sometimes
thousands—of sources that contain information that
is related to the central source, or at least to the context
of that source. These other sources allow us to draw comparisons
and therefore verify information and substantiate the
evidence we've gleaned and assumptions we've made regarding
the original source. Multiple sources allow us to construct
multiple models based on the various possible permutations
when the sources are taken as a collective whole. They
allow us to consider a variety of viewpoints, and to get
a better perspective regarding issues such as intent and
bias. They are essentially of two types of sources that
help to either challenge or corroborate the seminal source
document—second-order and third-order (first-order
often used to refer to the seminal source document). Second-order
sources are other primary sources—typically provided
by the teacher—that inform our analysis of the seminal
source. Third-order sources consist of additional references
and information that students obtain through additional
reading or research. Instructionally, an important key
in effectively capitalizing on this aspect of sourcing
lies in determining the point at which students have enough
sources to make the particular experience well-rounded,
yet not so much that it is not time-effective or interferes
with other important learning. Sometimes it helps to work
with students to choose a plan for drilling down into
the source pool (e.g., clustered about one event or person,
linear or chronologically to show change and continuity
in a topic or phenomena, or scattered to obtain a sampling
from which inferences can be made).
Time.
The time in which the source document was created provides
information that allows us to further contextualize the
source by obtaining information directly related to that
time. Events corresponding to the same time and place
provide contextual clues about culture as well as human
perspectives prevalent at the time the source was created,
as well the information we need to compare and contrast
with other sources from the same time period but very
different locations or settings. For additional information,
see the Time and Place Rule in Teaching
with Source Documents: Creating Meaning Through Historical
Source Document Analysis.
Extensional
needs. Working with sources provides an exceptional opportunity
to extend students' learning through additional domain-specific
research as well as through question generation, essay
construction, and communication in the form of presentations.
Consider as well the opportunity to tie source materials
in with instructional units that focus on issues and the
evidence-collection, analysis, and decision-making exercises
that comprise such units.
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For
more on teaching and learning using historical source
documents and artifacts, see CASE:
Context Analysis Source Explorations.
CASE
represents a cohesive instructional approach that
is adaptable to any classroom or home teaching environment.
The CASE overview page contains a regularly updated
variety of CASE instructional units (including the
free sample lesson on child labor—"A Long
Time Ago"), as well as links to each pertinent
instructional resource used in units. Visit regularly
for new additions and options.
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If
this is your first time to visit
LearningLeads™, or if it has been awhile,
be sure to take a look at the LearningLeads™
homepage at: http://www.designedinstruction.com/learningleads/index.html
For
more on using context, go to the Learning
Through Context curriculum and learning strand overview
page at: http://www.designedinstruction.com/learningleads/learning-through-context.html
