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ETeachers guide to copyright [] Images: Veteran's History Project [] You are the Historian [] American Memory Project [] Special collections [] [|http://www.loc.gov/teachers/usingprimarysources] National Archives [] Data: Wikis in Plain English [] Documents Multiple raw data for education [] Weather and climate [] Crime and Law Enforcement : Bureau of Justice [] World Health Organization [] Center for Disease Control [] Sports Database [] Geoscience multiple sources [] Cartoons: Posters Audio/recordings Sheet Music Doing an Oral History: a Practical Guide [] Video Maps How to View (American Memory) Wavelet Compression Technology [] xTimeline Creator [] Blogs
 * NARA Worksheets []
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 * US Patent and Trade[| http://patft.uspto.gov/]
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 * Footnote[| http://www.footnote.com/]
 * Digital History []
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 * Wikispaces tutorial []
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 * Comics and Political Cartoons Archives[| http://wps.ablongman.com/long_alfano_envision_1/24/6311/1615623.cw/content/index.html]
 * Primary Sources: Political Cartoons []
 * Daryl Cagle's Professional Cartoonists Index []
 * Harp Week: Explore History []
 * Dr. Seuss Went to War []
 * Political Cartoons []
 * Political Cartoons in the Classroom []
 * By the People, For the People Posters of the WPA [| http://memory.loc.gov/ammem/wpaposters/wpahome.html]
 * Posters from WWI, WPA, the depression, and WWII []
 * Hoover Institution Posters []
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 * The National Archives Power of Persuasion Posters []
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 * John Novak Digital Interview Collection []
 * Timeline of Media and Music Technology []
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 * Sales noise: a timeline of music and advertising []
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 * YouTube
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 * Globals interactive maps []
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 * Internet Field Trips: Maps, Globes, and Map Skills []
 * ISS Earthcam Map Skills []
 * VoiceThread []

The Primary Source Librarian []

SEA Method
The SEA Method has three steps:
 * 1) Scan
 * 2) Examine
 * 3) Analyze

Scan
Scanning a source is a short process, only 5-10 minutes long. Spend a few minutes gathering your first impressions about the source. What initially draws your attention? What do you see about the primary source as a whole?

Examine
After you scan the source for your initial impressions, //examine// it for more details. If it’s an image or document, zoom in and look at every part of it. If it’s audio, listen to it repeatedly; read the transcript if it’s available. When you examine a primary source, you’re searching for clues about the audience, speaker, purpose, and context. You’re only examining what the source itself can tell you though; don’t worry about connecting it to your own prior knowledge or other sources until the next step. However, during the examine phase, you should consider what additional information would help you understand the source.

Analyze
//Analyzing// is when you research further to put the primary source in context and understand the story behind the source. Connect the source to your prior knowledge or conduct research to identify the who, what, where, when, why, and how of the source.

Selecting Primary Sources
Keep these best practices in mind as you select primary sources to use in your lesson plans and for your local history project.
 * Jump in the Middle of the Action
 * Make it Personal
 * Connect to Prior Knowledge

Jump in the Middle of the Action
Primary sources that depict exciting events are intrinsically more interesting for students. The idea is to really have an impact and to draw students in by making them curious. If students look at a source that makes them wonder, they’ll investigate further. Sometimes it can be more motivating for students to have a primary source that poses a puzzle or mystery to be solved. This can mean //not// starting at the beginning, but in the middle of the action. Look at crime dramas on TV; they often start with the crime being committed or a body being found. The crime draws you in, making you want to understand what happened; finding out the story and how the crime was committed is the mystery that takes up the rest of the episode.

Make it Personal
Personal stories are another way to make primary source lessons relevant and engaging for students. What is more likely to be interesting to students: a textbook description of the dust bowl’s effects on farmland, or a vivid first person description of being in the middle of a dust storm? Different periods in history can become more “real” for students if they can relate to individual stories. Examining what life would have been like for someone of the same age during a specific time and place can help students identify with and relate to those experiences.

Connect to Prior Knowledge
Primary sources should be connected to what’s relevant to students’ lives. Take students from the past to the present. Connect a historical source to what students know now.

Sometimes this can be done with a series of sources. For example, you could use the original Orson Welles //War of the Worlds// radio broadcast as an initial “hook” for a lesson. This could be followed up with primary sources of letters or reactions from the time of the initial broadcast. The original broadcast could be compared with the recent movie based on the story. e.