Primary Sources & Historical Fiction How to more completely understand events in history through research and analysis.

Primary Sources & Historical Fiction

How to more completely understand events in history

through research and analysis

Non-Historical Fiction BookBook Selected Based On Personal Lexile Range

Determined By Your Teacher

• Complete Reading Response Notebook – Review instructions and rubrics glued into

your Reading Response Notebook– Minimum of 10 quality written entries and

should be actively worked on during your reading of the book throughout the quarter.

• DO NOT WAIT UNTIL YOU HAVE FINISHED READING THE BOOK TO WRITE YOUR ENTRIES.

– Reading Response Notebooks will be collected at the end of the quarter.

– Students may also be asked to complete an additional activity in class related to the book, as well as take one AR test.

Historical Fiction Book Project

• Locate and analyze at least one primary source document related to the historical content of your book.

• Complete the S.O.A.P. Analysis Worksheet and present a copy of printed document (source) on due date

• Be prepared to discuss your analysis of the primary source ALONG with its RELATIONSHIP to your historical fiction book.

Quarter 1= 17th Century or earlier ?-1700 Quarter 2=18th Century 1701-1800

Quarter 3=19th Century 1801-1900 Quarter 4=20th Century 1901-2000

INSPIRATION FOR THE NOVEL

“THE BALLAD OF BIRMINGHAM “BY DETROIT POET LAUREATE DUDLEY RANDALL

BOMBING OF 16TH STREET BAPTIST CHURCH BIRMINGHAM, ALABAMASEPTEMBER 15, 1963

Characters: • Kenny Watson• Byron Watson• Joetta Watson• Wilona Sands

Watson• Daniel Watson• Grandma Sands• Larry Dunn• Buphead• Rufus Fry

16th Street Baptist Church BombingBirmingham, Alabama

Watson family, including,

Byron return to Michigan.

Kenny is disturbed by the direct racism and violence towards African Americans. He visits the “Animal Hospital” until he can reconcile with what he has witnessed. Byron helps Kenny cope.

Watsons Go to Birmingham, 1963Christopher Paul Curtis

Historical FictionPublished in 1995

Setting: • Flint, Michigan Winter 1962 Watson Residence• Birmingham, Alabama Summer 1963 Sands Residence• American Civil Rights Movement

Elements of Fiction Primary Sources

• Which of the elements of fiction are historically accurate?– How can you find this out?

• Start with a review of the elements of fiction and isolate the “historical” components

– Historical Components for Watsons Go to Birmingham, 1963:

• Civil Rights Movement• Racism• Segregation• 16th Street Baptist Church Bombing

Review Research 101 PowerPoint

Start with the Library of Congress

www.loc.govWhat is it?

• The research library for the United States’ Congress, est. 1800

How to search?• Select key words to type

in the database/online collections

• Decide the kinds of documents would you like to find

Remember not all sources are available online, and may only be accessible in Washington, D.C.

The LoC will provided options for other online databases, collections, and both private & public repositories around the world.

Why Not Google?

Try the Search!Type in: Sixteenth Street

Baptist Church Bombing, 1963

• Photographs, documents, etc. CANNOT be verified or authenticated.

• How do you know if the Google hits are actually historically authentic (real?)

• Google is appropriate for establishing basic information, brain storming key words, etc-NOT FOR RESEARCH PURPOSES

– However, do consult Google for secondary sources, websites, etc.

Civil Rights Movement ImagesOnline Images Available from the Library of Congress

Obstacles to Online Research:

For example:• Sunday, September

15, 1963• What happens when

you search for 16th Street Baptist Church Bombing?– Many of the

photographs are only available in Washington, D.C.

– What other primary images would be eligible?

• Research is full of “dead ends” or “road blocks” – do not be dismayed or frustrated! Enjoy the challenge!!

• Not finding what you’re looking for is just as important as eventually finding what you can use.

• Sift through secondary sources to find the primary source you would like to analyze.

Let’s Practice…Put Those Historical Thinking Hats On!

• In your collaborative teams, you will be given one primary source from the Civil Rights Movement. – The “research” in terms of finding the source has

already been done for you… (you’re welcome!)– Analyze the source to the best of your abilities in your

team.– Review orally the S.O.A.P. Analysis Worksheet as a

team. • Talk it out…you will agree and disagree many times…this is

all part of the process.

– When you can come to a consensus (do your best!) write down your answers on your S.O.A.P. Analysis Worksheet

• Answer every question, even if you are taking an educated guess.

S O A P A nalysis

S =S ource O =O ccasion A =A udience P=Purpose

Working with primary documents and artifacts is not an easy undertaking but mastery will be

achieved through perseverance and practice. T hus S .O .A .P. A nalysis becomes an invaluable tool in this endeavor. B elieve it or not as

the year progresses you will be doing this format in your head quickly and efficiently. Y our goal is always to:

S O U RC E

C O N T E XT U A L IZ E

C L O S E RE A D

C O RRO B O RA T E to enhance your ability to T H IN K L IK E A H IS T O RIA N !

U se the “What is H istory” and “H istorical Reading S kills” documents in your S ocial S tudies N otebook for questioning techniques,

prompts, and skills needed to be an expert S O A PE R!!

Now, answer the following questions in analyzing your primary source. U se complete sentences when responding!!

1. What type of document is it (newspaper, map, advertisement, letter, telegram, report, journal, photo, film, etc.)?

____________________________________________________________________________________________

2. H ow do you know this is a primary document? What makes a primary source, primary? Y ou may also consider, but not limited

to, some unique physical qualities.

____________________________________________________________________________________________

____________________________________________________________________________________________

3. Who is the S peaker? N ame & T itle (if applicable) ______________________________________________________

a. What do we know of the speaker strictly from the document? T hink about occupation, culture, nationality, family, etc.

__________________________________________________________________________ _______________

_________________________________________________________________________________________

b. What is the author’s point of view? In other words, what does the author believe? U se a specific quotation to reinforce

your position of the author’s point of view!

_________________________________________________________________________________________

__________________________________________________________________________ _______________

_________________________________________________________________________ ________________

4. What is the O ccasion? (T ime period, historical significance, other contemporary events). Y ou are building C O NT E XT !

a. When was the document written? _______________________________________________________________

What is going on historically during this time period? U se your textbook, other reliable secondary sources (K -5 E lectronic S ources,

S weetseach.com, or background knowledge as a start!)

___________________________________________________________________________________________________

_______________________________________________________________________________

This document is a photograph

This photo was taken in 1963 and the bombing occurred on Sept. 15, 1963. This document is black and white which is typical of the technology in 1963

The photographer believes this is a terrible event. The photo shows evidence of building damage, the removal of bodies, and presence of the police and fire fighters.

I can not be for sure, but it appears this person was present at the bombing and was possibly a journalist.

The photographer’s identity is not known

The 1960s was a period of expressing the need for civil rights of all American citizens. Black citizens, especially in the South, were treated unequally and often violence was used.

This photo was taken in 1963.

What things were different back then? What things were the same?

S ame:____________________________________________________________________________________

_________________________________________________________________________________________

D ifferent:__________________________________________________________________________________

_________________________________________________________________________________________

1. Who is the A udience?

a. Who was the document designed for in its time? Put yourself in the shoes of the A U T H O R! Y ou may want to use a

secondary source to help!

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

2. What is the Purpose of the document? (What did the document do or achieve?)

What claims does the author make? A claim is just one main idea, point, intention, etc. E ach document will have multiple

claims. Y ou must just pick one!

____________________________________________________________________________ ______________

__________________________________________________________________________________________

What evidence does the author use to support the claims? C ite a specific example-U se a direct quotation.

____________________________________________________________________________ _______________

___________________________________________________________________________________________

What was the overall intended purpose of the source? T hink about different forms of author’s purpose (persuade, explain,

entertain, describe)

___________________________________________________________________________________________

___________________________________________________________________________________________

3. D o you find this source/ speaker reliable? In other words, would you consider this source trustworthy? Why or why not?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

4. What N E W questions do you have that leads to further research? (D ig deeper!)

1)________________________________________________________________________________ ___________

2)___________________________________________________________________________________________

C O NG RA T U LA T IO NS ! YO U HA VE S .O .A .P.ed like a scholar now!

K eep in mind, when you repeat this process, using as many sources (both primary & secondary) as possible, you are able to

C O RRO B O RA T E (determine if the event is represented accurately).

What do other pieces of evidence say?

A m I finding different versions of the story? Why or why not?

What pieces of evidence are the most believable?

One claim is that violence towards others solves nothing. Accepting the differences of others will promote peace.

This photo was designed to describe the terrible violence and death of innocent children. The physical and emotional destruction, as well as the support to recover from the crime should not be forgotten. Racism is not acceptable.

Laws against segregation and violence are now enforced. People regardless of race may assemble peacefully together.

The presence of the dead bodies being removed and the recovery by the fire fighters and police officers supports that violence does not resolve differences.

This photo was designed for the American public, regardless of race. The American government must react and create /enforce laws to protects its citizens.

Yes, because the photographer took the photo on site after the bombing and witnessed the destruction.No, because this is one point of view and may show bias (one side of the story).

Why were African Americans targets of such racial violence?

American citizens still attend church and work as fire fighters and police officers. People also express racism and violence towards others.

Why didn’t the government offer more protection?

Sixteenth Street Baptist Church, 1530 Sixth Avenue North, Birmingham, Jefferson, AL

Sixteenth Street Baptist Church Bombing (Damaged Eastern Façade)

http://www.bham.lib.al.us/virtual/

The day a church became a tombhttp://www.bham.lib.al.us/virtual/