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When deciding whether/when to pair or group primary sources in one lesson, be sure to consider the following:

1. Identify any/all points of intersection or overlap between the two sources? How do these two sources “speak to” each other? Why do they “speak to” each other in this way? Note: Be sure to look for points of contrast or contradiction as well as points of corroboration.

            Consider points of intersection related to form, function, materials, method, content links,             ease of analysis, point of view, time of creation… etc. etc.

2. How might these two sources be used together in a lesson? How might they feed into/off of each other?

            Might they offer competing views of the same event/issue?; Might one be able to add             depth or detail to information the other provides? Might one work well as a focus or             inquiry activity at the beginning of class, and the other for an in-depth analysis project             that takes a full period? These are simply some ideas…you will have many more to add             to this list.

3. How would you structure a two-source lesson? Consider where in the instructional cycle each would be used.

4. What would the History/SS content objective(s) of such a two-source lesson be? What would the History/SS skills and concepts objective(s) of such a lesson be?

5. Would these sources be more effective if used separately or together in the classroom? Why?