Inter-textual Maneuvering Between Historical Primary Sources –

1. Inter-textual Maneuvering Between Historical Primary Sources – Ken Tothero Ryan Crowley Cinthia Salinas University of Texas at Austin

2. So far…we have been looking at ONE primary source • A single document serves to introduce or set some context • Deep exploration of a single document can serve as a more Socratic Seminar singular focus or ‘intratextual analysis • —A note—consider http://worldle.net as a way to preview large documents.

3. Categorizing Primary Sources • First Order Source • This is the essential source that you would need to include, one that defines the mainstream understanding of an event • MLK’s “I have a dream” speech as an example • Second Order Source • This source serves either to disrupt the First Order source or expand upon it • A Malcolm X speech would serve to disrupt the MLK speech • Third Order Source • These are sources that the students would add in themselves, sources that they deem essential and that shape their understanding of the event/topic

4. But it is messy  • Knowledge Accretion – • What we already now (prior knowledge)(positionality here) • PLUS …What we have just learned (within the lesson/first order primary source) • PLUS…What we are learning at that moment…(second order primary source) • PLUS….what the learner decides is most telling (third order source) • How do we start to use all this stuff Intertexually…to make history about multiple perspectives and tensions and doubts and the unknown?

5. Multiple perspectives emerge as multiple primary source are ‘used’ • Example of Fakebook page • What might be the possibilities of a fake face book wall in the teaching of history and the use of primary sources? • Let’s do with Ken and Ryan

6. Time to build your own - Step 1 – Assembling Content—(you only get 30 minutes) • The preliminary work in groups of 3-4 (assigned)—Create a Fakebook wall that involves 4 or more historical participants from Dr. Herring’s talks. The exchanges between the figures could debate ideas or discuss the possibility/tensions of the Vietnam Conflict. • Select individuals to include on the wall. You can select profile pictures through automatic Google image search in program so don’t worry about photos (or you can download to computer and upload that way) • Consider that can you can only add text posts or you can put in links that will take the user to a picture or that will embed a YouTube video. Be sure to use all three of these functionalities! Additionally, to add “Likes,” simply add a post and for the “content,” you say, “Likes this” • Include at least one direct quote (from Dr. Herring’s materials or elsewhere) per individual in your Facebook newsfeed. (Be sure to cite the quotes as well)

7. Time to build your own - Step 2 – Creating the Wall Owner • Go to http://www.classtools.net/fb/home/page • To begin, click on “Click Here to Enter Name” and type the person’s name whose wall you are creating • Add background information through “Click Here to Edit Profile” • Add posts by clicking on “Add Post”

8. Done…let’s see • Send your URL to rcrowley5@gmail.com • AND let’s browse at a few

9. Reflections on the use of a fake facebook page • There is a pragmatic meter at work here • Length of document (back to wordle) • Complexity of document (e.g. editorial cartoon use sophisticated irony and satire) • Abstract language (equality, morality…) • Vocabulary (visuwords.com) • Well scaffolded – • Might be better as culminating assignment • Assume that under challenges—content knowledge--Historical references that are complex • Assume that under challenges – curriculum and state level exams