Patterns in White-Native Relations, 1600-1900
Another experience during which I demonstrated interpretation and synthesis of primary and secondary sources was my culminating project from the Revolutionary and Early National America course. In this assignment, students were required to identify a research topic related to a topic covered during the course about which to create a documentary-style project. In my documentary, I incorporated a variety of primary images in support of my secondary-based historical analysis. This assignment, more than any other I completed during my program, reminded me of the process and delivery of a National History Day project. I am a firm believer in the value of History Day because it asks students to consider long- and short-term causes of an event, as well as the short- and long-term effects of the same event. Furthermore, in all formats, students must consider representative visuals in order to support their claims. Employing visual primary sources in support of a claim is an important skill for students to develop. Philosophically, I instruct that if you can tell a reader/viewer a point, it becomes even more convincing if you can also show the reader/viewer proof of the same point.
Hist 555 - Patterns in White-Native Relations: 1600-1900 Paper.pdf |