2 of the C3 Framework: D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their
actions changes over time and is shaped by the historical context. There are at least two ways to facilitate this indicator. One is to
focus on the “changes over time.” The other is to focus on events themselves.
Some tips for supporting students as they develop their understanding of the significance of the historical topics they are
investigating:
• Have students locate (or provide students) differing perspectives on the person or events they are investigating. Students
will probably need to use secondary sources or textbooks.
• If students are working in groups, require each individual to make up his or her own mind about the significance of the
person or event, and then bring the group together to debate differences of opinion.
Dimension 3: Evaluating Sources and Using Evidence
Once students have gathered some information about the significance of their topics, it is important to model how to process that
information. Start by using class content as a model to show students how you would read and break down information from a
historical source (both secondary and primary).
Then have the students bring in one source and give them a specific set of tasks, such as:
• Who is the author?
• What do we know about him/her?
• Find two quotes and list with quotation marks.
• Paraphrase three to five key facts that are new from this source. Have students start with a manageable source (If it is text,
three to five pages maximum). Remind students to ask questions if they get lost in the source, and assist as needed. It is often
helpful to pair up students for this activity.
This is also a good place to remind students to ask questions such as, “Is this source reliable?” and “How do you know?” This
questioning process should be modeled with the whole class. One approach would be to show two websites with historical
information and have students discuss reliability, sourcing, and the motivations of the authors or creators.
After investigating an initial source, ask students to do some more source work. It is not good enough to just have an idea—now
students need to find credible sources. They need to go past the basic facts (and start to understand why their person, event, or
idea was important in history). As students investigate sources, make sure they are asking questions about whether the sources
are credible.
At the conclusion of this phase, students will submit Part 5 of their proposal form. This part could be completed in written form,
but is a great opportunity for a student conference, where students explain their research proposal and sources to the teacher.
In this case the teacher can ask follow-up questions as needed, tailor any feedback, and also spend additional time with students
who need extra guidance or support. As students complete Part 5 of their proposal, they will have an opportunity to develop the
skills in the C3 Framework in indicator D3.2.9-12 Evaluate the credibility of a source by examining how experts value the source.
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NATIONAL HISTORY DAY 2015