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government. I often weave these historical narratives into content through primarysources. I love using primarysources and personal narratives to make history more relevant for my students, but that takes second place to tangible pieces of history like my family artifacts, such as my great-grandfather's World War I uniform.
government abroad, while people living in the U.S. What do artifacts tell us about immigrant experience? When I ran into this unexpected barrier, I decided to work backwards; I was going to let the sources guide me instead of the supporting questions determining my research. were using music as a form of protest.
government abroad, while people living in the U.S. What do artifacts tell us about immigrant experience? When I ran into this unexpected barrier, I decided to work backwards; I was going to let the sources guide me instead of the supporting questions determining my research. were using music as a form of protest.
When we do a full Question Two inquiry lab in the classroom we usually work from primarysource documents, especially in the upper grades. But we can also interpret artifacts, images, or patterns of behavior, which is more typical in the lower grades. Whatever the source, the 4QM interpretation process has three steps.
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