Corroborating

=Corroborating: Ask questions about important details across multiple sources to determine points of agreement and disagreement. =

Ask students how they could proceed with this historical investigation: What questions arise, after careful reading and interpretation of the document? What other primary sources might corroborate or refute this interpretation? Have students discuss their responses in pairs and then share with the class.

[|CCSS.ELA-Literacy.RH.9-10.6] Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. [|CCSS.ELA-Literacy.RH.9-10.9] Compare and contrast treatments of the same topic in several primary and secondary sources.
 * Craft and Structure**
 * Integration of Knowledge and Ideas**

Historical Thinking matters is the site for learning how to do history. This site uncovers the thinking process that historians go through when they do history. The site has four inquiry activity. Each activity has a lead question and a set of sources. There are questions to help students do close reading as well as examples of historians thinking about sources and students modeling the process in a think aloud model. This is a great link for teachers and students into an inquiry activity on the Scopes Trial. It provides sources with questions to aid students in corroborating important details across multiple sources. http://historicalthinkingmatters.org/scopestrial/0/inquiry/main/questions/43/

This is another excellent think aloud example of a student corroborating evidence in the Civil Rights Movement activity. http://historicalthinkingmatters.org/rosaparks/1/studentwork/ta2/

This is another excellent think aloud example of a student make connections between two documents involved in the passing of Social Security activity. http://historicalthinkingmatters.org/socialsecurity/1/studentwork/ta2/