Analyze European arrival to the state from multiple perspectives with trauma-informed protocols
Exercise Difficulty 2 ~5 min hist.g4.f.ex_09

State Archive Card Doc1

MG-7 Chart
State Archive Card - 8.5x11-inch laminated routine card carried by each child. Front: Wineburg 4-question routine adapte

State Archive Card - 8.5x11-inch laminated routine card carried by each child. Front: Wineburg 4-question routine adapted for G4 - (1) WHO MADE THIS SOURCE? When and where? (SOURCING); (2) WHAT WAS HAPPENING WHEN THIS SOURCE WAS MADE? What did the maker know - and not know? (CONTEXTUALIZATION); (3) DOES THIS SOURCE AGREE OR DISAGREE WITH OTHER SOURCES we have read? (CORROBORATION); (4) WHAT EXACTLY DOES THIS SOURCE SAY? What does it not say? (CLOSE READING). Back: the NMAI FIFTH MOVE - 'WHOSE VOICE IS SILENT in this source? Whose perspective is missing? What kind of source would we need to hear that voice?' + the trauma-informed reminder - 'You can choose to set this source aside. Sources about hard chapters are heavy. We carry them carefully.' Style: matte laminated card, dyslexic-font 14pt option.

Prompt

Apply the State Archive Card (MG-7) to Doc-1 Yurok Tribal Cultural Office statement 2010 (CA example - LOCALIZE to your state's equivalent own-voice document). Answer all 5 questions.

How it's presented
mode archive card prompt audio ID audio.g4f.ex 09.stem
Answer criteria
type archive card response
rubric
All 5 questions answered with specific source identification AND silent-voice question correctly identified as 'not silent - own-voice source'
Hints
  1. Question 1: Who made it? Look at the source attribution.
  2. Question 5: Whose voice is SILENT? In an own-voice source, the community voice is PRESENT, not silent.
Misconceptions to watch
  • Treating an own-voice source as having a silent voice
  • Missing the date in the sourcing question
  • Confusing the maker of the document with the community
Used in lessons