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I know some KAL teachers have used "CHECK" rather than "HIPPOS" to analyze primary sources.

Some KAB teachers have used HIPP or CAP to analyze primary sources.

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https://www.youtube.com/watch?v=d807y5m8VRY https://www.youtube.com/watch?v=KuSecMh7BnU https://www.youtube.com/watch?v=EHs3ls21mUw https://www.youtube.com/watch?v=o93pM-b97HI
www.archives.gov Library of Congress (www.loc.gov) www.docsteach.org History is a weapon (many critical Primary Sources)Blackpast (African American Primary Sources)Blackpast (World African History Primary Sources)

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strong sources but no guidance for context/framing

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strong sources but no guidance for context/framing

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I've had access to really strong sources, specifically through Achievement First, but have struggled to provide adequate context and framing when the sources are not always from the same time period and seem out of place.

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Connection to students' identity and/or experience (imagine you were... what would you do...)

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Jordan "I didn't take as long to plan this weekend" Barnes

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Jordan "I didn't take as long to plan this weekend" Barnes

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I... don't know? Sourcing is somewhat intimidating to me as a teacher because I think I struggle with having students who have so little background information about the topics we're studying.

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student misunderstanding the context and/or skipping the sourcing line to dive into reading the body of the text

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historical context, intended audience, point of view, purpose

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Use of background knowledge/lack thereof