ABSTRACT
Eventually, of course, students need to become adept at working with different types of sources simultaneously: visual and nonvisual texts as well as primary and secondary sources. Once students are able to analyze multiple sources using the SOAPSETone technique, we can begin incorporating at least one primary and secondary source, and one visual and nonvisual source, into our DBQs. Over time, we can increase the number of different types of sources we require students to analyze.
