Multiple perspectives pgl power point amg 2013

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  • More about PS: Primary Source educates K-12 teachers about world histories, cultures, and global issues. Through in-depth courses, teaching materials, and international study tours, we help educators gain the knowledge and tools they need to prepare students to thrive in today’s interconnected world. Primary Source is guided by a commitment to change the way students learn history and understand culture so that their knowledge base is broader and their attitudes about peoples of the world more open and inclusive. TALKING POINT: We provide many different access points for teachers to global education. We try to think about what is practical and useful for a variety of teacher needs. TALKING POINT: One of our goals is to fill the void of content-based courses for educators.
  • Sometimes, a global focus is incorporated directly into the standards as seen in this example. (I’ll read it and comment on it).
  • At other times, the global emphasis is embedded in the text surrounding the standards as shown in the next couple examples (I’ll read and comment on them).
  • Here’s the same key anchor standard for reading but it’s in the literacy in history/social studies for grades 6-8. Students are asked to integrate visual information and texts.
  • Here’s the same key anchor standard for reading but it’s in the literacy in history/social studies for grades 6-8. Students are asked to integrate visual information and texts.
  • Here’s the same key anchor standard for reading but it’s in the literacy in history/social studies for grades 6-8. Students are asked to integrate visual information and texts.
  • Here’s the same key anchor standard for reading but it’s in the literacy in history/social studies for grades 6-8. Students are asked to integrate visual information and texts.
  • Culture Persian Title Mongolian siege of Baghdad, 1258 (double page from Rashid al-Din, Jami' al-tavarikh) Work Type manuscript Date c. 1430-1434 Site Herat Material parchment Measurements 320 x 230 mm Style Period Mongol Period Repository Bibliothèque nationale de France. Département des manuscrits
  • Creator Marco Polo Title Li Livres du Graunt Caam. Folio #: fol. 244v Work Type Manuscript Date c. 1400 Material Parchment Measurements 230 x 200 mm School English Description The Khan distributing alms to the poor in the city of Cambaluc. Part III: from fol. 218 to fol. 274. Additions to an earlier Flemish manuscript of the Romance of Alexander. Written by the same scribe as fols. 209-15 (part II). Miniatures by Johannes (whose signature appears on fol. 220) and his school. Repository Bodleian Library, University of Oxford
  • Multiple perspectives pgl power point amg 2013

    1. 1. +Synthesizing MultiplePerspectives: Global Texts andthe Common CoreA Primary Source Workshop for the PGLConferenceAnn Marie Gleeson, Ph.D.Program Director
    2. 2. +Primary Source Courses and Workshops International study tours Classroom-ready resourcesWe are a non-profit, global education organizationthat educates K-12 teachers about world histories,cultures, and global issues.
    3. 3. +Today’s Resourceshttps://www.livebinders.com/
    4. 4. +AgendaOverview of Multiple Sources and theCommon CoreUsing Multiple SourcesReading StrategiesWriting StrategiesResources
    5. 5. +Warm-Up: Understanding MultiplePerspectives Draw what you see.
    6. 6. +Engaging Students withMultiple Perspectives andSources from Other Cultures forthe Common Core
    7. 7. +Session Essential Question: How can we effectively engagestudents with multiple sources so theycan recognize and articulate diverseglobal perspectives through readingand writing in a way that aligns withthe Common Core?
    8. 8. +Why use multiple sources andperspectives in social studies? Think/Pair/Share
    9. 9. +Why use multiple sources andperspectives in social studies?To show how people can experience the sameevent in different ways across time and placeCentral to disciplinary process of thinking likea social scientist/historian
    10. 10. +“Through extensive reading of stories, dramas, poems,and myths from diverse cultures and different timeperiods, students gain literary and cultural knowledgeas well as familiarity with various text structures andelements.”--”English Language Arts Standards, Anchor Standards, College and Career Readiness AnchorStandards for Reading”from the Common Core State Standards Initiative Websitehttp://www.corestandards.org/ELA-Literacy/CCRA/RAligns with Common Core!!!
    11. 11. +“Students appreciate that the twenty-first-centuryclassroom and workplace are settings in which peoplefrom often widely divergent cultures and who representdiverse experiences and perspectives must learn andwork together. Students actively seek to understandother perspectives and cultures through reading andlistening, and they are able to communicate effectivelywith people of varied backgrounds.”--”English Language Arts Standards, Introduction, Students Who are College and Career Readingin Reading, Writing, Speaking, Listening, and Language” from the Common Core State StandardsInitiative Websitehttp://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-read
    12. 12. +Integrating multiple forms of textReading Standards for Literacy inHistory/Social Studies 6-12Craft and Structure6. Identify aspects of a text that reveal anauthor’s point of view or purpose (e.g.,loaded language, inclusion or avoidance ofparticular facts).[Grades 6-8]
    13. 13. +Integrating multiple forms of textReading Standards for Literacy inHistory/Social Studies 6-12Integration of Knowledge and Ideas7. Integrate visual information (e.g., in charts,graphs, photographs, videos, or maps) withother information in print and digital texts.[Grades 6-8]
    14. 14. +Integrating multiple forms of textReading Standards for Literacy inHistory/Social Studies 6-12Integration of Knowledge and Ideas9. Analyze the relationship between aprimary and secondary source on the sametopic.[Grades 6-8]
    15. 15. +Integrating multiple forms of textWriting Standards for Literacy inHistory/Social Studies 6-127. Conduct short research projects to answera question (including a self-generatedquestion), drawing on several sources andgenerating additional related, focusedquestions that allow for multiple avenues ofexploration.[Grades 6-8]
    16. 16. +Challenges for Using MultipleTextsWhat are the challenges to havingstudents work with multiple texts?
    17. 17. +Source Packet The Mongol Invasion ofBaghdad https://www.livebinders.com/play/play?id=924207
    18. 18. +What are the key elements thatstudents need to consider whenexamining multiple perspectives?
    19. 19. +What are the key elements thatstudents need to consider whenexamining multiple perspectives? Source Creator, position/role in society, motivations, actions Context What was happening at the time the source was created? Corroboration How does the source compare to other sources? How does the source compare to the author’s other works?
    20. 20. +What should you think about whenselecting multiple sources?
    21. 21. +What should you think about whenselecting multiple sources? Sources meet a purpose Represent a range of significant perspectives Address significant aspect of the issue; Address or suggestessential question Documents in tension with one another Small, focused excerpts that get a key points Developmental considerations (Initially, use documents withstark contrasts, moved to more nuanced interpretations)
    22. 22. +Adapting Sources for Accessibility Focusing Ellipses 200 – 300 words Simplification Conventional syntax, spelling, punctuation Presentation 16 pt font White spaceWineburg, S., & Martin, D. (2009). “Tampering with history: Adapting Primary Sources for Struggling Readers.” Social Education, 73(5), 212 – 216.
    23. 23. +Reading StrategyRead/Think A-Loud
    24. 24. Source 1: Benjamin of Tudela, c. 1159 – 1171Benjamin of Tudela was a Jewish traveler from northern Spain.Benjamin of Tudela. The Itinerary of Benjamin of Tudela: Travels in the Middle Ages. Edited by Michael A. Signer. New York: NightinGale Resources, 2005.Thence it is two days to Bagdad, the great city and the royalresidence of the Caliph Emir al Muminin al Abbasi of the family ofMohammed. He is at the head of the Mohammedan religion, and all thekings of Islam obey him; he occupies a similar position to that held bythe Pope over the Christians. He has a palace in Bagdad three miles inextent, wherein is a great park with all varieties of trees, fruit-bearingand otherwise, and all manner of animals. The whole is surrounded bya wall, and in the park there is a lake whose waters are fed by the riverHiddekel. Whenever the king desires to indulge in recreation and torejoice and feast, his servants catch all manner of birds, game and fish,and he goes to his palace with his counsellors and princes. There thegreat king, Al Abbasi the Caliph (Hafiz) holds his court, and he is kindunto Israel, and many belonging to the people of Israel are hisattendants; he knows all languages, and is well versed in the law ofIsrael. He reads and writes the holy language (Hebrew). He will notpartake of anything unless he has earned it by the work of his ownhands…. He is truthful and trusty, speaking peace to all men. …Within the domains of the palace of the Caliph there are greatbuildings of marble and columns of silver and gold, and carvings uponrare stones are fixed in the walls. In the Caliphs palace are great richesand towers filled with gold, silken garments and all precious stones….
    25. 25. Source 1: Benjamin of Tudela, c. 1159 – 1171Benjamin of Tudela was a Jewish traveler from northern Spain.Benjamin of Tudela. The Itinerary of Benjamin of Tudela: Travels in the Middle Ages. Edited by Michael A. Signer. New York: NightinGale Resources, 2005.Thence it is two days to Bagdad, the great city and the royalresidence of the Caliph Emir al Muminin al Abbasi of the family ofMohammed. He is at the head of the Mohammedan religion, and all thekings of Islam obey him; he occupies a similar position to that held bythe Pope over the Christians. He has a palace in Bagdad three miles inextent, wherein is a great park with all varieties of trees, fruit-bearingand otherwise, and all manner of animals. The whole is surrounded bya wall, and in the park there is a lake whose waters are fed by the riverHiddekel. Whenever the king desires to indulge in recreation and torejoice and feast, his servants catch all manner of birds, game and fish,and he goes to his palace with his counsellors and princes. There thegreat king, Al Abbasi the Caliph (Hafiz) holds his court, and he is kindunto Israel, and many belonging to the people of Israel are hisattendants; he knows all languages, and is well versed in the law ofIsrael. He reads and writes the holy language (Hebrew). He will notpartake of anything unless he has earned it by the work of his ownhands…. He is truthful and trusty, speaking peace to all men. …Within the domains of the palace of the Caliph there are greatbuildings of marble and columns of silver and gold, and carvings uponrare stones are fixed in the walls. In the Caliphs palace are great richesand towers filled with gold, silken garments and all precious stones….The first thing I look atis the source. Whowrote the text? I’venever heard ofBenjamin of Tudelabut it says he was aJewish traveler fromSpain. He wrote thisbetween 1159 – 1171.Going back to thepacket introduction, Iknow this was beforethe Mongol invasion of1258 from ourtextbook.
    26. 26. Source 1: Benjamin of Tudela, c. 1159 – 1171Benjamin of Tudela was a Jewish traveler from northern Spain.Benjamin of Tudela. The Itinerary of Benjamin of Tudela: Travels in the Middle Ages. Edited by Michael A. Signer. New York: NightinGale Resources, 2005.Thence it is two days to Bagdad, the great city and the royalresidence of the Caliph Emir al Muminin al Abbasi of the family ofMohammed. He is at the head of the Mohammedan religion, and all thekings of Islam obey him; he occupies a similar position to that held bythe Pope over the Christians. He has a palace in Bagdad three miles inextent, wherein is a great park with all varieties of trees, fruit-bearingand otherwise, and all manner of animals. The whole is surrounded bya wall, and in the park there is a lake whose waters are fed by the riverHiddekel. Whenever the king desires to indulge in recreation and torejoice and feast, his servants catch all manner of birds, game and fish,and he goes to his palace with his counsellors and princes. There thegreat king, Al Abbasi the Caliph (Hafiz) holds his court, and he is kindunto Israel, and many belonging to the people of Israel are hisattendants; he knows all languages, and is well versed in the law ofIsrael. He reads and writes the holy language (Hebrew). He will notpartake of anything unless he has earned it by the work of his ownhands…. He is truthful and trusty, speaking peace to all men. …Within the domains of the palace of the Caliph there are greatbuildings of marble and columns of silver and gold, and carvings uponrare stones are fixed in the walls. In the Caliphs palace are great richesand towers filled with gold, silken garments and all precious stones….Here he describesBaghdad as a “greatcity” where the Caliphhas a palace threemiles wide, whichseems very big. Thismakes me think thatBaghdad was animportant city in the1100s.
    27. 27. Source 1: Benjamin of Tudela, c. 1159 – 1171Benjamin of Tudela was a Jewish traveler from northern Spain.Benjamin of Tudela. The Itinerary of Benjamin of Tudela: Travels in the Middle Ages. Edited by Michael A. Signer. New York: NightinGale Resources, 2005.Thence it is two days to Bagdad, the great city and the royalresidence of the Caliph Emir al Muminin al Abbasi of the family ofMohammed. He is at the head of the Mohammedan religion, and all thekings of Islam obey him; he occupies a similar position to that held bythe Pope over the Christians. He has a palace in Bagdad three miles inextent, wherein is a great park with all varieties of trees, fruit-bearingand otherwise, and all manner of animals. The whole is surrounded bya wall, and in the park there is a lake whose waters are fed by the riverHiddekel. Whenever the king desires to indulge in recreation and torejoice and feast, his servants catch all manner of birds, game and fish,and he goes to his palace with his counsellors and princes. There thegreat king, Al Abbasi the Caliph (Hafiz) holds his court, and he is kindunto Israel, and many belonging to the people of Israel are hisattendants; he knows all languages, and is well versed in the law ofIsrael. He reads and writes the holy language (Hebrew). He will notpartake of anything unless he has earned it by the work of his ownhands…. He is truthful and trusty, speaking peace to all men. …Within the domains of the palace of the Caliph there are greatbuildings of marble and columns of silver and gold, and carvings uponrare stones are fixed in the walls. In the Caliphs palace are great richesand towers filled with gold, silken garments and all precious stones….Benjamin describeshow the Caliph treats“the people of Israel.”It makes sense that hewould be concernedabout this if Benjaminof Tudela is Jewishlike it says in thesource description.He says the Caliph iskind to the Jewishpeople and truthful,trusty, and “speakingpeace to all men.”This makes me thinkthat different religionsare respected inBaghdad.
    28. 28. +Group Read Aloud Read the next paragraphs.Write down ONE comment whileyou read. (Use the sentence starters if you need a prompt.) What did you learn from the comments?
    29. 29. +Comparing Perspectives1. Select 4 sources from the packet.2. Fill out the graphic organizer.1. Identify the source and point of view.2. Provide evidence from the text to support point of view.3. Write 20 word summary of each source.4. Write ONE final 20 word summary of all FOUR sources.
    30. 30. +Source:What key evidence from the source illustratesthe author’s point of view?Summarize the source (20 words or less)Source:What key evidence from the source illustratesthe author’s point of view?Summarize the source (20 words or less)Essential Question:Write a single summary of all of the sources in 20 words or less.Summarizing Multiple Perspectives
    31. 31. +What other strategies do you usefor multiple perspectives?
    32. 32. +WritingWhat types of writingactivities/lessons have you donearound multiple perspectives?
    33. 33. +Writing Research shows that when students write aboutmultiple texts, they demonstrate deeperhistorical understanding about the content. Significant writing assignments come in allsizes Create prompts that require students to citemore than one sourceVoss, James F., and Jennifer Wiley. “A Case Study of Developing Historical Understanding via Instruction.” In Knowing, Teaching, and Learning History:National and International Perspectives edited by Peter N. Stearns, Peter Seixas, and Sam Wineburg, 375–389. New York: New York University Press, 2000.
    34. 34. +Common Core Writing ExamplesWriting Types Represented in the Common Core Informative/Explanatory Compare/contrast, chronological, definitions, cause/effect,summary Argumentative Compare/contrast arguments, opinion, synthesizing sources toconstruct an argument Narrative* Synthesizing different sources
    35. 35. +Describe the process throughwhich African people wererendered into slavery in theAmericas, highlighting the rolesof both Africans and Europeans.
    36. 36. +Informative/ExplanatoryDescribe the process throughwhich African people wererendered into slavery in theAmericas, highlighting the rolesof both Africans and Europeans.
    37. 37. +Describe the experience ofthe Middle Passage from thepoint-of-view of a participant,European or African.
    38. 38. +Describe the experience ofthe Middle Passage from thepoint-of-view of a participant,European or African.Narrative
    39. 39. +Agree or disagree with theassertion that, during theMiddle Passage, Africanpeople engaged in activeresistance to their captivity.
    40. 40. +Agree or disagree with theassertion that, during theMiddle Passage, Africanpeople engaged in activeresistance to their captivity.Argumentative
    41. 41. +Writing1. Get into groups of 3.2. Assign each person ONE writing type:1. Argumentative2. Informative/Explanatory3. Narrative3. Create a writing prompt that addresses multiple perspectivesfor the writing type you’ve been assigned.4. Share (and critique) your prompts with you group.1. Will the prompt engage students in that type of writing?
    42. 42. +Writing
    43. 43. +Multiple Perspectives:Your TurnThink about a topic that you teach. What perspectives are important to use to fullyunderstand the topic? What do you want students to know about theseperspectives? What evidence or texts are available to representthese perspectives? What instructional activities might you use?
    44. 44. +Multiple Perspectives:Your Turn
    45. 45. +Resources: General GlobalPrimary Sources Primary Source Resource Guides:http://www.primarysource.org/resourceguides Reading Like a Historian: http://sheg.stanford.edu/world Library of Congress Primary Source Sets:http://www.loc.gov/teachers/classroommaterials/primarysourcesets/ Old Maps Online: http://www.oldmapsonline.org World Digital Library: http://www.wdl.org/en/
    46. 46. +Resources: Newspapers Chronicling America (Library of Congress):http://chroniclingamerica.loc.gov/ Today’s Front Pages (The Newseum):http://www.newseum.org/todaysfrontpages/ Newsmap: http://newsmap.jp/ Online Newspapers:http://www.onlinenewspapers.com/
    47. 47. +Wrap-Up Classroom ConnectionsContact Us annmarie@primarysource.orgKeep in Touch http://www.primarysource.org/newsletter/re-source-newsletterOnline Courses http://www.primarysource.org/onlinecourses

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