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Primary Sources Critical Thinking**Inquiry-based Learning**Content Understanding Emily Mann Pima County Regional Support C...
Teaching with Primary Sources <ul><li>Agenda:  </li></ul><ul><li>Primary Sources – Why?  </li></ul><ul><li>Teaching with P...
Primary Sources – Why? <ul><li>Evidence  </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></...
Primary Sources – Why? <ul><li>Thinking </li></ul><ul><li>Fact vs. Conjecture </li></ul><ul><li>Evidence vs. Assertion </l...
Primary Sources – Why? <ul><li>Thinking </li></ul><ul><li>Distinguish between important and inconsequential </li></ul><ul>...
Primary Sources – Why? <ul><li>Evidence  </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></...
Primary Sources – Why? <ul><li>Evidence  </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></...
Primary Sources – Why? <ul><li>Evidence  </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></...
Primary Sources – Why? <ul><li>Evidence  </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></...
Primary Sources – Why? <ul><li>Evidence  </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></...
Teaching with Primary Sources  <ul><li>Search all collections </li></ul><ul><li>Example </li></ul><ul><li>Search by criter...
Historical Thinking <ul><li>Identify central questions  in a historical narrative and the purpose, perspective, or point o...
LC Analysis Sheet
 
 
 
 
 
 
 
The consent of the governed is a good thing in theory, but very rare in fact. England has governed her colonies whether th...
TITLE:    School  begins RIGHTS INFORMATION:    No known restrictions on publication. SUMMARY:    Caricature showing Uncle...
 
<ul><li>Identify central questions  in a historical narrative and the purpose, perspective, or point of view from which it...
 
 
Cognitive/Thinking Skills <ul><li>Bloom’s Taxonomy </li></ul><ul><li>Fact vs. Conjecture </li></ul><ul><li>Evidence vs. As...
Portrait of a young Native American  Iowa  ( Ioway ) girl seated outdoors on a  wooden chair (1890). She is barefoot and w...
The close of a career in New York (c. 1904).
Analyzing Artifacts <ul><li>Formulate a position or course of action  on an issue by  identifying the nature of the proble...
Analyzing Artifacts <ul><li>Formulate a position or course of action  on an issue by  identifying the nature of the proble...
Analyzing Artifacts <ul><li>Formulate a position or course of action  on an issue  by  identifying the nature of the probl...
Analyzing Artifacts <ul><li>Formulate a position or course of action  on an issue by  identifying the nature of the proble...
Transfer the learning <ul><li>How does learning from the past influence the present? </li></ul><ul><li>Formulate a positio...
<ul><li>Contact: </li></ul><ul><li>Peggy O’Neill-Jones </li></ul><ul><li>Regional Director </li></ul><ul><li>Library of Co...
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Primary Source Presentation, 1 hr

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  • Transcript of "Primary Source Presentation, 1 hr"

    1. 1. Primary Sources Critical Thinking**Inquiry-based Learning**Content Understanding Emily Mann Pima County Regional Support Center 745-4588 [email_address] Pimarsc.pbwiki.com
    2. 2. Teaching with Primary Sources <ul><li>Agenda: </li></ul><ul><li>Primary Sources – Why? </li></ul><ul><li>Teaching with Primary Sources </li></ul><ul><ul><li>Fostering Historical Thinking </li></ul></ul><ul><ul><li>Transferring the Learning </li></ul></ul><ul><li>Building Primary Resource Sets </li></ul><ul><ul><li>Getting to know the site – The “Trunks” </li></ul></ul><ul><ul><li>Analysis worksheets/graphic organizers </li></ul></ul><ul><ul><li>Copyright </li></ul></ul><ul><ul><li>Saving URLs & Creating a Word document for your reference </li></ul></ul><ul><ul><li>The Learning Center </li></ul></ul>
    3. 3. Primary Sources – Why? <ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    4. 4. Primary Sources – Why? <ul><li>Thinking </li></ul><ul><li>Fact vs. Conjecture </li></ul><ul><li>Evidence vs. Assertion </li></ul><ul><li>Compare/contrast </li></ul><ul><li>Analysis, synthesis and evaluation of evidence </li></ul><ul><li>Infer </li></ul><ul><li>Draw Conclusions </li></ul><ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    5. 5. Primary Sources – Why? <ul><li>Thinking </li></ul><ul><li>Distinguish between important and inconsequential </li></ul><ul><li>Significance of the past to the present </li></ul><ul><li>Significance of personal character for good and ill </li></ul><ul><li>Not all problems have solutions </li></ul><ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    6. 6. Primary Sources – Why? <ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    7. 7. Primary Sources – Why? <ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    8. 8. Primary Sources – Why? <ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    9. 9. Primary Sources – Why? <ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    10. 10. Primary Sources – Why? <ul><li>Evidence </li></ul><ul><ul><li>Photographs </li></ul></ul><ul><ul><li>Letters </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Official documents </li></ul></ul><ul><ul><li>Licenses </li></ul></ul><ul><ul><li>Bibles </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Announcements </li></ul></ul><ul><ul><li>Movies </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Sheet Music </li></ul></ul>
    11. 11. Teaching with Primary Sources <ul><li>Search all collections </li></ul><ul><li>Example </li></ul><ul><li>Search by criteria </li></ul><ul><li>Example </li></ul><ul><li>Search by keyword </li></ul><ul><li>Example </li></ul><ul><li>Finding unique items </li></ul><ul><li>Example </li></ul><ul><li>Primary Source Sets </li></ul><ul><li>Example </li></ul><ul><li>Lincoln’s Pockets </li></ul><ul><li>Example </li></ul>Level I: Primary Source Foundations:
    12. 12. Historical Thinking <ul><li>Identify central questions in a historical narrative and the purpose, perspective, or point of view from which it has been constructed </li></ul><ul><li>Utilize and draw upon visual data to clarify , illustrate, or elaborate upon information presented in the historical narrative </li></ul><ul><li>Compare and contrast differing sets of ideas and values by identifying likenesses and differences (Historical Thinking Standard 3b). </li></ul><ul><li>Consider multiple perspectives of various peoples in the past by demonstrating their different motives, beliefs, interests, hopes, and fears </li></ul><ul><li>Interrogate historical data by uncovering the social, political, and economic context in which it was created </li></ul><ul><li>Evaluate alternative courses of action in terms of ethical considerations , the interests of those affected by the decision, and the long- and short-term consequences of each </li></ul>
    13. 13. LC Analysis Sheet
    14. 21. The consent of the governed is a good thing in theory, but very rare in fact. England has governed her colonies whether they consented or not. By not waiting for their consent she has greatly advance the world’s civilization. The U.S. must govern its new territories with or without their consent until they can govern themselves.
    15. 22. TITLE:    School begins RIGHTS INFORMATION:    No known restrictions on publication. SUMMARY:    Caricature showing Uncle Sam lecturing 4 children labelled Philippines, Hawaii, Porto Rico and Cuba in front of children holding books labelled with various U.S. states. In the background is an American Indian holding book upside down and a Chinese boy at door. MEDIUM:    1 print : lithograph, color. CREATED/PUBLISHED:    c1899. NOTES: Color lithograph by Louis Dalrymple, copyrighted by Keppler & Schwarzmann. Illus. in: Puck, (1899 Jan. 25), p. 8-9. This record contains unverified, old data from caption card, with subsequent revisions. Caption card tracings: Dalrymple, Louis, 1866-1905. DIGITAL ID:    (color film copy slide) cph 3b48925 http://hdl.loc.gov/loc.pnp/cph.3b48925
    16. 24. <ul><li>Identify central questions in a historical narrative and the purpose, perspective, or point of view from which it has been constructed </li></ul><ul><li>Utilize and draw upon visual data to clarify , illustrate, or elaborate upon information presented in the historical narrative </li></ul><ul><li>Compare and contrast differing sets of ideas and values by identifying likenesses and differences </li></ul><ul><li>Consider multiple perspectives of various peoples in the past by demonstrating their different motives, beliefs, interests, hopes, and fears ( </li></ul><ul><li>Interrogate historical data by uncovering the social, political, and economic context in which it was created </li></ul><ul><li>Evaluate alternative courses of action in terms of ethical considerations , the interests of those affected by the decision, and the long- and short-term consequences of each </li></ul>
    17. 27. Cognitive/Thinking Skills <ul><li>Bloom’s Taxonomy </li></ul><ul><li>Fact vs. Conjecture </li></ul><ul><li>Evidence vs. Assertion </li></ul><ul><li>Compare/contrast </li></ul><ul><li>Analysis, synthesis and evaluation of evidence </li></ul><ul><li>Infer </li></ul><ul><li>Draw Conclusions </li></ul>
    18. 28. Portrait of a young Native American Iowa ( Ioway ) girl seated outdoors on a wooden chair (1890). She is barefoot and wears a long dress with embroidered flowers and a ribbon in her hair. Subject Myra E. Frye taken by J.J, Hargrave . Studio portrait of Elizabeth Bonduel Lillie Tabor (daughter of Horace and Baby Doe Tabor (c.1886)), sitting in a wooden chair with carved griffins .
    19. 29. The close of a career in New York (c. 1904).
    20. 30. Analyzing Artifacts <ul><li>Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem , and choosing a plausible solution from a choice of carefully evaluated options </li></ul>
    21. 31. Analyzing Artifacts <ul><li>Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem , and choosing a plausible solution from a choice of carefully evaluated options </li></ul>
    22. 32. Analyzing Artifacts <ul><li>Formulate a position or course of action on an issue by identifying the nature of the problem , analyzing the underlying factors contributing to the problem , and choosing a plausible solution from a choice of carefully evaluated options </li></ul>
    23. 33. Analyzing Artifacts <ul><li>Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem , and choosing a plausible solution from a choice of carefully evaluated options </li></ul>
    24. 34. Transfer the learning <ul><li>How does learning from the past influence the present? </li></ul><ul><li>Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem , and choosing a plausible solution from a choice of carefully evaluated options </li></ul>
    25. 35. <ul><li>Contact: </li></ul><ul><li>Peggy O’Neill-Jones </li></ul><ul><li>Regional Director </li></ul><ul><li>Library of Congress Teaching with Primary Sources </li></ul><ul><li>303-556-4821 </li></ul><ul><li>[email_address] </li></ul>
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