Presented at the California Council for the Social Studies annual conference March 4, 2011. Presented by Sherri Berger, California Digital Library, and Letty Kraus, UC Davis History Project.
25. “‘Big Colored Parade’—Market Street to City Hall,” 1963. Courtesy of The Bancroft Library, University of California Berkeley.
26. “STOP Mississippi Terror!!,” NAACP West Coast Region, 1955. Courtesy of The Bancroft Library, University of California Berkeley.
27. “Sun Mad,” Ester Hernandez, 1982 (left). “V.G. Got Her Green Card,” Isabel Martinez, 2001 (right). Both images courtesy of the California Ethnic and Multicultural Archives, University of California, Santa Barbara.
29. “Hayward, Calif.—Grandfather and grandchildren awaiting evacuation bus,” n.d. Courtesy of The Bancroft Library at University of California, Berkeley.
30. “Recto of page 39,” Stanley Hayami, 1943. Courtesy of Japanese American National Museum.
31.
32. Geo-coded and plotted on maps•Five topics: City Scenes Civic Buildings Disasters Everyday Life Transportation
50. May pertain to a single lesson or a unit of study
51. Require students to use historical thinking skills
52.
53. Student Investigation Questions (SIQ) 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. 3. Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
68. “Geography of California” From Macmillan/McGraw-Hill, Our Golden State pg. 45
69.
70.
71.
72. The New Capitol Building, Sacramento City, Lawrence & Houseworth, publisher, 1860/1870
73. Sixth Street, Sacramento City, Grammar School, Baptist Church, Masonic Hall, Lawrence & Houseworth, publisher, 1860/1870
74. The Railroad Depots, on the Levee, Sacramento City, Lawrence & Houseworth, publisher, 1860/1870
75. Sacramento River, from the Bridge at Sacramento City, Lawrence & Houseworth, publisher, 1860/1870
Editor's Notes
It’s freeIt’s from the University of California
Title:"Big Colored Parade" -- Market Street to City Hall Date:1963-05-26 (May 26, 1963)Subject:African Americans--California--San Francisco Bay Area Note:Long views of crowds outside City Hall and gathered in streets. Views of a large crowd gathered around a stage to hear people speak. Parade participants marching with signs "We shall overcome" etc. (African Americans, social protests, civil rights). [Only selected images have been digitized.] Type:Photographs Physical Description:51 negatives (33 selected for digitzation)Language:EnglishLocal Call Number:BANC PIC 1959.010--NEG, Part 3, Box 196, [05-26-63.01]Publisher:San Francisco Call Bulletin (Firm) Copyright Note:Copyright status unknown. Some materials in these collections may be protected by the U.S. Copyright Law (Title 17, U.X.C.). In addition, the reproduction of some materials may be restricted by terms of University of California gift or purchase agreements, donor restrictions, privacy and publicity rights, licensing and trademarks. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. Copyright Owner Note: All requests to reproduce, publish, quote from, or otherwise use collection materials must be submitted in writing to the Head of Access Services, The Bancroft Library, University of California, Berkeley 94720-6000. Consent is given on behalf of The Bancroft Library as the owner of the physical items and does not constitute permission from the copyright owner. Such permission must be obtained from the copyright owner. See: http://bancroft.berkeley.edu/reference/permissions.html Collection:San Francisco News-Call Bulletin newspaper photograph archiveOwning Institution:The Bancroft Library, University of California, Berkeley, CA 94720-6000;
Title:STOP Mississippi Terror!! Caption:Ticket to protest of Emmett Till murder. Although advertised as one of the speakers, Mamie Bradley, Till's mother, did not appear at the event but instead his uncle, ____ spoke. Creator/Contributor:National Association for the Advancement of Colored People. West Coast Region 1944- , sponsor Date:1955 November 13 Local Call Number:BANC MSS 78/180 c Ctn 106:16Collection:National Association for the Advancement of Colored People, Region I, records
Title:Sun Mad Creator/Contributor:Hernandez, Ester , Artist Poster mimics the design of the Sun-Maid raisins box. Instead of a maid, however, is a skeleton. Text reads: "SUN MAD Raisins unnaturally grown with Insecticides, Miticides, Herbicides, Fungicides." "Salvador Torres as a young man picked grapes for W.A. Taylor Wine Co.-Almaden buys out WAT, Salvador Torres spends the summers of his adolescent years in rural and urban life styles. Los Baños, and Hollister, La Cienega, "San Benito Vineyards", housing/camp for the permanent farm workers. Ms. Hernandez "Sun Mad" comment on serious pesticides, herbicides, fungicides, are used by Salvador Torres in a lecture about the Toxic Racism Barrio Logan is enduring with deceptive City of San Diego Planning Department abuse of "Coexistence" fallacies between Plating & Welding Company's emitting 21.0 Hexavalent Chromium (ng/m) deadly cancerous chemicals in our Barrio Logan air spaces. See [Temp ID] #3-173-A Salvador Torres environmental rescue efforts. Salvador Torres recalls the dust croppers airplanes flying two wingers over and around our many farm workers campsites then spraying the near by crops. As children, Salvador Torres and others delighted in seeing the pilot, who sometimes would wave back to them as he roared past." Salvador Torres Title:V.G. Got Her Green Card Creator/Contributor:Martínez, Isabel , Artist Date:February 8-15, 2001 "A Virgin of Guadalupe holding a green card."
Title:Hayward, Calif.--Grandfather and grandchildren awaiting evacuation bus. The grandfather conducted a dyeing and cleaning business. The family unit is preserved during the evacuation and at War Relocation Authority centers where evacuees of Japanese ancestry will be housed for the duration. -- Photographer: Lange, Dorothea -- Hayward, California. 5/8/42 Identifier:Volume 59 Identifier:Section G Identifier:WRA no. C-160 Collection:War Relocation Authority Photographs of Japanese-American Evacuation and Resettlement Series 14: Preevacuation Contributing Institution:The Bancroft Library. University of California, Berkeley.
Title:Recto of page 39 Creator/Contributor:Hayami, Stanley, Japanese American, author (author) [dies in italy at 19]Identifier:95.226.1_39r Format:8.5 x 5.5 in. Medium/Materials: Ink on paper Collection:Stanley Hayami diary, Contributing Institution:Japanese American National Museum (Los Angeles, Calif.)
The images in the mosaic also link directly to their place on the map
Break for questions
What are some tools for analyzing primary sources? (LK, 10 mins) Two approaches: a. Using a S.I.Q. to help students focus on what you want them to get out of an activity. b. P.S. Toolbox helps elicit observations and thinking from students about a series of images or documents in a way similar to how historians think
What are some tools for analyzing primary sources? (LK, 10 mins)
What are some tools for analyzing primary sources? (LK, 10 mins)The nice thing about Calisphere’s “themed collections” is that there are many questions available to choose from. These questions can be used as is or modified to align more closely with a particular standard. Choosing one question helps you narrow down which images you want to use for a lesson. Don’t skip the step of answering your question as part of your planning process and anticipate what misconceptions students might have about the topic so you are prepared to address them.
Look at what the standard wants
Review what images are available, select the images that match the standard
Review what images are available, select the images that match the standard
Review what images are available, select the images that match the standard
Review what images are available, select the images that match the standard
Write the question--What was the social and economic impact of the Dust Bowl refugees on California?AND the answer“These images suggest that entire families relocated to California and that these families were in desperate circumstances having to pack all of their possessions into the family car. The use of the term “refugees” implies that they do not plan to return and possibly mean to settle permanently in California. Since some are farmers, it might mean that California is in need of farm labor. These families do not appear to have financial resources which might mean they will become a burden to California. “ Then decide what other resources, including textbook selections students will need to answer the question more thoroughly.
The “Primary Source Toolbox” guides students in thinking about a series of images or documents that they may not know anything about. It helps set up for learning something new and stimulates questions that may be answered under further investigation. What strikes you? What leaps outat you? What grabs your attention? Make two or more observations.What puzzles you? What don’t you get? What do you find out here that you didn’t know, or that challenges something you thought you knew? Ask two or more questions.What patterns do you see? How does this source relate to other sources from this time? What concepts, images or key words keep coming up? Identify at least one pattern.What connections do you see? Does this source remind you of a source or issue from another historical era? Does this source remind you of a source or issue from contemporary times? Note one or more connections.
Activity: audience’s turn (15 mins)Pick one or more images (pre-selected)Apply the toolbox, questionsTitle:"Crossing the Canyon," At Las Plumas Power House near Oroville, Calif. Creator/Contributor:Eastman, Jervie Henry. Date:1938. Contributing Institution:University of California, Davis. General Library. Dept. of Special Collections.
Activity: audience’s turn (15 mins)Pick one or more images (pre-selected)Apply the toolbox, questionsTitle:Pier #4, Towers #3, 5, W5; Guy Derrick, Catwalks, San Francisco Anchorage, North and South Cables, Yerba Buena Cable Bent, 1935 -- No. 187-372 Contributing Institution:The Bancroft Library. University of California, Berkeley.
Activity: audience’s turn (15 mins)Pick one or more images (pre-selected)Apply the toolbox, questionsTitle:San Vincente Dam under construction Date:[ca. 1939] 1934/1944 Contributing Institution:San Diego Historical Society
Activity: audience’s turn (15 mins)Pick one or more images (pre-selected)Apply the toolbox, questionsTitle:Oil Development Along Ocean Boulevard Huntington Beach, Calif. Date:1935 Contributing Institution:Pomona Public Library
Activity: audience’s turn (15 mins)Pick one or more images (pre-selected)Apply the toolbox, questions
Introducing: Local History Mapped. What can we do with this? (LK, 15 mins) Another way to find imagesUtilize satellite views—topography, etc.Find supporting images in Calisphere[Other—could be a sort of laundry list]Chronological and Spatial Thinking 1. Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines. 4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations. 5. Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.
When we think about context, we ask students to think of the events, or the “climate of opinion,” that surround the issue at hand. The 5 themes of Geography can provide another layer to context by helping students ask questions about the significance of where events took place.For this example we will look at Sacramento 1860-1870
(Summary)What do we now know about Sacramento during this time? (Analysis) What insight does this provide?(Next steps)What new questions do we have? Where might we go for more information?
![Overview ,[object Object],What’s in it How to find images Local History Mapped •Analyzing primary sources Analysis tools Geography inventory Break-out activity](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)