Exploring history through primary sources

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Exploring history through primary sources final

Exploring history through primary sources final

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  • 1. Goals for Today• Understand and identify the purpose for using primary sources to enhance teaching.• Analyze primary sources by observing, reflecting, and questioning.• Learn to navigate the Library of Congress (LOC) website to locate primary sources aligned with the Essential Standards.
  • 2. What are primary sources?Watch the following video for information created bythe History Channel which showcases the Library ofCongress (LOC). The LOC is an online library filled witheasily accessible primary sources.1. Click the link:http://www.loc.gov/teachers/professionaldevelopment/selfdirected/introduction/index.html2. When site opens, click “Begin Program”3. Click play on the video
  • 3. What are primary sources? As shared in the video, primary sources include the following: • photographs • documents • telegrams • letters • cartoons • posters • speeches • flyers • maps • artifacts • musicCan you think of any other primary sources? (STOP AND DISCUSS)
  • 4. Thinking about Primary SourcesNow take a moment to think about the primary sources thatyou create on a daily basis…….• What would a future historian be able to tell about your life and our society based on evidence of your daily activities?• What primary sources exist in your home?• What primary sources exist in your classroom?• How can we use primary sources to teach our students about the past, our present, and prepare them for the future?Share your thinking…… (STOP AND DISCUSS)
  • 5. Why Should Students Analyze Primary Sources?• Primary source artifacts aid students understanding of history, allowing them to construct links to the past from multiple perspectives.• The use of primary sources enable students to place themselves into a specific historical context.• Primary source analysis can be integrated across the curriculum.
  • 6. Why Primary Sources?Listen to the teachers on the following video as they share theirperspective on how using primary sources in their teaching engagesstudents while building knowledge.1. Click this link:http://www.loc.gov/teachers/professionaldevelopment/selfdirected/introduction/index.html2. Click on “Begin Program”3. Click the “Next” button until you have forwarded to Chapter 2:Page 6 of 7
  • 7. Why Primary Sources?Now let’s analyze some primary sources.Two activities you will do today to becomefamiliar with using primary sources are “Crop It”and “Zooming-In”.For the first activity, “Crop-It” you will need touse the pictures that have been provided in yourpacket. There are three sets of pictures (one setfor each grade level). Lay a set of pictures out foreach grade level team to view.(Continue to the next slide to begin the activity.)
  • 8. Crop ItFollow the directions below to participate in a“Crop-It” activity:1. Choose a picture from the packet.
  • 9. “Crop It” continued…….2. Using the cropping tool,crop the photo to show whatfirst caught your eye.Think & Discuss: Why did you notice this part?
  • 10. “Crop It” continued…….3. Crop to show who or what this image is about.Think & Discuss: Why is this person important?
  • 11. “Crop It” continued…….4. Crop to a clue that shows when this ishappening.Think & Discuss: What helps us recognizespecific times?
  • 12. “Crop It” continued……..5. Crop to a clue that you have a question about.Think and Discuss: What is your question? Why are all the students standing at the board together?
  • 13. “Crop It” continued…..Now that you have experienced a “Crop It” activity……What did you enjoy most about this activity?Did you notice the questions you had as you participated?What piqued your interest?Talk about how this activity could be engaging for yourstudents.How could you integrate a “Crop It” into any contentarea?Remember, prints, photographs, drawings, editorialcartoons and other primary sources help our studentsvisualize and further understand what they are studying.
  • 14. “Crop It” continued……Here are some additional statements/questions you might consider usingwhen cropping primary sources with your students.• Crop to a clue that shows where this takes place.Think: What has happened at this place?• Crop to show tension or a problem.Think: Do you see other problems?• Crop to a clue that you have a question about.Think: What is your question?• Crop to a fact that this image definitively tells us about the past.Think: How do you know this is a fact?• Crop to why this image was important during the time that it was created.Think: What else was going on during that time period?• Crop to a place where you would add something to this image.Think: What would you add and why?
  • 15. “Crop It” continued…..Interested in finding out more about the pictureyou chose?You can refer to the Teacher’s Guide Primary SourceSet: Children’s Lives at the Turn of the TwentiethCentury (a paper copy has been provided in yourpacket)The LOC has many other primary source sets thatcan be used for creating your own “Crop It”activities (click the link to explore the options).http://www.loc.gov/teachers/classroommaterials/primarysourcesets/childrens-lives/
  • 16. “Zoom-In” Inquiry Model Activity“Zoom-In” is another activity you can use toanalyze primary source photographs.Let’s give it a try!
  • 17. “Zoom-In” activity Describe what you see in this photograph.(STOP AND DISCUSS)
  • 18. “Zoom-In” activity continued….Does seeing anymore of thepicture help makesense of it?When might thispicture have beentaken?(STOP AND DISCUSS)
  • 19. “Zoom-In” activity continued….Can you seeother detailsthat help yousee what’sgoing on? (STOP AND DISCUSS)
  • 20. “Zoom-In” activity continued…..With moredetailsvisible, canyou findother cluesto what hasbeenhappening? (STOP AND DISCUSS)
  • 21. “Zoom-In” activity continued…… Does seeing the whole picture help you understand more about this historic event?(Stop and discuss then click the box belowto reveal the source information about thepicture—did you guess correctly?) After the San Francisco Earthquake— The "Call" Building from Grant Ave., San Francisco, Cal. 1906. Photographs from the Detroit Publishing Company, 1880- 1920 . American Memory. Lib. of Congress. Retrieved 6 Sept. 2011 <http://hdl.loc.gov/loc.pnp/det.4a1324 7>.
  • 22. “Zoom-In” Inquiry Model ActivityNow you can explore some additional “Zoom-In”lessons. The link below will take you to severalexamples of, “Zoom-In” inquiry lessons andpowerpoint presentations (directions to create yourown are included).Click on the link then explore and discuss one of the“Zoom-In” presentations and lessons with yourteam.http://tpslessons.org/tps/step1/workshop/4/m_a/zooms/index.php
  • 23. Navigating the Library of Congress SiteNow that you understand and can identify thepurpose for using primary sources to enhanceteachingAND you have had the opportunity to analyzeprimary sources,it’s time to navigate the Library of Congress(LOC) website to locate primary sources alignedwith the Essential Standards.
  • 24. Navigating the Library of Congress SiteThe Library of Congress is filled with teacher resources, watch thefollowing segment of one of the modules to learn about how to findwhat you are looking for, and more!1. Click this link:http://www.loc.gov/teachers/professionaldevelopment/selfdirected/introduction/index.html2. Click on “Begin Program”3. Click the “Next” button until you have forwarded to Chapter 3:Page 1 of 13.4. View this chapter.
  • 25. The following chart illustrates examples of types of primary sources and strategies for designing grade-level appropriate activities that align to the Essential Standards.Grade Level Primary Sources Strategies Expand primary source connections to family: Introduce diary entries, drawings, simple maps, and observe/analyze/compare primary sources; 1 other primary sources with limited text, such as diagram similarities and differences; and, tickets, receipts, menus, and catalogs distinguish fact from fiction Expand primary source connections to Introduce newspapers, broadsides, documents, community and local region: letters, charts and other primary sources with 3 invite students to discern point of view and larger amounts of text; and, bias; include primary sources with multiple viewpoints conduct more in-depth analysis Expand primary source connections to nation: Introduce more complex historical documents (e.g., compare drafts with final versions; the Declaration of Independence), different types of maps; and, compare multiple points of view and bias; 5 and, include primary sources in multiple formats on the same topic synthesize learning and construct new knowledge
  • 26. What’s Next?Now it’s your turn to explore the Library of Congress!As a team, use the following resources:1. the chart on the previous slide(also found in the “Primary Sources and Elementary Students” newsletter that has been provided)2. the Essential Standards for your grade levelLocate at least one primary source that would support a specificEssential Standard.http://www.loc.gov/teachers/
  • 27. Want to Learn More?The next two slides include links to all of theworkshops and modules that are offered on theLibrary of Congress if you would like to explorethe site in greater detail.
  • 28. Library of Congress Workshop Series“Zoom-In” Inquiry model activity is just one activity that is shared inthe LOC Workshop series. If you are interested in pursuing additionalactivities or completing the workshops click on the links below:Workshop One: Explore the Library of Congress Foster personalconnections between students and the Library of Congress collections.Workshop Two: The Art of Reading Primary Sources Promote studentinformation literacy and critical thinking skills through analysis ofprimary sources.Workshop Three: Using Primary Sources to Build Big Ideas Assessstudent understanding through investigation and interpretation ofprimary sources.Workshop Four: Inquiry through Digital Primary Sources Differentiateinquiry to challenge and support students in achieving state standardsand curricular goals.Workshop Five: Using Primary Sources to Assess StudentUnderstanding Evaluate primary source-based Lesson Plans for BestInstructional Practices.
  • 29. Library of Congress ModulesThis presentation focuses on a few components of the six modulesthat are available on the Library of Congress website. Below arelinks to all of the modules if you wish to explore the modules beyondwhat is shared in this presentation.• Introduction to the Library of CongressGet an overview of the digitized materials and K-12 resources from the Library of Congress.• Supporting Inquiry with Primary SourcesTeachers and students demonstrate how primary sources can be used to support inquirylearning. Inquiry encourages students to draw on their prior knowledge, personal experiencesand critical thinking skills to construct meaning.• Copyright and Primary SourcesLearn how to evaluate primary sources from the Librarys collections for the best use withincopyright. Listen to several teachers as they evaluate the use of primary sources for use withtheir students.• Analyzing Primary Sources: Photographs and PrintsLearn how photographs and prints from the Librarys collections can increase studentengagement in the classroom.• Analyzing Primary Sources: MapsLearn instructional strategies for using maps in the classroom.• Finding Primary SourcesUnderstand the breadth and depth of the Librarys collections and listen to teachers as theyfind primary sources for their students.
  • 30. Additional InformationIn your packets today you have been providedsome sample resources fromwww.teachinghistory.org .You can visit this site to secure additional freeresources including teaching materials and ideasfor best practices.
  • 31. Coming Soon on UCPS Moodle Pro Social Studies Grade Level Links• Suggested teacher lessons from August training• Creating Book Backdrops using the Inquiry Method• Links to great Social Studies websites