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Using children’s literature and primary sources


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Using children’s literature and primary sources

  1. 1. Using Children’s Literature and Primary Sources By Carole Parsons 4/12/2010
  2. 2. Love to Read <ul><li>What is your favorite book to use when teaching social studies? </li></ul><ul><li>What is your favorite textbook? </li></ul>
  3. 3. Old Photos or Primary Sources? <ul><li>How are these images helpful when you want students to understand the idea of “Time, Continuity, and Change?” </li></ul>
  4. 4. Using Children’s Literature with Primary Sources <ul><li>Secondary sources do not always tell the whole story. </li></ul><ul><li>Authentic trade books offer different points of view on historical events. </li></ul><ul><li>The trade books you use do not always have to be non-fiction. </li></ul><ul><li>Trade books usually have more active voice that draws students into an historical event. </li></ul><ul><li>Primary sources used during a shared reading experience offer students eyewitness accounts of an event – not someone else’s interpretation. </li></ul><ul><li>Students can compare what they learn from different types of sources to draw their own conclusions. </li></ul>
  5. 5. Trade Book + Primary Source Fisk University’s Rosenwald Schools Database and Dear Mr. Rosenwald, by Carole Boston Weatherford.
  6. 6. The Age of Plessy <ul><li>Early 20 th century schools – conditions like these inspired Julius Rosenwald. </li></ul>
  7. 7. The Idea
  8. 8. The Plan There were 13 Rosenwald schools built in Aiken County.
  9. 9. Looking for Clues Why is this photo important? What is he doing? Where is he? Who is this man?
  10. 10. Trade Book + Primary Source
  11. 11. Bringing Mercedes to Life <ul><li>Understanding figurative & playful language </li></ul><ul><ul><li>“… I want an egg from each of you or (…we) must have you for dinner instead.” </li></ul></ul><ul><ul><li>“ look for the wiggle of his plane’s wings.” </li></ul></ul><ul><ul><li>“ You’re a pilot. I gave you a map! How did you guys win the war, anyway?” </li></ul></ul><ul><li>It’s all in the delivery – the way you read the words. Why did the speaker choose these words? </li></ul><ul><li>Have your 5 th graders decide – What is said is this… but what is really meant is… </li></ul><ul><li>Act it out. Do some Reader’s Theatre! </li></ul>
  12. 12. Bringing Mercedes to Life <ul><li>Point-of-view stories </li></ul><ul><ul><li>Who is telling the story? </li></ul></ul><ul><ul><li>Why is that important to know and understand? </li></ul></ul><ul><ul><li>How would this story change if told from the point-of-view of Margot Raven? Lt. Halverson? Mercedes’s mother? </li></ul></ul><ul><li>Write a story from the point-of-view of one of the planes or parachutes being dropped. </li></ul><ul><ul><li>Why do the people in Germany need the soldier’s help? </li></ul></ul><ul><ul><li>Why are you important in this mission? </li></ul></ul>
  13. 13. Mapping It Out
  14. 14. Wilkommen, Bienvenue, & Welcome <ul><li>You can find this sign at the juncture of three streets in Berlin Germany. </li></ul><ul><li>What does it mean? </li></ul><ul><li>Why is it there? </li></ul><ul><li>Does it remind you of any signs you might see in your community? </li></ul>
  15. 15. Declassified
  16. 16. Trade Book + Primary Source This picture was taken in 1934 at Val-Kill Industries in Hyde Park, New York. The project ran from 1926 through 1937, with financial and technical support from Eleanor Roosevelt and three of her friends.
  17. 17. Working With Words <ul><li>Vocabulary: </li></ul><ul><ul><li>Multiple-meaning Word charade </li></ul></ul><ul><ul><li>Pitching, sink, wild, wave, skip </li></ul></ul><ul><ul><li>Use a dictionary to determine word meanings </li></ul></ul><ul><ul><li>Work with a partner to create 1-minute skit of the different meanings of the word. </li></ul></ul><ul><li>Root word + Suffix Flip Book </li></ul><ul><ul><li>Give every student a word. </li></ul></ul><ul><ul><li>Illustrate the root word on front flap – then illustrate the word using the suffix to show the new meaning. </li></ul></ul>
  18. 18. Responding to the Literature <ul><li>Creating a Response to Literature </li></ul><ul><ul><li>Pick an event in the story that really moved you. </li></ul></ul><ul><ul><ul><li>Explain how you felt and why. </li></ul></ul></ul><ul><ul><ul><li>Is Eleanor similar to another character you’ve read about? </li></ul></ul></ul><ul><ul><ul><li>Did the story end the way you wanted it to end? </li></ul></ul></ul><ul><ul><ul><li>Would you have any advice for Eleanor? Explain your advice. Use this time to make connections to your own experiences. </li></ul></ul></ul>
  19. 19. Eleanor & Human Rights <ul><li>All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. </li></ul><ul><li>The Universal Declaration of Human Rights - 1948 </li></ul>
  20. 20. Letters to Eleanor <ul><li>Granette, Ark. Nov. 6, 1936 </li></ul><ul><li>Dear Mrs. Roosevelt </li></ul><ul><li>I am writing to you for some of your old soiled dresses if you have any. As I am a poor girl who has to stay out of school. On account of dresses & slips and a coat. I am in the seventh grade but I have to stay out of school because I have no books or clothes to ware. I am in need of dresses & slips and a coat very bad. If you have any soiled clothes that you don't want to ware I would be very glad to get them. But please do not let the news paper reporters get hold of this in any way and I will keep it from geting out here so there will be no one else to get hold of it. But do not let my name get out in the paper. I am thirteen years old. </li></ul><ul><li>Yours Truly, Miss L. H. Gravette, Ark. R #3 c/o A. H. </li></ul><ul><li>November 13, 1936 </li></ul><ul><li>My dear Miss H: </li></ul><ul><li>Mrs. Roosevelt and her Secretary are away and in their absence I have been asked to acknowledge their mail. </li></ul><ul><li>I know Mrs. Roosevelt would be very sorry to hear of your difficulties. However, she would be unable to comply with your request as there are certain persons to whom she sends the clothing for which she has no further use. </li></ul><ul><li>Very sincerely yours, [no signature] </li></ul>
  21. 21. Things Eleanor Said <ul><li>“ Campaign behavior for wives: Always be on time. Do as little talking as humanly possible. Lean back in the parade car so everybody can see the president.” </li></ul><ul><li>“ As for accomplishments, I just did what I had to do as things came along.” </li></ul><ul><li>“ Do what you feel in your heart to be right- for you'll be criticized anyway. You'll be darned you do, and darned if you don't.” </li></ul><ul><li>“ Great minds discuss ideas; average minds discuss events; small minds discuss people.” </li></ul><ul><li>“ It is not fair to ask of others what you are not willing to do yourself.” </li></ul><ul><li>“ Women are like teabags. We don't know our true strength until we are in hot water!” </li></ul>
  22. 22. Books <ul><li>Mercedes and the Chocolate Pilot by Margot Theis Raven </li></ul><ul><li>Eleanor by Barbara Cooney </li></ul><ul><li>Dear Mr. Rosenwald by Carole Boston Weatherford </li></ul><ul><li>Mind Your Manners, Alice Roosevelt by Leslie Kimmelman </li></ul><ul><li>Christmas in the Trenches by John McCutcheon </li></ul>
  23. 23. Websites <ul><li>Fisk University’s Rosenwald Schools Database: </li></ul><ul><li>http:// / </li></ul><ul><li>1931 Map of Rosenwald Schools: </li></ul><ul><li> </li></ul><ul><li>Article and pictures Rosenwald Schools: </li></ul><ul><li> </li></ul><ul><li>Lt. Gail Halvorsen photo: </li></ul><ul><li> </li></ul><ul><li>Map of Quadripartite Division of Berlin: </li></ul><ul><li> </li></ul><ul><li>Declassified History of the Berlin Airlift: </li></ul><ul><li> </li></ul><ul><li>Eleanor Roosevelt at Val-Kill IndustrIes: </li></ul><ul><li> </li></ul><ul><li>Eleanor Roosevelt with Universal Declaration of Human Rights: </li></ul><ul><li> </li></ul><ul><li>Letters to Eleanor: </li></ul><ul><li>http:// </li></ul>