The document discusses how to utilize primary and secondary sources from the Library of Congress to meet college and career readiness standards in education. It outlines various Common Core State Standards for English Language Arts related to the analysis and summarization of these sources across different grade levels. Additionally, it provides examples and advice on effectively searching for these materials, emphasizing a thorough approach rather than using typical internet keyword strategies.

1. It’s Been Digitized!
Meeting the Challenge of the College
and Career Ready Standards Using
Primary Sources From the Library of
Congress
Wendy Stephens
ASLA June 10, 2013

2. Wendy Stephens
Cullman High School
wstephens at cullmancats dot net
A Member of the Library of Congress
Teaching with Primary Sources Advisory
Board,
2010 to date

3. How do you study the past, a
time that no longer exists?
By referring to objects, records,
and even people that have
survived into the present.

4. Artifacts that existed close in
time, place, and experience to
the topic being researched
are called primary sources.
Records that interpret
primary sources are called
secondary sources.

5. For the CCSS…
English Language Arts Standards »
History/Social Studies » Grade 6-8
Key Ideas and Details
CCSS.ELA-Literacy.RH.6-8.1 Cite specific
textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine
the central ideas or information of a
primary or secondary source; provide an
accurate summary of the source distinct
from prior knowledge or opinions.

6. For the CCSS…
English Language Arts Standards »
History/Social Studies » Grade 6-8
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.6-8.9 Analyze the
relationship between a primary and secondary
source on the same topic.

7. For the CCSS…
English Language Arts Standards » History/Social
Studies » Grade 9-10
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual
evidence to support analysis of primary and
secondary sources, attending to such features as the
date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the
central ideas or information of a primary or
secondary source; provide an accurate summary of
how key events or ideas develop over the course of
the text.

8. For the CCSS…
English Language Arts Standards » History/Social
Studies » Grade 9-10
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.9 Compare and
contrast treatments of the same topic in several
primary and secondary sources.

9. For the CCSS…
English Language Arts Standards » History/Social
Studies » Grade 11-12
Key Ideas and Details
CCSS.ELA-Literacy.RH.11-12.2 Determine the
central ideas or information of a primary or
secondary source; provide an accurate summary
that makes clear the relationships among the key
details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various
explanations for actions or events and determine
which explanation best accords with textual
evidence, acknowledging where the text leaves
matters uncertain.

10. For the CCSS…
English Language Arts Standards » History/Social
Studies » Grade 11-12
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.11-12.9 Integrate
information from diverse sources, both primary
and secondary, into a coherent understanding of
an idea or event, noting discrepancies among
sources.

11. Text complexity

13. Consider the following.
Are they primary or
secondary sources?

14. You’re researching Alexander
Graham Bell, credited as
inventor of the telephone. By
chance, you find a book about
Bell's life in your attic. The book
was published in 1936, and the
author does not seem to have
known Bell in person. Can you
consider the book a primary
source in your research on
Alexander Graham Bell's life?

15. Instead of researching Alexander
Graham Bell, you've decided you
want to research telephone use
before World War II. The book
you found in the attic has many
asides about what the author
thinks of telephones and what
she's learned about them while
researching Bell. Can you cite the
book as a primary source in your
research about telephone use?

16. You're taking a break from reading,
and decide to watch a documentary
about the telephone instead. Onscreen,
two actors perform a scene portraying
a man making a phone call in the 1920s
and an operator taking the call. The
caller expresses frustration at how long
it takes for the operator to connect the
call. Can you consider the actor's
words a primary source on phone use
before World War II?

17. After finishing the documentary, you
decide you want to know more about
what using a phone was like before
World War II. You write to a great-
aunt who was a little girl in the 1930s.
She responds with a letter reminiscing
about how much technology has
changed and telling you a story about
a friend's family business that had a
phone. Can you cite her words as a
primary source on phones before
World War II?

18. http://tinyurl.com/ASLA-TPS

19. My advice:
Don’t approach searching the
LC databases like you would
the Internet with keyword
strategies
Instead,
browse
use subject directories
use hyperlinks
look for featured resources

20. Reverse-engineer it…

21. It’s Been Digitized!
Meeting the Challenge of the College
and Career Ready Standards Using
Primary Sources From the Library of
Congress
Wendy Stephens
ASLA June 10, 2013