Linking Literature and Primary Sources to Elementary Social Studies Judy Britt Winthrop University.
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Transcript of Linking Literature and Primary Sources to Elementary Social Studies Judy Britt Winthrop University.
Linking Literature and Primary Sources to
Elementary Social Studies
Judy Britt
Winthrop University
Locate, gather, and process information from a variety of
primary and secondary sources.
South Carolina
Literacy Elements for Social Studies
Strategies for Teaching History
Should engage students to:Think chronologically.Conduct historical research.Make connections to a variety of
historical sources.Understand historical analysis
and interpretation with primary sources.
Historical fiction is an effective way to help students recognize perspective of the people in the past.
Linda Levstik
So what is “doing history?
Investigate the past with primary sources.
Primary sources help students relate to events of the past in a personal way coming away with a deeper understanding of history as a series of human events.
1. Classroom MaterialsLibrary of Congress• Click on Teachers• Click on Using Primary Sources
2. Search by Standards
Library of Congress Investigation: Especially for Teachers
South Carolina Standard• Standard 5-4: The student will demonstrate an
understanding of the economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.
• Indicator• 5-4.2 Summarize the stock market crash of 1929
and the Great Depression, including economic weakness, unemployment, failed banks and businesses, and migration from rural areas. (P, G, E, H)
Library of Congress
Investigation
Locate primary sources from the
Dust Bowl.
Through A Child’s Eyes…
Author: Sarah StewartThe GardenerFarrar, Straus and Giroux (BYR); 1997
Book Summary: Told through the letters of Lydia Grace Finch, students are introduced to the life of a child during the Great Depression.
Setting: Rural and City life during 1935.
Students will examine and compare Depression Era images with the text.
Travel with Columbus….
Summary: Written in journal format by a twelve-year-old ship’s boy, the entries describe Columbus' first voyage of discovery.
Setting: Canary Islands, Atlantic Ocean, 1492 .
Schlein, Miriam. Illustrated by Tom Newsom. I sailed with Columbus. Illustrated by Tom Newsom. NY: HarperCollins Publishers, 1991.
Explore a picture book from the
another viewpoint…
Learn facts from a non-fiction title…
Yolen, Jane. Encounter. San Diego: Harcourt Brace Jovanovich, 1992.
Sis, Peter. Follow the Dream. NY: Knopf, 1991.
South Carolina Standard• Standard 4-5: The student will demonstrate
an understanding of the westward movement and its impact on the institution of slavery.
• Indicators• 4-5.1 Summarize the major expeditions
and explorations that played a role in westward expansion—including those of Daniel Boone, Lewis and Clark, and Zebulon Pike—and compare the geographic features of areas explored. (G, H)
Lewis and Clark…
Summary: This novel in verse highlights letters and thoughts of Jefferson, the Corps of Discovery, Sacagawea and Lewis’s Newfoundland dog Seaman as they travel on their expedition to seek a water route to the Pacific.
Setting: North America, 1803 – 1819
Wolf, Allan. New Found Land: A Novel. Cambridge, MA: Candlewick, 2004.
Jefferson’s cipherJefferson’s letter to Congress 1805 map
Follow their trail …
Frontier life….
Summary: When their father invites a mail-order bride to come live with them in their prairie home, Caleb and Anna are captivated by their new mother and hope that she will stay. Setting: Midwestern state, prairie, late 1800s
MacLachlan, Patricia. Sarah, Plain and Tall. NY: Harper and Row, 1985
South Carolina Standard• Standard 5-3: The student will demonstrate an
understanding of major domestic and foreign developments that contributed to the United States’ becoming a world power.
• 5-3.1 Explain the effects of immigration and urbanization on the American economy during the Industrial Revolution, including the role of immigrants in the work force and the growth of cities, the shift from an agrarian to an industrial economy, and the rise of big business. (P, G, E, H)
Immigration….
Summary: Sixteen-year-old Margaret Rose Nolan, newly arrived from Ireland, finds work at New York City's Triangle Shirtwaist Factory shortly before the 1911 fire in which 146 employees died.Setting: New York City, 1911
Auch, Mary Jane. Ashes of Roses. NY: H. Holt, 2002.
Traveling on the ship…
First view of the Statue of Liberty…
Teaching Idea: Use an image as a story starter or a prompt for writing dialogue.
Arrival at Ellis Island…
South Carolina Standards• Standard 5-2: The student will demonstrate an
understanding of the continued westward expansion of the United States.
• Indicators• 5-2.1 Explain how aspects of the natural
environment—including the principal mountain ranges and rivers, terrain, vegetation, and climate of the region—affected travel to the West and thus the settlement of that region. (G, H)
• 5-2.2 Illustrate the effects of settlement on the environment of the West, including changes in the physical and human systems. (G)
Little House in the Big WoodsStudents will analyze, interpret, and increase their understanding of the
conditions during the historical period of the 1870s.
Laura Ingalls Wilder Little House in the Big Woods New York, Harper & Row, 1932
Veronica Lux
Laura and her family face struggles such as the long winter and celebrations like family dances, as they survive on the Wisconsin frontier in 1872.
Locate pictures of covered wagons at the Library of Congress
What goods would you sell?
• Activity: • Imagine you are a
general store owner. Most of your customers must buy goods to last them several months. Create an advertisement that lists and describes the goods that you feel that people would need the most to survive as pioneers.
How would farming be different in the late 1800s?
• Activity: • This horse-drawn
thresher was used to harvest the crops in 1872. Compare and contrast this thresher and the farm equipment we use today. Write your answer in complete sentences.
South Carolina Standards
Standards 5-5: The student will demonstrate an understanding of the social, economic, and political events that influenced the United States during the Cold War era.
Indicators:Explain the advancements of the civil rights movement in the United States, including key events and people: desegregation of the armed forces, Brown v. Board of Education, Martian Luther King Jr., Rosa Parks, and Malcolm X.
Faith RinggoldIf a Bus Could Talk: The Story of Rosa ParksNew York: Simon & Schuster, 1999.
If a Bus Could Talk: The Story of Rosa Parks
Samantha Champion
PUT THE BOOK COVER HERE
Book Summary: The story is about the life of Rosa Parks, an African American seamstress and civil rights worker, who refused to give up her seat to a white man on the Cleveland Ave bus. This act lead to Montgomery Bus Boycott which lasted more than a year in Montgomery, Alabama.
How did this affect Rosa Parks?
• Simulated Journal• Imagine you are Rosa
Parks and you have just been arrested. Write a journal entry about your thoughts and feelings from the perspective of Rosa Parks.
SC Social Studies Standards Grade 3
Standard 3-5: The student will demonstrate an understanding of the major developments in South Carolina in the late nineteenth century and the twentieth century.
3-5.2 Summarize developments in industry and technology in South Carolina in the late nineteenth century and the twentieth century, including the rise of the textile industry, the expansion of the railroad, and the growth of the towns. (H, G, E)
3-5.3 Summarize the changes in South Carolina’s economy in the twentieth century, including the rise and fall of the cotton/textile markets and the development of tourism and other industries. (E, H)
A River Ran Wild
Author: Lynne CherryBook Title: A River Ran WildCity: New York, New YorkPublisher: Harcourt, Brace, and JovanovichDate: 1992
Just as life changed along the Nashua River, life changed along the Catawba River. First the Catawba Indians lived along the Catawba River and then settlers came from Europe to settle. Villages and towns like Fort Mill, Ebenezerville, and Rock Hill were established and grew. Factories and textile mills changed along the Catawba River, and so did the people.
Work , Work, Work!Children’s lives changed. Many children worked in the mills along side their parents, brothers and sisters. Some children stayed home and tended to the house and farm. Pretend you are a child in one of these pictures. In a paragraph, tell what your day would have been like.
My SchoolActivity:Some children did
get a chance to go to school for a part of the year they were not working in the mill. Closely look at the pictures. Make a “T” chart listing the “likes” and “differences” in your school classroom and theirs.
Houses? A Park? Office Building? What’s your
plan?
As City Planner for Rock Hill, you have been given the task of deciding how to use the land. Write a paragraph explaining what you will build, why, and how it will benefit Rock Hill’s citizens.
Textile mills changed peoples lives by giving them jobs. Then the textile mills declined and were abandoned. Rock Hill changed again. The picture to the right is of the original Buggy Company, then below, the building became the “Bleachery”, or Rock Hill Printing and Finishing Company. Springs Industries was next. The building is now being torn down after it burned.
QuickTime™ and a decompressor
are needed to see this picture.
Linking Literature and Primary Sources to
Elementary Social Studies
Judy Britt
Winthrop University
