Using Primary Sources in the Classroom - Illinois State...

1Using Primary Sources in the Classroom


Using Primary Sources in the Classroom

Objectives:

Participants will:

• Understandtheuseoftheinquirymethod

• Useanalysissheetstodevelopstudents’criticalthinkingskills

• UnderstandtheuseoftheBackwardDesignmethod

• UseprimarysourcesfromtheLibraryofCongresstodevelopanengagingstandards-basedlessonplanusingeffectivepractices

• Preparea3-5minutepresentationthathighlightstheuseofprimarysourcesinyourlessonplan

64 TeachingwithPrimarySources

ThedigitizedprimaryresourcesontheLibraryofCongresswebsiteenableustomaketheactivitiesweuseintheclassroommoreengagingandeffectiveforthelearner.Throughtheuseofaphotograph,map,document,soundrecording,and/ormovieclipwecanhelpthelearnerbetterconnecttothecontentbeingtaught.Wecanutilize

Using Primary Sources in the Classroom

essentialquestionsthatencouragestudentstocarefullyobservewhattheyseeandhear,todrawonpriorknowledge,andtostimulatetheircriticalthinkingskillsbyencouragingfurtherquestioningandresearch.Forexample,thefollowingessentialquestionscanbeveryengagingforstudentsatallgradelevels:

• Whatdoyouobserve?• Whatdoyouthinkyouknow?• Whatdoyouwanttofindout?

Askingthesetypesofessentialquestions,whileutilizingprimarysourceswillhelpusasteacherstorefrainfrommerelyusingprimaryresourcestoadorntheactivitieswealreadydo.Inotherwords,wewanttofindmeaningfulwaystointegrateprimarysourcesintoinstructionthatgobeyondaddingaphotographtothe cover our an existing lesson or unit plan.


Thefollowingsuggestionsforstudentactivitiescanhelpyouenhanceyourcurriculumusingauthenticartifacts,photographs,audioclips,music,anddocumentsfromtheLibraryofCongressandothersources.

Artifacts

Makeahypothesisabouttheuseofanunknownartifactpicturedinanoldphotograph.Useonlineandlibraryresearchtosupportorrefutethehypothesis.Makeapresentationtotheclassto“showandtell”theobject,hypothesis,searchmethods,andresults.

Studyanartifactandtracethedevelopmentofthisinventionovertime(examples:automobiles,tractors,trains,airplanes,weapons).Whatcanyoufindaboutthetechnology,tools,andmaterialsavailablethroughtime?Whousedtheinventioninthepast?Howistheinventionusedtoday?

Selectapieceoffineartthatappealstoyoursenses.Researchtheartist,thedateofthepiece,andthemedium.Whatdoesinformationabouttheartist;themedium,thesubject,andthecompositiontellyouabouttheprevailingattitudesandconditionsofthetimeperiod?(Forexample,Whatsymbolismisused?Howisperspectiveused?Inwhatrolesarepeopleportrayed?Whatisleftoutofthecomposition?)

Useresourcestostudyfashiontrends.Howhasfashionchangedovertime?Howdidclothingstylesreflectpeople’sworkandtheirrolesinsociety?Whatclothingstyleshavecarriedoverintopresenttimes?

Suggestions for Integrating Primary Sources into


Photographs

Useanhistoricphotographorfilmofastreetscene.Giveanoraldescriptionofthesights,sounds,andsmellsthatsurroundthescene,presentingevidencefromthephotographitselfandothersourcesaboutthetimeperiod.Examinetheimagetofindcluesabouttheeconomicsandcommerceofthetime.

Selectahistoricalphotographorfilmframe.Predictwhatwillhappenoneminuteandonehourafterthephotographorfilmwastaken.Explainthereasoningbehindyourpredictions

Toencouragefocusondetail,showaphotographorfilmframetotheclassroomforthreeminutesandthenremoveit.Havestudentsdrawthecontentsoftheimageonapieceofpaperdividedintoagridofninesections.Repeatthisexercisewithnewimagesandwatchstudents’abilitytorecalldetailimprove


Audio

Researchyourfamilyhistorybyinterviewingrelatives.Useletters,audiorecordings,andvideotapetocompileareportonanimportanttimeforyourfamily.Makenoteofdifferingrecollectionsaboutthesameevent.

Workinteamstorecordinterviewsofoldercitizensinthecommunity.Focusonandcompileinterviewsononeaspectofcommunitylifesuchaswork,family,orschools.Combineclassreportswithhistoricalimagesanddocumentstoproduceadocumentaryonthehistoryofyourcommunity.

Introduceanaudiorecordingofafamouspoliticalspeech.Askstudentstothinkaboutandwritedownimpressionswhiletheylistentothespeech.Whatisthespeaker’skeymessage?Whatisthespeaker’spointofview?Howdoesthespeaker’soratorystyleaffecttheimpactofthemessage?Ifthetextofthespeechisavailable,havestudentscompareimpressionsfromhearingthespeechtoimpressionsfromreadingthespeech.

Havestudentslistentoaudiorecordingsfromoldradiobroadcasts.Comparethelanguage,styleofspeaking,andcontenttoradioandtelevisionprogramsoftoday.Howdoesthecontentoftheolderradiobroadcastexemplifytheeventsandprevailingattitudesofthetime?Howdoesmodernradioandtelevisionprogrammingexemplifyeventsandattitudesofthepresenttime?


ResearchandstudylyricsofpopularsongsfromtheperiodsofWorldWarII,theKoreanWar,andtheVietnamWar.Whatdothelyricstellyouaboutpublicattitudestowardthewar?Interviewveteransofthesewarsabouttheirperceptionoftheaccuracyoftheinformationinthelyrics.

Havestudentssearchforeventsthathaveinspiredlyricsincurrentpopularmusic.Havestudentscomparepresentdayeventsandmusictolyricsfromthepastinspiredbyhistoricalevents.Whatarethesimilaritiesanddifferencesbetweenpresentdayandhistoricalsongsandtheeventsthatinspiredthem?

Documents

Studyhistoricalmapsofacity,state,orregiontofindevidenceofchangesinpopulation,industry,andsettlementovertime.Useotherresourcestofindandreportoncausesforthechangesyoufind.Usemapstoillustrateyourdescriptionsofthesechanges.

Chooseafamous,historical,publicbuildinginyourarea.Researchblueprintsorarchitecturaldrawingsofthebuilding.

Music

Withhelpfromanarchitectorlibrarian,comparetheplanstothebuildingasitexiststoday.Whatchangesdoyousee?Whydoyouthinkthechangesoccurred?

SuggestionsforusingprimarysourceswerecompiledfromtheNationalDigitalLibrary’sEducators’ForumheldinJuly,1995andfromtheLibrarystaff.EducatorsattheForum,likemanythroughoutthecountry,knowthathistorycomesaliveforstudentswhoarepluggedintoprimarysources.Thesesuggestionsforstudentactivitiescanhelpyouenhanceyourcurriculumusingauthenticartifacts,documents,photographs,andmanuscriptsfromtheLibraryofCongressandothersources.


“Inquiryisaprocessoflearningthatisdrivenbyquestioning,thoughtfulinvestigating,makingsenseofinformation,anddevelopingnewunderstandings”.Howcanweapplyinquirylearningtotheintegrationofprimarysourcesintooureverydayteachingandlearningactivities?

1. Readthearticle“Inquiry:InquiringMindsWanttoKnow”byBarbaraStripling.2. Usetheinquirychecklisttoreviewalessontoseeifitincludesthecompleteinquiry

cycle.

Gotothefollowinglinktofindalessontoreview.

Inquiry Learning

http://teachingprimarysources.illinoisstate.edu/Resources/ISU_Lessons/isu_lessons.shtml


EffectivePracticeUsinganInquiryModelNameofLesson:

Includedinlesson

Comments

Yes NoConnect

• Connecttoself,previousknowledge• Gainbackgroundandcontext• Identifykeyconcepts,themes,and

vocabulary • Observe,experience

Wonder• Developquestions• Makepredictions,hypothesis

Investigate• Usequestionsandbackground

knowledgetodevelopsearchstrategies

• Findevaluateandselectsources

• Findandevaluateinformationtoanswerquestions,testhypothesis

• Identifymainideasandsupportingevidence

• Thinkaboutinformationtoilluminatenewquestionsandhypothesis

Construct• Constructnewunderstandings

connectedtopreviousknowledge• Drawconclusionsaboutquestionsand

hypothesisExpress

• Applyunderstandingtonewcontext,newsituations

• Expressnewideastosharelearningwithothers

Reflect• Reflectonownlearning• Asknewquestions

Learningfromprimarysourcesinvolvesmovingthroughaninquiryprocess.BarbaraStripling’sInquiryModelhassixelements.Inmostcaseslearnersusetheelementsmorethanonceandtheyshouldreflectthroughouttheinquiryprocess.UseBarbaraStripling’sInquiryModeltoevaluatealessonfromtheTeachingwithPrimarySourcesatIllinoisStateUniversitydatabase.

http://teachingprimarysources.illinoisstate.edu/Resources/ISU_Lessons/isu_lessons.shtml

Inquiry Checklist


Wecanlearnfromandabouthistorybyanalyzinghistoricprimarysources,likeletters,photographs,maps,drawings,sheetmusic,advertisements,recordings,andpoliticalcartoons.Learningfromprimarysourcesinvolvesmovingthroughaninquiryprocesswithdefinedgoalsinmind.Inquiryinvolvesobservation,reflection,andquestioningtoanalyzeprimarysources.

ClickonthelinkbelowandcompleteChapter4oftheonlinemodule.

http://www.loc.gov/teachers/professionaldevelopment/selfdirected/introduction/index.html

• ClickonBeginProgram.

• ClickonChaptersinupperrightcorner.

• ClickontheplussigninfrontofChapter4.Clickon“Overview”.

Explorethedifferentanalysisworksheetsavailable(i.e.artifact,cartoon,document,map,photograph,poster,andsound). http://www.loc.gov/teachers/usingprimarysources/guides.htmlCity Point, Va. “Gen. J. C. Robinson” and other locomotives of the U.S. Military Railroad, Between 1860 and 1865,LibraryofCongress,Prints&PhotographsDivision,[reproductionnumber,LC-DIG-cwpb-01858DLC]http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39718))

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Integrating Primary Sources Visitatleastoneofthefollowingwebsitesandreadthearticlespostedaboutcurriculumdesign.Keepthequestionsbelowinmindasyoureadthearticles.

http://ecrp.uiuc.edu/v2n1/helm.html

http://www.fno.org/oct05/images.html

http://www.ascd.org/ed_topics/el200009_tomlinson.html

http://www.fno.org/feb01/pl.html

Questionstoconsider:

1.Whydoyousupposethisprocessasksyou,astheeducator,tothinkasanassessorbeforedesigningunitsandlessons?

2.Whydoyouthinkthatassessmentofunderstandingshouldbethoughtofintermsofacollectionofevidenceovertimeinsteadofanevent?Doyouseeassessmentbeingthoughtofthiswayinyourclassroom?Atyourschool?

3.Whywouldeducatorswanttodocumentprogresstowardastandardinsteadofjustmeasuringachievementofthatstandard?

4.Whatisthedifferencebetweenintegratingtechnologyintostandards-basedcurriculumandsimplyusingtechnology?

5.Howmighttheintegrationofprimarysourcematerials,intomeaningfulinstruction,paralleleffortstointegratetechnology?

6.Doyouthinkthatstandards-basedteachingpracticesconflictwithorsupportbestteachingpractices?

7.Whatisthedifferencebetweenastandards-basedcurriculumandaligningthestandardstoyourcurriculum?


WhathappenswhenyouwanttofacilitateanIllinoisLearningStandardusingprimarysources,butcan’tfindanonlineactivitythatyoucanadapttofityourneeds?

Q:

A: FollowasystematicprocesstocreateanengaginglearningexperiencethatintegratesprimarysourcesfromtheLibraryof

Withapartner,usetheactivityfoundontheLibraryofCongresswebsitetocompletetheCurriculumDesignTemplateprovidedonthepagesthatfollow:

http://www.loc.gov/teachers/classroommaterials/lessons/great-war/

IfyouhaveInternetaccessyoumaydownloadandcompletethistemplatefromthiswebsite:

http://teachingprimarysources.illinoisstate.edu/Resources/tps_handouts.shtml

Standards:DesiredResults

EvidenceofLearning

Curriculum&

Instruction

EssentialQuestions

Aseducators,weregularlyfacethechallengeofdesigningsuitablestandards-basedcurriculumforourstudents.Oneaddedchallenge,introducedthroughthiscourse,istointegrateprimarysourcematerialsinameaningfulwaythroughoutthesestandards-basedlearningexperiences.Thesetasksmaypresentachallengebecausetheyrepresentashiftfrommatchingstandardstoactivitiesthatweenjoydoingwithourstudentstodesigningcurriculumthatbeginswithstandards.

Backward Design


Curriculum Design Template

IdentifyDesiredResults

Whatarethestandards? Whataretheessentialquestions?

StepOne


DetermineAcceptableEvidenceStepTwo

Whatevidencewillshowthatstudentsunderstand...

PerformanceTasks,Projects

Quizzes,Tasks,AcademicPrompts

OtherEvidence(e.g.,observations,worksamples, StudentSelf-Assessmentdialogues)


PlanLearningExperienceandInstructionStepThree

Whatknowledgeandskillsdostudentsneedtoown,inordertosuccessfullycompletetheassessmenttasks?

Studentswillneedtoknow... Studentswillneedtobeableto...

Whatteachingandlearningexperienceswillequipstudentstodemonstratethetargetedunderstandings?

Adaptedfrom Understanding by Design byGrantWigginsandJayMcTighe


?Essential Questions as Compared to Objectives

One Or 2 essential questiOns are a reasOnable number fOr a lessOn.

an instructiOnal unit that might take 3-12 weeks tO cOmplete may include between 3 tO 5 essential questiOns.

frame the questiOns in “kid friendly” language.

make the questiOns engaging and thOught prOvOking.

design essential questiOns that reflect the standards and “big ideas” Of yOur cOntent area.

write essential questiOns with “hOw” Or “why” instead Of “what.”

sequence the questiOns sO they lead naturally frOm One tO anOther.

if a questiOn is tOO specific, Or cOuld be answered with a few wOrds Or a sentence, they are prObably nOt essential questiOns.

cOnduct a web search tO find examples Of essential questiOns


Thepreviousactivityprovidedanopportunityforyoutoworkwithapartnerwhilebrainstormingsomeessentialquestions,assessmenttechniques,andlearningexperiencesthatwouldhelptofacilitatetheIllinoisLearningStandardsataparticulargradelevel.Thisactivityshouldhaveresultedinanumberofideasthatcanbefullydevelopedintomeaningfullearningexperiencesonyourown,orwithacolleague.

From Concept to Framework

SelectoneormoreofthestandardsthatyouwanttofacilitateandfullydevelopintoalessonplanforanengaginglearningexperiencethatintegratesprimarysourcematerialsfromtheLibraryofCongress.Includeallofthecomponentsfoundintheframeworkonthepagesthatfollow.Developatleastoneactivityyouincludedforthestudent(e.g.,webquest,studenthandouts,etc.).

Whenyouhavecompletedthistask,preparea5minutepresentationthatwillhighlightthecomponentsofyourstandards-basedlearningexperienceandbereadytopresentyourlearningexperiencetoworkshopparticipants.


CATEGORY 10 8 6 4 ScoreHeading Headingcontains

title,authors,school,description,1imageofaprimarysourcefromtheLOC,correctcitation.

Headingcontains5components(title,authors,school,description,1imageofaprimarysourcefromtheLOC,correctcitation).

Headingcontains4components(title,authors,school,description,1imageofaprimarysourcefromtheLOC,correctcitation.

Headingcontains3orlesscomponents(title,authors,school,description,1imageofaprimarysourcefromtheLOC,correctcitation.

Overview Overviewcontainsobjectives,timeframegrade,curriculumfit,andconsumablematerials.

Overviewcontains4components(objectives,timeframegrade,curriculumfit,andconsumablematerial).

Overviewcontains3components(objectives,timeframegrade,curriculumfit,andconsumablematerial).

Overviewcontains2orlesscomponents(objectives,timeframegrade,curriculumfit,andconsumablematerial).

State Learning Standards

StateGoalsmatchcurriculumarea,includesappropriatesub-goals

StateGoalsarepresent,sub-goalsarenotpresent.OrStateGoalsarenotpresent,sub-goalsarepresent.

StateGoalsorsub-goalsdonotmatchcurriculumarea.

NoStateGoalsarepresent.

CATEGORY 35 30 25 20Procedure Procedureisclearand

easytofollow.Allcomponentsarepresentandeasytoaccess.

Procedureisclearbutcomponentsaremissing(handouts,PowerPoints,imagetable).

Procedureissomewhatclearandassumptionsneedtobemadeinordertousethelesson.Componentsaremissing(handouts,PowerPoints,imagetable,etc.).

Procedureisnotclearandlessonisdifficulttofollow.

Evaluation RubricorAssessmentsheetiseasytofollowandmeasureslessonobjectives.

RubricorAssessmentisclearbutdoesnot measure lesson objectives.

RubricorAssessmentissomewhatclearbutdoesnotmeasurelessonobjectives.

RubricorAssessmentisnotclearanddoesnot measure lesson objectives.

Total Rubric Score

Lesson Plan Rubric

StudentName:________________________________________


Overview Back to Navigation Bar

Objectives Studentswill:

Recommendedtimeframe

Gradelevel

Curriculumfit

MaterialsReplacethistextwithalistofallmaterials/linksneededforthislearningexperiencesuchas,markers,posterboard,books,analysisforms,worksheets,etc.Ifresources,suchasanalysisforms,needtobedownloadedfromspecificwebsites,providethehyperlinktothatsite.Ifformsneedtobeprintedforstudentuse,addamastercopyafterthehandoutpageattheendofthisfile.

Illinois State Learning Standards Back to Navigation Bar

Replacethistextwiththegoal(s)andgradeappropriatebenchmark(s)Usethefollowingexample:Language Arts: GOAL 3: Write to communicate for a variety of purposes.3.B.Thelearnerwillcomposewell-organizedand

coherentwritingforspecificpurposesandaudiences.

Replace This Text With The Title Of Your Learning Experience

Typeyourfirstandlastnamehere

Typeyourschoolnamehere

Typethedatehere

Copyandpasteoneofthethumbnailimagesrelatedtothislearningexperiencefromyourresourcetable.Resizetheimagetofitwithinthisframe

Replacethistextwiththecitationinformationfortheimage.

Replacethistextwithabriefdescriptionofyourlearningexperience.

Overview/ Materials/LOCResources/Standards/Procedures/Evaluation/Rubric/Handouts/Extension


Procedures Back to Navigation Bar

Replacethistextwithstepbystepinstructionsforwhatstudentsaretodo.Provideenoughdetailstoallowanoviceteachertousethislearningexperience.Ifstudentsaretovisitaspecificwebsite,providethehyperlinktothatsite.Example:Day One:

Evaluation Back to Navigation Bar

Replacethistextwithdirectionsforhowthislearningexperiencewillbeevaluated.Thereisaseparatepageforpostingyourassessmentrubric.Createalinktotherubricpage.

Extension Back to Navigation Bar

Replacethistextwithdirectionsforanextensionactivity.Createalinktotheextensionactivity.

Primary Resources from the Library of CongressBack to Navigation Bar

Replacethistextwiththeresourcetableyougeneratedwhilemanagingtheprimaryresourc-esusedinthislearningexperience.Youcandothisbyselectingtheentiretableatonceandcopyingittoyourcomputer’stemporarymemory,(i.e.,clipboard)thenpastingithere.

RubricBack to Navigation Bar

Replacethistextwithanassessmentrubricforyourlearningexperience.Therearesomeexcellentwebsitessuchashttp://rubistar.4teachers.org/index.phpthatsimplifyrubricdevel-opment.

HandoutsBack to Navigation Bar

Inserteachhandoutasaseparatepagesothatitcanbeprintedforstudentuse.Wehavepro-videdfourblankpagesforyoutocopyandpasteyourstudenthandouts.


Writing Good Objectives

Domain Emphasis Relevant Verbs

Cognitive Knowledge Recall,identify,recognize,acquire,distinguish,state,define,name,list,label,reproduce,order

Cognitive ComprehensionTranslate,extrapolate,convert,interpret,abstract,transform,select,indicate,illustrate,represent,formulate,explain,classify,comprehend

Cognitive ApplicationApply,sequence,carryout,solve,prepare,operate,generalize,plan,repair,explain,predict,demonstrate,instruct,compute,use,perform,implement,employ,solve

Cognitive Analysis

Analyze,estimate,compare,observe,detect,classify,discover,discriminate,explore,distinguish,catalog,investigate,breakdown,order,determine,differentiate,dissect,contrast,examine,interpret

Cognitive Synthesis

Write,plan,integrate,formulate,propose,specify,produce,organize,theorize,design,build,systematize,combine,summarize,restate,argue,discuss,derive,relate,generalize,conclude,produce

Cognitive EvaluationEvaluate,verify,assess,test,judge,rank,measure,appraise,select,check,judge,justify,evaluate,determine,support,defend,criticize,weigh,assess

Affective Agree,avoid,support,participate,cooperate,praise,help,offer,join

Psychomotor Adjust,repair,taste,bend,measure,perform,operate,use,move

Avoidusingverbsthataredifficulttomeasureobjectively.Thefollowingverbsaredifficulttoassess,thusshouldbeusedwithcaution:

know familiarize gainknowledgeof

comprehend study cover

understand beaware learn

appreciate becomeacquaintedwith realize


Interest -Whatkindsofsourcesareofparticularinteresttomystudents?

Reading Level-Howdifficultisthereadingleveloftheprimarysourcecomparedtomystudents’abilities?Whatmighthelpmystudentscomprehendthismaterial(aglossaryofterms,forexample)?

Length-Howlongisthesource?DoIneedtoexcerptaportionofthesourcegivenmystudents’abilitiesand/orclassroomtimeconstraints?HowdoIensurethattheoriginalmeaningofthesourceispreservedintheexcerpt?

Points of View-Arevariouspointsofviewonagiventopic,event,orissuefairlyrepresentedinthesourcesIhavechosentouse?HaveIachievedproperbalanceamongthecompetingpointsofview?

Variety of Sources-HaveIincludedavarietyoftypesofsources(e.g.,published,unpublished,text,visual,andartifacts)?

Location-WherecanIormystudentsfindthesourcesweneed(theschoolorpubliclibrary,thelocalhistorysociety,overtheInternet)?

ThefollowingquestionsarequotedfromtheLOC’s“TheLearningPage”(http://memory.loc.gov/learn/lessons/fw.html#ration).Theygiveyousomethingtothinkaboutwhenselectingprimarysourcesforyourstudents.


Primarysourcesetsprovideawaytogatherandpresentavarietyofprimarysourcesonaparticulartopicortheme.Theseresourcescanthenbeusedinavarietyofwaystointroduceand/orexaminethetopicorthememoredeeply.Inanalyzingtheprimarysourcesstudentsbecomeactivelyinvolvedandusetheircriticalthinkingskillstomakeconnectionswithpreviousknowledge,developquestionsormakepredictionsandconstructnewunderstandings.

1.Doan“advancedGoogle”searchoftheLibraryofCongressforprimarysourcesetsandreviewseveralofthelistedsets

2.Createaprimarysourcesetthatincludes:

• atleast12primarysources

• 3differenttypesofsources(photos,maps,audio,etc.)

• importanthistoricalbackground

• questionsthatcanbeusedwithyourstudentstoguidediscussionsorleadtofurtherinquiry

**In looking at other primary source sets, you will notice that there is no one set way to create the set. Using a primary source table might be an easy and efficient way to organize these resources.

“AbrahamLincoln.”1865PDFversion (197 KB)

AbrahamLincoln’sStudentSumBook,1824-1826PDFversion (135 KB)

Poem,MyChild-hoodHomeISeeAgain,1846PDFversion (76 KB)

Creating a Primary Source Set


Project: Topic: Author: Image1 Description Citation URL Teaching Strategies: Image2 Description Citation URL Teaching Strategies: Image3 Description Citation URL Teaching Strategies: Image4 Description Citation URL Teaching Strategies: Image5 Description Citation URL Teaching Strategies: Image6 Description Citation URL Teaching Strategies: Image7 Description Citation URL Teaching Strategies: Image8 Description Citation URL Teaching Strategies:


Creating a Book Backdrop

ABookBackdropusesprimarysourcestonotonlydevelophistoricalbackgroundbuttobringbooksalive.Combiningprimarysourceswithliteraturemakeslearningmemorable,meaningfulandengagingforstudents.

1. ViewthePowerPoint“BookBackdrops: BringingHistoricalFiction toLifewithPrimarySources”createdby GailPetritogainabetterunderstandingaboutcombiningprimarysourceswithliterature.www.aea267.k12.ia.us/media/files/AEA_267_Primary_Doc.ppt

2. LookatexamplesofBookBackdropscreatebyothereducators.http://www.uwstout.edu/soe/profdev/digitalclassroom/eight/BookBackdrops_Short.pdf

3. Readthroughthesixstepprocessforusingprimarysourcesintheclassroomtoenhanceliterature.

1. Content:Selectatopic(s)youwillbestudyinginyourclassroom.Checkyourstateandlocalschooldistrictstandardsandcurriculumguidesforcontentandskillssuggestions.

2. Learning Objective:Determinewhatyouwantstudentstolearnfromworkingwiththeprimarysourcesassociatedwiththebookyouselect.Whatistheenduringunderstanding?

3. Book Selection:Chooseabookthatalignswithyourtopicandisappropriateforyourgradelevel.

4. Read:Asyoureadthebook,compilealistofdates,peopleandeventsthatmighthaveprimarysourceconnections.

5. Primary Sources:SearchacrossLOCforprimarysourceitemsthatconnectwithyourbook.

6. Teaching Strategies:Determinehowyouwillincorporatetheprimarysourcesintoyourlessons.

4. CreateyourownBookBackdropusingthesixstepprocess.Remembertoidentifythetimeperiodofthebookandconnectprimarysourcestotheculturalsetting.

Wintrhop,Elizabeth.“CountingonGrace”.Book.2006.NewYork:Yearling.

Hine,LewisW.August1910.AddieCard,anaemiclittlespinnerinNorthPownalCottonMill.LibraryofCongress,PrintsandPhotographsDivision.6/16/2010.http://www.loc.gov/pictures/item/ncl2004001719/PP


Notes, Doodles, etc.

Using Primary Sources in the Classroom - Illinois State...

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