Nothin like the real thing primary sources for interdisciplinary instruction
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Nothin’ Like The Real Thing : Primary Sources for Interdisciplinary Instruction. Trish Vlastnik, M. Ed, MLIS, Ed. S Nia Malika Pole, Ed.D. Georgia Department of Education CCGPS Summit, Partners In Progress July 17, 2013. SSU. Learning Objectives- The Teacher Will:.

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Nothin’ Like The Real Thing : Primary Sources for Interdisciplinary Instruction

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Nothin like the real thing primary sources for interdisciplinary instruction

Nothin’ Like The Real Thing: Primary Sources for Interdisciplinary Instruction

Trish Vlastnik, M. Ed, MLIS, Ed. SNia Malika Pole, Ed.D.Georgia Department of Education CCGPS Summit, Partners In ProgressJuly 17, 2013

SSU


Learning objectives the teacher will

Learning Objectives- The Teacher Will:

Understand the foundational concepts of the CCGPS as they relate to primary sources.

Understand the philosophical  justification, for teaching with  primary source materials.

Review, access and navigate key digital repositories for primary source materials found on Galileo and numerous other free, content-rich digital repositories of archival materials.

Review, articulate and demonstrate best practices for incorporating primary sources  into lessons.


Learning objectives the teacher will1

Learning Objectives-The Teacher Will:

View collaborative instruction between an ESOL teacher and a Media Specialist.

View instructional activity demonstrating the use of online, primary source materials.

Explore e online resources for primary source material.

Receive materials for accessing resources for primary source material and other useful material  to be used in classroom instruction.


Essential questions

Essential Questions

How do I access primary resources?

How do primary resources support explicit instruction?

How can teachers utilize primary sources to implement research-based differentiated instruction?

What are DBQs and how should they be implemented during instruction?

How can DBQs foster critical thinking among students?


Ccgps

CCGPS

http://www.corestandards.org/images/map/transparentMap.gif


Gearing up for the ccgps

Gearing Up for the CCGPS

  • Literacy Skills for:

    • College

    • Career

    • Citizenship


Bloom s taxonomy

Bloom’s Taxonomy


Il 2 0 blooms

IL 2.0 Blooms

http://www.schrockguide.net/bloomin-apps.html


Primary sources

Primary Sources


Why primary resources

Why Primary Resources?

  • Make pedagogical shift from traditional to constructivist teaching model.

  • Facilitate student driven inquiry vs. teacher driven instruction.

  • Present issues from multiple perspectives.

  • Allow for exploration through DBQs (document-based questions).


Why primary resources1

Why Primary Resources?

  • Develop critical thinking skills

  • Address various learning styles

  • Engage students in active learning


Ccgps standard

CCGPS Standard


Integral role of primary sources in ccgps

Integral Role of Primary Sources in CCGPS

  • Support Discipline-Specific Skills

    • Analysis, Comparison of Sources, Research

    • Argument, Persuasive Writing, Oral Communication, Speaking & Listening

  • Support Inquiry –Based Activities

    • Generate Questions, Take Notes, Organize Material, Find, Analyze, Evaluate & Cite Sources

http://www.archives.gov/nae/education/pdf/primary-sources-and-historical-thinking-skills.pdf


Nothin like the real thing primary sources for interdisciplinary instruction

DBQs??

Questions that ask students to look beyond the primary source and engage in:

  • Investigation

  • Analysis

  • Interpretation

    To determine

  • Source

  • Meaning

  • Point of view

http://www.fdrlibrary.marist.edu/education/resources/dbq.html


Scholarly students

Scholarly Students


Online institutional resources

Online Institutional Resources

Teacher Pages


Library of congress

Library of Congress


National archive nara

National Archive NARA


Nara docsteach tool

NARA- DocsTeach Tool

Building Background

DocsTeach Activity


Digital public library of america

Digital Public Library of America


Digital library of georgia

Digital Library of Georgia


Jimmy carter library and museum

Jimmy Carter Library and Museum


World digital library

World Digital Library


Mary johnson s livebinder

Mary Johnson’s Livebinder


Additional fine art resources

Additional Fine Art Resources


Web gallery of art

Web Gallery of Art

  • Online Database


Best practices

Best Practices

http://www.architecture.com/LibraryDrawingsAndPhotographs/DrawingsAndArchives/ArchivesCollection.aspx


Part 2 classroom implementation

Part 2: Classroom Implementation

THE DUST BOWL


Standards

Standards

  • SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

    • a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.


Language arts integration

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

For literary texts, the student identifies the characteristics of various genres and produces evidence of reading.

Language Arts Integration


Instruction essential question

How did the Dust Bowl affect the lives of Americans?

Instruction Essential Question


The hook

THE HOOK!

Generate discussion about Dorothea Lange’s photo, Migrant Mother and Children

Photo Analysis Tool

Dorothea Lange (1895–1965), Migrant Mother (Destitute

pea pickers in California. Mother of seven children. Age thirty-two.

Nipomo, California), February 1936. Black-and-white photograph.

Farm Security Administration, Office of War Information,

Photograph Collection. Library of Congress, Prints and

Photographs Division, Washington, D.C.


Other ways to hook students

Focus Activity

Brainstorming Activity

Visualization Exercise

Other Ways to Hook Students!


Build background k i m

Build Background: K.I.M.


Dust storm

“DUST STORM”

an excerpt from

Out of the Dust

by

Karen Hesse


Dust storm1

Dust Storm


Dust storm2

Dust Storm


Dust storm3

Dust Storm


Dust storm4

Dust Storm


Dust storm5

Dust Storm


Teacher directed activities

Teacher Directed Activities

(Detail) Lucille Burroughs, daughter of a cotton sharecropper. Hale County, Alabamahttp://www.loc.gov/pictures/item/fsa1998020950/PP


Nothin like the real thing primary sources for interdisciplinary instruction

Images of the Great Depression

Study these images, then answer the following questions.

Speculate as to when and where these photographs may have been taken.

Which image "speaks" to you and why?

If every picture tells a story, what story do these photographs convey?

What questions do these images evoke?


Guiding reading journal

http://ecx.images-amazon.com/images

/I/71IiqyH-OpL._SL1000_.jpg

Guiding Reading Journal

  • school life

  • community life

  • family life

  • government assistance

  • agriculture


English learner connection

Have students compare their migration to America with Dust Bowl children who were migrants.

English Learner Connection


Recordings voices of the dust bowl

http://memory.loc.gov/ammem/afctshtml/tshome.html

Recordings: Voices of the Dust Bowl


Using manuscripts to compare and contrast

http://memory.loc.gov/ammem/wpaintro/wpahome.html

Using Manuscripts to Compare and Contrast


Using literature to compare perspectives

Using Literature to Compare Perspectives

http://en.wikipedia.org/wiki/Bud,_Not_Buddy


Sample assessments evaluation

Informal Teacher Observation

Listen to the song “Over at the Government Camp sung by 12 year olds Margaret Treat, Mary Campbell and her sister Betty.

You are a journalist, newspaper critic for the Camp

newspaper: Write a review of this song as though it

were to be read by the people living in

the camp community.

Sample Assessments/Evaluation


Nothin like the real thing primary sources for interdisciplinary instruction

You are a producer of movies. Create a 5-10 documentary depicting Dust Bowl life from different perspectives utilizing images and recordings.

Write a journal entry from the perspective of (1) a child living during the Dust Bowl (2) a migrant child traveling to California (3) a child living in the refugee camp during the Dust Bowl.

Sample Assessments/Evaluation


Complex informational texts

Complex Informational Texts

  • Vocabulary

  • Lexile Level


Nothin like the real thing primary sources for interdisciplinary instruction

Additional Resources:

Online Resource Document

  • Smithsonian Engaging Students with Primary Sourceswww.thinkfinity.org

  • ReadWriteThink

  • Picturing America


Time to explore

Time To Explore

http://questgarden.com/86/00/1/090808115337/process.htm


Handouts available

Handouts Available

Guidelines for Using Primary Sources

Instructional Best Practices

Suggested Uses for Primary Source Material

Sample Lesson Plan

Explicit Instruction Lesson Plan Template

DBQ Template

KIM Template

Digital & Hard Copy of Online Resources for Primary Source Material

Primary Source Analysis Tool s

NARA Bookmarks, Literature


Contact information

Trish Vlastnik

[email protected]

Twitter @masterrunner

Dr. Nia Malika Pole

[email protected]

CONTACT INFORMATION


That s all folks

That’s all Folks!

Questions?

Thank You !!!


Resources

Resources

Hesse, K. 1997. Out of the Dust. N.Y.: Scholastic Press, p.142-146.

Image Slide 2 Chris Johns, National Geographic, Getty Images

Image Slide 3http://www.humanitiestexas.org/exhibits/list/dustbowl/dustbowl.php

Image slide 4 (FSA, Getty Images)

http://www.gettyimages.com/detail/3231460/Hulton-ArchiveImage Slide 5

http://media.web.britannica.com/eb-media/61/79961-004-14C26441.jpg

Image Slide 6 (in public domain)United States Department of Agriculture; Image Number: 00di0971


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