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. Presentation Objectives-1.

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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

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


Presentation Objectives-1

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

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

Preview online resources for primary source materials.

Demonstrate access & navigation of key digital repository sites.

Articulate and demonstrate best practices for incorporating primary sources  into a lessons.

Demonstrate using DBQs (document based questions) related to primary source materials.

Presentation Objectives-2

Demonstrate a collaborative instructional activity between an ESOL teacher and a Media Specialist

Present an instructional activity to demonstrate the instructional use of online, primary source materials found on Galileo and numerous other free, content-rich digital repositories of archival materials.

Provide audience with an opportunity to explore the Online Resources for Primary Source Material.

Provide audience with materials for accessing resources for primary source material and other useful material  to be used to in their classrooms.

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?

Common Core State Standards

Gearing Up for the Common Core

  • Literacy Skills for:

    • College

    • Career

    • Citizenship

Bloom’s Taxonomy

IL 2.0 Blooms

Primary Sources

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 Resources?

  • Develop critical thinking skills

  • Address various learning styles

  • Engage students in active learning

Common Core Standard

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


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

  • Investigation

  • Analysis

  • Interpretation

    To determine

  • Source

  • Meaning

  • Point of view

Scholarly Students

Online Institutional Resources

Teacher Pages

Library of Congress

National Archive NARA

Digital Library of Georgia

Jimmy Carter Library and Museum

World Digital Library

Mary Johnson’s Livebinder

Additional Fine Art Resources

Web Gallery of Art?

  • Online Database

Best Practices

Part 2: Classroom Implementation



Social Studies

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.

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 that:

a. Identifies and analyzes the elements of setting, characterization, and conflict in plot.

Language Arts Integration

b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed.

c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version.

d. Relates a literary work to information about its setting (historically or culturally).

e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature.

f. Identifies and analyzes the author’s use of dialogue and description.

g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.

h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry.

i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme)

ii. Figurative language (e.g., personification, metaphor, simile, hyperbole)

iii. Graphics (i.e., capital letters, line length, stanzas).

i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.

j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life.

k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, and simile) in traditional literature.

How did the Dust Bowl affect the lives of Americans?

Instruction Essential Question


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

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.

Focus Activity

Brainstorming Activity

Visualization Exercise

Other Ways to Hook Students!


an excerpt from

Out of the Dust


Karen Hesse

Dust Storm

Dust Storm

Dust Storm

Dust Storm

Dust Storm

Build Background: K.I.M.

Teacher Directed Activities

(Detail) Lucille Burroughs, daughter of a cotton sharecropper. Hale County, Alabama

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

  • school life

  • community life

  • family life

  • government assistance

  • agriculture

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

English Learner Connection

Recordings: Voices of the Dust Bowl

Using Manuscripts to Compare and Contrast

Using Literature to Compare Perspectives,_Not_Buddy

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

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

  • Vocabulary

  • Lexile Level

Additional Resources:

Online Resource Document

  • Smithsonian Engaging Students with Primary

  • ReadWriteThink

Time To Explore

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

Trish Vlasnik

[email protected]

Dr. Nia Malika Pole

[email protected]


That’s all Folks!


Thank You !!!


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 3

Image slide 4 (FSA, Getty Images) Slide 5

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

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