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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
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

presentation objectives 1
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
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
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
Common Core State Standards

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

gearing up for the common core
Gearing Up for the Common Core
  • Literacy Skills for:
    • College
    • Career
    • Citizenship
il 2 0 blooms
IL 2.0 Blooms

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

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
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

slide14
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

web gallery of art
Web Gallery of Art?
  • Online Database
best practices
Best Practices

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

standards
Standards

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.

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 that:

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

Language Arts Integration
slide29
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).

slide30
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.

slide31
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.

slide32
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.

the hook
THE HOOK!

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.

other ways to hook students
Focus Activity

Brainstorming Activity

Visualization Exercise

Other Ways to Hook Students!
dust storm

“DUST STORM”

an excerpt from

Out of the Dust

by

Karen Hesse

teacher directed activities
Teacher Directed Activities

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

slide46
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
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
slide53
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
slide55

Additional Resources:

Online Resource Document

  • Smithsonian Engaging Students with Primary Sourceswww.thinkfinity.org
  • ReadWriteThink
time to e xplore
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

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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