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

1. 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

2. 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.

3. 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.

4. 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?

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

6. Gearing Up for the CCGPS • Literacy Skills for: • College • Career • Citizenship

7. Bloom’s Taxonomy

8. IL 2.0 Blooms http://www.schrockguide.net/bloomin-apps.html

9. Primary Sources

10. 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).

11. Why Primary Resources? • Develop critical thinking skills • Address various learning styles • Engage students in active learning

12. CCGPS Standard

13. 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

14. 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

15. Scholarly Students

16. Online Institutional Resources Teacher Pages

17. Library of Congress

18. National Archive NARA

19. NARA- DocsTeach Tool Building Background DocsTeach Activity

20. Digital Public Library of America

21. Digital Library of Georgia

22. Jimmy Carter Library and Museum

23. World Digital Library

24. Mary Johnson’s Livebinder

25. Additional Fine Art Resources

26. Web Gallery of Art • Online Database

27. Best Practices http://www.architecture.com/LibraryDrawingsAndPhotographs/DrawingsAndArchives/ArchivesCollection.aspx

28. Part 2: Classroom Implementation THE DUST BOWL

29. 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.

30. 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

31. How did the Dust Bowl affect the lives of Americans? Instruction Essential Question

32. 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.

33. Focus Activity Brainstorming Activity Visualization Exercise Other Ways to Hook Students!

34. Build Background: K.I.M.

37. “DUST STORM” an excerpt from Out of the Dust by Karen Hesse

38. Dust Storm

39. Dust Storm

40. Dust Storm

41. Dust Storm

42. Dust Storm

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

44. 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?

45. http://ecx.images-amazon.com/images /I/71IiqyH-OpL._SL1000_.jpg Guiding Reading Journal • school life • community life • family life • government assistance • agriculture

46. Have students compare their migration to America with Dust Bowl children who were migrants. English Learner Connection

47. http://memory.loc.gov/ammem/afctshtml/tshome.html Recordings: Voices of the Dust Bowl

48. http://memory.loc.gov/ammem/wpaintro/wpahome.html Using Manuscripts to Compare and Contrast

49. Using Literature to Compare Perspectives http://en.wikipedia.org/wiki/Bud,_Not_Buddy

50. 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