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Teaching “Pop Culture” via Primary Sources: The Coca-Cola Case Study

Teaching “Pop Culture” via Primary Sources: The Coca-Cola Case Study . A collaboration between California University of Pennsylvania’s Library of Congress Teaching with Primary Sources program and the Intermediate Unit One California, PA. Who is here?. Where do you teach/work?

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Teaching “Pop Culture” via Primary Sources: The Coca-Cola Case Study

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  1. Teaching “Pop Culture” via Primary Sources: The Coca-Cola Case Study A collaboration between California University of Pennsylvania’s Library of Congress Teaching with Primary Sources program and the Intermediate Unit OneCalifornia, PA

  2. Who is here? • Where do you teach/work? • What’s your grade level and subject area? • Why are you here today? • Why did you choose this course in particular? • Are you new to Teaching with Primary Sources? • Have you used primary sources / oral history in your classes? • Hobbies / interests?

  3. TPS Summer Institute Participants • Rebecca Barota • Teri Clay • Stephany Daniels • David Divelbliss • Chelsie Fike • Shannon Gagliardi • Matthew Gasper • Martin Gatti • Sharon Geary • Dominic Grenaldo • Michelle Hudock • Andrea Jackson • Donna Kovell • Jeanette Markle Dawn Mattey Kenneth Musko Katie Pavelko Heather Persson Denise Phillips Mark Render Brianna Rice Julie Sanders Ashley Smolenski Nicole Stephenson Suzanne Turack Denise Yoho Bryan Maola

  4. Who we are Dr. Michael Brna, Director Mrs. Lynne Berdar, Secretary Mr. Nik Roberts, Instructional Specialist Dr. Dave Lonich, Historian & Educator Library of Congress Teaching with Primary Sources Department College of Education and Human Services California University of Pennsylvania

  5. Introduction to the Library of CongressTeaching with Primary Sources Program

  6. Teaching with Primary Sources What do we do at Cal U? Conduct courses / workshops / presentations on primary source learningBring digital primary sources into the classroomFind, research, and preserve primary sources

  7. The Library of Congress • Largest Library in the World30 miles of bookshelves • 140 million items • 29 million books and other printed materials • 2.7 million recordings • 12 million photographs • 4.8 million maps • 57 million manuscripts • 2,200 new items daily • 16 million digitized items MISSION: To make its resources available and useful to the Congress and the American people and to sustain and preserve a universal collection of knowledge and creativity for future generations.

  8. TPS From the Librarian of Congress.. http://www.youtube.com/watch?v=2L2XwWq4_BY

  9. Benefits to taking this course • Teachers: • Learn how to carry out an oral history project in your classroom • Appreciate the added value of primary source focused learning • e.g. direct connection, deepened content knowledge, excitement, empathy, etc. • Envision a means of engaging students in higher-order critical thinking • Become familiar with the vast array of teacher resources at the LOC • Librarians: • Learn about primary source digital libraries at the LOC • Be able to direct students towards an array of primary source content • Administrators: • Become familiar with current instructional and learning strategies • Become familiar with LOC related professional development opportunities

  10. A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9o

  11. A Vision of Students Today Quotes • 0:11Today’s child is bewildered when he enters the 19th century environment that still characterizes the educational establishment where information is scarce but ordered and structured by fragmented, classified patterns subjects and schedules. –Marshall McLuhan, 1967 • 3:57"The inventor of the [chalkboard] system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind." —Josiah F. Bumstead, 1841 • This short video summarizes some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime” – Michael Wesch, 2007

  12. Primary vs. Secondary Sources What’s the difference?

  13. Primary vs. Secondary Sources A Primary Source is… one obtained by, coming from, or being a direct personal observation or experience. Is Secondary Source is… one created using information provided by someone else (i.e., using someone’s recollection to create the item). What are some examples of each?

  14. Primary Sources Art Clothing Artifacts Autobiographies Diaries Interviews Journals Letters Music News footage Newspapers Photographs PoetryPost-it notes Speeches Coins Case reports Etc. Secondary Sources Textbooks Encyclopedias Dictionaries Biographies Documentaries Monographs Primary vs. Secondary Sources

  15. Why use Primary Sources in the classroom? • Creativity and critical thinking (e.g. Bloom) • Bring life to historical events • Multiple perspectives • Empathy building • Excites students • Deepens content • Technological aspects

  16. Where can I find digital primary sources & lesson plans?

  17. In a digital library! • Is it an institution? • Is it a piece of technology? • Is it a website? • Let’s look at a traditional library definition first

  18. What is a traditional library? • A building where books are kept • Collection & organization of materials • Provides preservation of materials and access to them • An authority on information

  19. What is a Digital Library? • A digital library is an organized collection of digital information • A collection of “digital objects,” including items that are “born digital” • Has unique methods for storage, searching, and retrieving those digital objects • Has unique methods for selecting, organizing, maintaining, and preserving the collection • Can be a library without walls • A modern way of dealing with knowledge in an information society / connected age. • Extra features: pronunciation guides, 3-D rotations, “interactives.”

  20. The LOC’s 13 Digital Collections

  21. Historical Reading Strategies Sourcing Consider a document's attribution (both its author and how the document came into being). Contextualizing Situate the document and events it reports in place and time. Corroborating Check important details across multiple sources to determine points of agreement and disagreement. Close Reading Read carefully to consider what a source says and the language used to say it. Primary Source Analysis Model by Dr. Daisy Martin, TPS @ Stanford University

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