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Teaching with Sound Nena Bloom- Collaborative Digitization Program at the CAL Conference November 10, 2006 Overview Students as historians Finding sound Teaching with sound Community/local history National/world History Scaffolds Teaching with Sound Project Students as historians

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teaching with sound

Teaching with Sound

Nena Bloom- Collaborative Digitization Program

at the CAL ConferenceNovember 10, 2006

overview
Overview
  • Students as historians
  • Finding sound
  • Teaching with sound
    • Community/local history
    • National/world History
    • Scaffolds
  • Teaching with Sound Project
what are primary sources
What are Primary Sources?
  • Write one example of a primary source on the sticky note provided.
  • Write one example of a secondary source on the sticky note provided.
  • Post your notes on the appropriate chart paper.
what are primary sources5
What are Primary Sources?
  • Primary sources are…
  • Secondary sources are…
why teach with primary sources
Why teach with primary sources?
  • Students think like historians.
    • They offer different points of view.
    • Encourages critical thinking skills.
    • Making connections to the past to understand the present.
why teach with primary sources7
Why teach with primary sources?
  • Students think like historians.
    • They offer different points of view.
    • Encourages critical thinking skills.
    • Making connections to the past to understand the present.
  • Students become historians.
    • Using primary sources as historical evidence
why teach with primary sources8
Why teach with primary sources?
  • Students think like historians.
    • They offer different points of view.
    • Encourages critical thinking skills.
    • Making connections to the past to understand the present.
  • Students become historians.
    • Using primary sources as historical evidence
  • Make history come alive!
colorado model content standards
Colorado Model Content Standards

History Standard 2:

  • 2.1: Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
    • Gathering historical data from multiple sources
colorado model content standards10
Colorado Model Content Standards

History Standard 2 cont.:

  • 2.2: Students know how to interpret and evaluate primary and secondary sources of historical information.
colorado standards for information literacy
Colorado Standards for Information Literacy
  • Standard 1...accesses information efficiently and effectively
  • Standard 2...evaluates information critically and competently.
  • Standard 3...uses information accurately and creatively.
types of sound
Types of Sound
  • Speeches- Ex. American Leaders Speak: Recordings from WWI and the 1920 election. (Library of Congress American Memory)
types of sound13
Types of Sound
  • Music and Songs-Ex. Band Music from the Civil War Era(Library of Congress American Memory)Ex. Spanish New Mexican folk music -- songs in Spanish (Colorado College)Bala-Sinem Choir- American Indian Songs and Chants (Fort Lewis College)
types of sound14
Types of Sound
  • Interviews –Ex. After the Day of Infamy: "Man-on-the-Street" Interviews Following the Attack on Pearl Harbor(Library of Congress American Memory)September 11, 2001: Documentary Project(Library of Congress American Memory)
types of sound15
Types of Sound
  • Oral Histories
    • Living memories of all kinds of people, many otherwise hidden from history.
    • Stories and histories kept alive by spoken word.
    • Actively gathered through interviews
    • Audio and transcripts
listen to the following story
Listen to the following story…

From Voices of the Colorado Plateau: Paul Begay, “The Snow Was this High”

http://archive.li.suu.edu/voices/

slide21
American Alpine Club Library

Aspen Historical Society

Belleville Public Library

Bessemer Historical Society

Colorado College Special Collections

Colorado Springs Pioneer Museum

Colorado State University

Cortez Public Library

Denver Public Library Western History/Genealogy Department

Douglas County Library

Fort Lewis College Durango CO

Loveland Museum/Gallery

Mancos Public Library

Mesa Historical Society

Montana Historical Society

Museum of Western Colorado

Naropa University

Nebraska State Historical Society

New Mexico State University                  

Northern Arizona University                    

Pikes Peak Library District                    

University of Colorado-Boulder

University of Colorado-Denver (Auraria)                

University of Denver                   

University of Montana

University of Nevada                  

University of Northern Colorado               

University of Texas El Paso                   

University of WY American Heritage Center         

Utah State University Library                  

Westminster Historical Society

Institutions with Sound Projects

highlights
Highlights
  • Craft of writing, poetics, and post-modern American literature.
  • Regional Hispanic experiences.
  • History of the Pikes Peak region.
  • Oral histories of Utes- Granddaughter of Chief Ouray and Chipeta.
  • Dams, water, environmental issues.
  • Railroads
exhibits
Exhibits
  • Tentative Themes:
    • The West Out Loud
    • Introduction: How to Listen and Use Sound to Understand the West
    • Communities and Conflict
    • Myth-Making & Storytelling Shaping the Environment
why teach with sound
Why teach with sound?
  • Critically listen.
  • Learning content through stories.
  • Breathe life into history/the past.
  • Evidence for historical inquiry.
oral histories sound supports literacy
Oral histories/sound supports literacy
  • Development of visual images.
  • Activating prior knowledge about a topic.
  • Experience with a variety of materials
models for using sound
Models for using sound
  • Community/local history
  • National/World History: Japanese American Experiences during WWII
  • Scaffolds for using sound
westminster co the quiet years by jan morrow
Westminster, CO: The Quiet Years-by Jan Morrow
  • Oral histories from Westminster Historical Society
  • Students use oral histories as evidence of change in community over time.
    • Muddy streets and gravel streets
    • Horse and buggy travel
    • Volunteer fire department created
    • Toll road and overpass created
slide31

President Roosevelt signing the declaration of war against Japan

By Popular Demand: Portraits of the Presidents and First Ladies

Library of Congress, Prints and Photographs Division [LC-USZ62-110212]

slide33

Posting of Exclusion Order at First and Front Streets in San Francisco, CaliforniaNational Archives and Records Administration War Relocation Authority, Record Group 210ARC Identifier: 536017

120,000 Japanese Americans removed from homes on the West Coast and incarcerated in ten "internment" camps for duration of war.

slide37

What do you hear?

What do you think?

What do you want to find out?

Adapted from http://memory.loc.gov/learn/features/doc_analysis/graphic_organizer.pdf

analyzing accuracy
Analyzing accuracy
  • All memories are a mixture of fact and opinion.
    • Consider the reliability of the narrator.
    • The relationship to the interviewer.
    • What kind of questions are being asked.
  • All primary sources have bias.
scaffolds for using oral histories
Scaffolds for using oral histories
  • Graphic Organizers- KWL
  • Word Splash
kwl chart
KWL Chart

Know

Want to Know

Learned

kwl chart41
KWL Chart

Know

Want to Know

Learned- What do I still want to find out (and how can I find this out?)

slide42

Word Splash to be used with George William Vogel oral history

aluminum

vigilante group

buffalo

Dodd's Fur Company

Benevolent and Protective Order of Elks

orphan

dried liver for bread

wild mustang

teaching with sound lessons
Teaching with Sound Lessons
  • Standards-based
  • Using local institution collections
  • On CDP Website
  • Jump Drive at completion
contact information
Contact Information
  • Nena Bloom: Nena.Bloom@nau.edu