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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Trish Vlastnik, M. Ed, MLIS, Ed. SNia Malika Pole, Ed.D.Georgia Department of Education CCGPS Summit, Partners In ProgressJuly 17, 2013
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.
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.
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?
Questions that ask students to look beyond the primary source and engage in:
THE DUST BOWL
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? characters or events and theme in a literary work and the actual experiences in an author’s life.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 characters or events and theme in a literary work and the actual experiences in an author’s life.
Visualization ExerciseOther Ways to Hook Students!
an excerpt from
Out of the Dust
(Detail) Lucille Burroughs, daughter of a cotton sharecropper. Hale County, Alabamahttp://www.loc.gov/pictures/item/fsa1998020950/PP
Images characters or events and theme in a literary work and the actual experiences in an author’s life.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?
http characters or events and theme in a literary work and the actual experiences in an author’s life.://ecx.images-amazon.com/images
/I/71IiqyH-OpL._SL1000_.jpgGuiding Reading Journal
Have students compare their migration to America with Dust Bowl children who were migrants.English Learner Connection
http://retroclipart.co/designs/microphone Bowl children who were migrants.Recordings: Voices of the Dust Bowl
http://www.flickr.com/photos/twentyfirstcenturyabe/2702373652http://www.flickr.com/photos/twentyfirstcenturyabe/2702373652/Using Manuscripts to Compare and Contrast
Informal Teacher Observationhttp://www.flickr.com/photos/twentyfirstcenturyabe/2702373652
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.
Additional Resources: depicting Dust Bowl life from different perspectives utilizing images and recordings.
Online Resource Document
Guidelines for Using Primary Sources
Instructional Best Practices
Suggested Uses for Primary Source Material
Sample Lesson Plan
Explicit Instruction Lesson Plan Template
Digital & Hard Copy of Online Resources for Primary Source Material
Primary Source Analysis Tool s
NARA Bookmarks, Literature
Trish Vlasnik depicting Dust Bowl life from different perspectives utilizing images and recordings.
Dr. Nia Malika Pole
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 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
Image Slide 6 (in public domain)United States Department of Agriculture; Image Number: 00di0971