TEACHING WITH PRIMARY SOURCES Level III Training Section One TPS PROGRAM MODULE

1. TEACHING WITH PRIMARY SOURCES Level III Training Section One TPS PROGRAM MODULE (2.1.a)

2. Program Purpose To prepare the participant to: Deliver TPS Overviews training to teachers Coach staff who are using primary sources

3. Participant Introductions • Name • School/Location • Level/Grade or Responsibility • Nature of TPS Experience • Resources I Bring

4. TPS Core Competencies TPS Content Understanding Primary Sources Teaching with Primary Sources Accessing and Using Primary Sources Professional Development Adult Learning Theory Presentation Skills Group Facilitation Coaching Coaching Communications

5. TPS LEVEL III PROGRAM

6. TPS Content CompetenciesWorkshop Objectives As a result of completing the TPS Program Module, the learner will be able to: Demonstrate understanding of Levels I and II content Promote teaching methods and materials that are consistent with the national TPS program. Describe how the national TPS program is organized. Describe the roles of local TPS programs, coaches and online mentors within the TPS program. Match TPS materials and approaches to specific instructional goals.

7. TPS Program Module Agenda Day One Welcome and Group Introductions Program Schedule and Learning Agreements Connecting with Primary Sources Primary Sources – What: Leaving Evidence of Our Lives Primary Sources – Why Analyzing Primary Sources: Analyzing Photos Understanding and Searching Digital Collections Analyzing Primary Sources: Analyzing Maps Accessing, Saving and Using Primary Sources Reflection/Wrap-Up/Exit Cards/Homework (

8. TPS Program Module Agenda Day Two Day One Feedback / Day Two Agenda Primary Sources Entry Points Warm-Up Inquiry Learning and Primary Sources Historical Thinking and Primary Sources Selecting and Analyzing Primary Sources from Multiple Perspectives Enriching Primary Source Analysis National and Regional TPS Program

9. Connecting with Primary Sources

10. Primary SourcesWhat: Leaving Evidence of our Lives

11. Why Use Primary Sources 1. Engage students • Primary sources help students relate in a personal way to events of the past and promote a deeper understanding of history as a series of human events. • Because primary sources are snippets of history, they encourage students to seek additional evidence through research. • First-person accounts of events helps make them more real, fostering active reading and response. 2. Develop critical thinking skills • Many state standards support teaching with primary sources, which require students to be both critical and analytical as they read and examine documents and objects. • Primary sources are often incomplete and have little context. Students must use prior knowledge and work with multiple primary sources to find patterns. • In analyzing primary sources, students move from concrete observations and facts to questioning and making inferences about the materials. • Questions of creator bias, purpose, and point of view may challenge students’ assumptions. 3. Construct knowledge • Inquiry into primary sources encourages students to wrestle with contradictions and compare multiple sources that represent differing points of view, confronting the complexity of the past. • Students construct knowledge as they form reasoned conclusions, base their conclusions on evidence, and connect primary sources to the context in which they were created, synthesizing information from multiple sources. • Integrating what they glean from comparing primary sources with what they already know and what they learn from research allows students to construct content knowledge and deepen understanding.

12. Analyzing Primary Sources: Analyzing Photographs

13. Understanding and Searching Digital Collections Literacy Education for All, Results for the Nation Act

14. Analyzing Primary sources: Analyzing Maps

15. Accessing, Saving and Using Primary Sources

16. Sample Log File

17. Plus(What did you really like: What would you use?) Major Themes (Sample) • Hands-on activities • Active learning activities that apply to both students and teachers • Group participation/collaboration/idea-sharing discussion • Practice searching • Great tools – primary source analysis tools

18. Minus(Challenges? Obstacles?) Major Themes (Sample) • Inability to link American Memory to myLOC.gov • Website not accessible or slow • Searching is difficult • Finding permanent URL is a “pain” • Could use more assistance on searching

19. Interesting(What did you find intriguing?) Major Themes (Sample) • Map Exercises and others using primary sources • Good search strategies • TPS Primary Source Nexus • Variety of and how engaging primary sources can be • Group discussion, interaction and ideas from others

20. Questions(…about content? …about process) Most frequent response = no questions Major Themes (Sample) • How do we help other teachers shift from old ways and get on board to use primary sources? • Other ways to use LOC.gov – most especially the teacher’s section? • Will LOC.gov allow search within a search? • Will we have time to create units? • Are we going to have the opportunity to lead an organized training session will we be setting them up ourselves?

21. TPS Program Module Agenda Day Two Day One Feedback / Day Two Agenda Primary Sources Entry Points Warm-Up Inquiry Learning and Primary Sources Historical Thinking and Primary Sources Selecting and Analyzing Primary Sources from Multiple Perspectives Enriching Primary Source Analysis National and Regional TPS Program

22. Primary Sources Entry Points Warm Up • Aesthetic • Logical • Narrative • Foundational • Experiential

23. Inquiry Learning and Primary sources

24. Analyzing Primary Sources: Analyzing Photographs

25. Historical Thinking and Primary Sources

26. Selecting and Analyzing Primary Sources from Multiple Perspectives

27. The Importance of Questioning

28. Developed: Taffy E. Raphael (1982, 1986) Goal: increase reading comprehension Process: recognizing different types of questions and understanding where the answers to those questions can be found QAR: Question-Answer Relationships

30. Developed: TPS-Barat (2009, 2012) Goal: scaffold learning by focusing on comprehension of content while reducing linguistic cognitive load Process: recognizing different types of questions and understanding how to respond using details from an image QAR  Image Questions & Responses

32. Image link

33. The CCSS emphasize teaching students to become active questioners early on • RL/RI.K.1. With prompting and support, ask and answer questions about key details in a text. • RL/RI.1.1. Ask and answer questions about key details in a text. • RL/RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • RL/RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. By 4th grade, specific practice with questioning disappears from the CCSS text • RL/RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Questioning & the Common Core State Standards

34. Image QAR: provides students with guided questions that produce specific types of responses Text QAR: provides students with question types that produce specific types of responses QFT: helps students learn how to produce their own questions, improve them, and strategize on how to use them Teaching Active Questioning QFT?

35. Developed: Dan Rothstein & Luz Santana, Right Question Institute Goal: help students learn how to produce their own questions, improve them, and strategize on how to use them Process: • Step 1 - Teachers Design a Question Focus. • Step 2 - Students Produce Questions. • Step 3 - Students Improve Their Questions. • Step 4 - Students Prioritize Their Questions. • Step 5 - Students and Teachers Decide on Next Steps. • Step 6 - Students Reflect on What They Have Learned. QFT: Question Formulation Technique

36. Four, Simple Rules • 1 - Ask as many questions as you can. • 2 - Do not stop to discuss, judge, or answer the questions. • 3 - Write down every question exactly as it is stated. • 4 - Change any statement into a question. QFT Step 2: Producing Questions

37. 1 -Mark each question produced as open or closed. • 2 - Change 2 closed questions to open questions. • 3 - Change 2 open questions to closed questions. • 4 - Write an explanation for students explaining why open questions produce more information. QFT Step 3: Improving Questions

38. 1 - Create criteria for prioritizing questions and describe the learning objective. • Example: Choose the 3 questions you think will provide the most information. • Example: Choose the 3 questions you most want to explore further. 2 - Choose questions based on your defined criteria. QFT Step 4: Prioritizing Questions

39. Level I and II Workshops

40. Teaching with Primary Sources Regional Program

41. Teaching with Primary Source Regional Consortium Partners

42. Wrap-up/Reflection/Program Evaluation/ Homework • What did you like the most about the section? • What did you like the least about the section? • What was your most significant learning for the section? • Do you have any outstanding questions that you would like addressed? • Do you have any general observations that you would like to share with the group?