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Primary Sources 2007
- 1. Primary Sources in the Social Studies Classroom Glenn Wiebe ESSDACK [email_address]
- 3. Sticky ideas
- 4. Big ideas Primary sources encourage high levels of learning
- 5. Lots of resources & activities exist for teachers to use
- 6. Using technology is important as part of instruction
- 7. Primary / secondary? Old history textbooks New history textbooks The Wild Blue Photos Artifact World Book Copy of a forwarded email Diary Live blog on a computer Digital photo on laptop Wikipedia
- 8. What are the rules? Create a list of criteria
- 9. Criteria?
- 10. Direct traces of the event Accounts created at the time it occurred , by firsthand observers and participants Accounts created after the event occurred , by firsthand observers and participants
- 11. Accounts created after the event occurred , by people who did not participate or witness the event, but who used interviews or evidence from the time of the event
- 12. Do you need to change any of your dots?
- 13. Definitions? What are primary sources? Contemporary accounts of an event, created by someone who experienced or witnessed the event in question “a first-hand account of an event, person, or place” (Kansas State Standards)
- 14. What are secondary sources? Materials that interpret, assign value to, conjecture upon, and draw conclusions about the events reported in primary sources “An account of an event, person, or place that is not first-hand” (Kansas State Standards)
- 15. Tertiary sources? Materials that list, compile, digest, or index primary and / or secondary sources
- 16. Where should you start? socialstudiescentral.com slideshare.net/glennw98
- 17. Three stage media analysis See Sims & Differences Why
- 18. Three stage media analysis Boston Massacre
- 25. Paul Revere 1770 Alonzo Chappel 1868
- 26. Training kids to analyze “ What really happened in Boston on March 5, 1770?”
- 27. Who 1st / 2nd / 3rd person? 5 W’s and credibility
- 28. What format?
- 29. Why audience?
- 30. Where on-site?
- 31. When written / created?
- 33. Great place to start National Archives & Records Administration www.archives.gov/education
- 34. Library of Congress www.loc.gov/teachers
- 36. Social Studies Central www.socialstudiescentral.com “ Links” “Documents ”
- 37. Browse through lesson plan archives Select a lesson you can adapt How might it look different?
- 38. One side write What you see Other side What you feel Bottom What do all pictures have in common?
- 43. Masks off!
- 44. See
- 45. Feel
- 46. Have in common
- 47. Why don’t we hear much about it? How would you slow down a pandemic in 2007?
- 49. Problems? Time in planning Time in class Validity of source Training of teacher and students Reading level of students
- 50. Myths? Jigsaw: “Primary Sources in History: Breaking Through the Myths”
- 51. Myths? Primary sources are reliable Primary sources are naturally fun and engaging for students Evidence can be neatly packaged as primary or secondary The more primary sources the better
- 53. “ A morsel of genuine history is a thing so rare as to be always valuable.” Thomas Jefferson, 1817
- 54. Why primary sources? It’s in the state standards www.ksde.org Yeah, but . . .
- 55. Students develop critical thinking skills Primary sources are 3rd story stuff Kids must make own conclusions
- 56. “ I learned that to do history, you have to be objective and be able to look at a puzzle of historical events and put them together in order.” 10th grader
- 57. Students acquire empathy for the human condition See history as events that happen to actual people
- 58. “ When my students read the Whitman letters, I saw a sheen of tears in their eyes and noted an avid interest in the soldiers as people, not just historical figures.” HS teacher
- 59. Students consider different points of view Must move from making observations to making inferences Realize that both creation & interpretation is biased
- 60. “ Discovering that two students view a document differently creates a kind of dissonance that opens up meaning and creates new understanding in learners.” MS teacher
- 61. Students understand the continuum of history See cause and effect / time / place / people relationships over time
- 62. “ The Civil Rights Movement finally made sense to me when I looked at lynching postcards from the 1900s and some of the writings of Ida B. Wells.” HS student
- 63. Basic assumptions History is incomplete & open to interpretation Use raw evidence as much as possible Activity should be “ill structured” Don’t get too involved
- 64. Use provocative problems Provide scaffolding Incorporate collaboration The process is the key / not the “correct” answer
- 65. Give One to Get One Your best lesson / resource?
- 66. What do you already do? Check off those things that you have done or are already doing
- 67. What will you do? Circle or highlight those things that you might want to try
- 68. What can be changed? Underline those things that would need to be adapted
- 69. The basics Provide some “velcro” History Frame Predict-o-Fact List / Group / Label Brown vs. Board of Education
- 70. Use analysis worksheets Use NARA / LOC kits NCSS lesson plans
- 71. Use analysis worksheets
- 72. Technology suggestions Use Google Earth Kids create tour of US import countries Tours of explorer routes List of natural resources Provide placemarks / good area to settle? City scavenger hunts
- 73. Resources: <www.shambles.net/pages/learning/GeogP/ gearthplan> <bbs.keyhole.com> <gelessons.com> <www.teachinghacks.com/wiki>
- 74. Compare Flickr.com photos of a specific event or place Geocaching.com
- 75. Use spreadsheet program slaves per colony USSR vs. US casualties during WWII
- 76. Play video games
- 81. Create blogs to discuss / share documents
- 82. Let kids use software to create multimedia presentations MovieMaker iMovie GarageBand iTunes
- 83. Online activities Who Killed William Robinson? You are the Historian Social Studies Central Lesson Plans <www.socialstudiescentral.com>
- 84. Technology What do you do?
- 85. Objects Use old photos to trace the development of specific types of technology or inventions Predict what the technology might look like 50 or 100 years from now
- 86. Objects Use a spreadsheet program to document deaths and births based on tombstone data Predict use of unknown object / research and present findings
- 88. Objects Kiel Hileman 2004 Kansas teacher of the year Keil's room See handout
- 89. Objects What do you do?
- 90. Images Select a historical photo / have kids predict what was happening one hour before or after it was taken Have kids use fine art to reveal info about artist, time period, attitudes of the period
- 91. Images Compare Hollywood movies with actual events Use visual DEIs (Discrepant Event Inquiry) to engage kids
- 96. New York City 1939
- 101. New Jersey 1938
- 102. “ Backwards” DEI Student stands facing class Project picture on wall Student must ask the questions
- 104. Images What do you do?
- 105. Audio Record oral interviews with family or community members Study lyrics of popular music from WWI, WWII, the Vietnam War, and Iraq Compare with interviews with vets
- 106. Audio Compare transcripts or newspaper accounts of famous speeches to the actual speech www.newspaperarchive.org
- 107. Use music with images to create an emotional engagement Civil War Photos
- 108. Audio What do you do?
- 109. Statistics Study historical maps of city or region / document evidence of change Use census data to predict future problems facing community
- 110. Statistics Contrast present sports to past Who was better? Why? Baseball cards / Madden 2007? Research blueprints of public building What changes have been made and why?
- 111. Statistics What do you do?
- 112. Text Use newspapers/magazines to analyze advertising of specific product over time Select cookbooks from different periods Read letters to analyze point of view
- 113. “ Famous” quotes
- 114. Text What do you do?
- 115. Assessment?
- 116. Document Based Questions (DBQs) A series of short answers or an essay based on prior knowledge and a select set of documents Designed to enable students to work like historians For all levels Formative or summative
- 117. Was Christopher Columbus good or bad?
- 118. Assess whether or not imperialism helped or harmed colonial societies.
- 119. When? Where? What?
- 123. Perhaps more important . . . So what?
- 125. What cost security? Guiding question “Is it ever okay for the government to violate the Bill of Rights?”
- 126. Documents & white gloves "Conference with General De Witt" at Office of Commanding General, Headquarters Western Defense Command and Fourth Army; January 4, 1942 Executive Order 9066 Exclusion Order and exclusion area Photographs of internment process / camps
- 127. Complete student response sheet Use photo & document analysis sheets Complete History Frame graphic organizer to summarize your work
- 128. Using evidence from the WWII Japanese American experience and contemporary documents, defend or refute the following statement: “Descendants of those interned during WWII should be entitled to financial compensation from the federal government.”
- 129. Or . . . using evidence from the WWII Japanese American experience and contemporary documents, complete the following task: “Make a scale drawing of an 8´ x 20´ room. Put furnishings drawn to scale for your own family (beds, closets, chests, etc.) in the drawing”
- 130. Or . . . using evidence from the WWII Japanese American experience and contemporary documents, complete the following task: “Pretend your best friend had to go to the internment camp. Write a letter to that friend”
- 131. What would you change?
- 132. Create your own Using the Library of Congress framework, begin developing your own primary sources activity Be sure to use the Three Story Intellect Start with the end in mind Develop an assessment Create the activity
- 133. Where should you end? slideshare.net/glennw98
- 134. Sticky ideas?
- 135. Encourage high levels of learning Lots of resources & activities exist Using technology is important
- 136. Web resources Social Studies Central <www.socialstudiescentral.com> Click “Links” then “Documents” NARA Digital Classroom <www.archives.gov/education> Library of Congress American Memory <memory.loc.gov/learn>
- 137. Our Documents <www.ourdocuments.gov> America’s Library <www.americaslibrary.org> Authentic History Center <authentic history.com>
- 138. Reading Quest: Making Sense in Social Studies <www.readingquest.org> National Council for the Social Studies <www.socialstudies.org> Marco Polo <marcopolo-education.org>
- 139. Edsitement <edsitement.neh.gov> History Matters! <historymatters.gmu.edu> Kansas Educational Resource Center <www.kerc-ks.org>
- 140. Language Strategies for Social Science <www.stanford.edu/group/step/resources/ LanguageSite/History_Strategies.html> Digital History <www.digitalhistory.uh.edu> Smithsonian Institute <www.smithsonianeducation.org/ educators>
- 141. Internet History Sourcebook Project <www.fordham.edu/halsall> National Park Service / Links to the Past <www.cr.nps.gov> Using Primary Sources with Teachers <www.whyy.org/generations/primary.html>
- 142. Center for History and the New Media <chnm.gmu.edu> Teaching History with Technology <www.thwt.org> Best of History Web Sites <www.besthistorysites.net>
- 143. Print resources Kobrin, David. (1996) Beyond the Textbook: Teaching History Using Documents & Primary Sources . Portsmouth, New Hampshire: Heinemann. Lewin, Larry; Betty Jean Shoemaker. (1998) Great Performances: Creating Classroom-Based Assessment Tasks . Alexandria, Virginia: Association of Supervision and Curriculum Development.
- 144. Lindquist, Tarry. (1997) Ways That Work: Putting Social Studies Standards into Practice . Portsmouth, New Hampshire: Heinemann. Steffey, Stephanie; Wendy Hood. (1994) If This is Social Studies, Why isn’t it Boring? York, Maine: Stenhouse Publishers.
- 145. Zemelman, Steven, et al. (1998) Best Practice: New Standards for Teaching & Learning in America’s Schools . Portsmouth, New Hampshire: Heinemann. Zull, James. (2002) The Art of Changing the Brain. Sterling, VA. Stylus Publishing.
- 146. Fischer, Max W. (1993) American History Simulations . Westminster, CA: Teacher Created Materials. Levstick, Linda, Barton, Keith. (2001) Doing History: Investigating with Children in Elementary & Middle Schools . Mahwah, NJ: Lawrence Erlbaum Associates.
- 147. Irvin, Judith (2002) Reading Strategies for the Social Studies Classroom. Holt, Rinehart and Winston.
- 148. Citation of resources Citing Electronic Information in History Papers <cas.memphis.edu/~mcrouse/elcite.html> Columbia Guide to Online Style <www.columbia.edu/cu/cup/cgos/idx_basic.html> Online! A Reference Guide to Using Internet Resources <www.bedfordstmartins.com/online/index.html>
- 149. Research and Documentation Online <www.dianahacker.com/resdoc> Sources: Their Use and Acknowledgement <www.dartmouth.edu/~sources> Easy Bib <easybib.com> Notestar <notestar.4teachers.org>