EDE 8173 Teaching with Primary Sources Module

TEACHING WITH PRIMARY SOURCES- MISSISSIPPI

MISSISSIPPI STATE UNIVERSITY

Teaching with Primary Sources- Mississippi: Module 1 For EDE 8173

Overview of website:

1.      Go to the Library of Congress Teaching with Primary Sources site:  http://www.loc.gov/teachers/

a.       Classroom materials by grade for CCSS, State Frameworks, National organizations (NCTE, NCSS)

b.      Self-paced online modules for teachers – 6 to help you learn how to use the LOC and primary sources in your classroom.

o   Let’s watch one: Introduction to the Library of Congress (7 minutes)

o   What did you learn?

c.       Look over the information on the website about using primary sources (start here http://www.loc.gov/teachers/usingprimarysources/whyuse.html ) Then answer the following questions.

d.      Using primary sources

1.      What is a primary source? 

a.       MindWalk Activity- complete this activity- we will do a discussion based on this the first week.

b.      List three things that might be primary sources? Why?

c.       List three things that might be secondary sources? Why?

2.      What are the benefits of using primary sources?

 

2.      Let’s analyze a source.

a.       Under classroom materials choose 5^th grade Mississippi Social Studies

b.      Select 

5.3.c. INDICATOR Critique the development and impact of slavery in North America, including the causes, conditions, and effects on enslaved Africans in North America. (DOK 3)

You’ll see 9 different classroom materials: Lesson plans, collection connections, and presentations

Select Immigration: Africa

Find the document “Slavery is dead?”

Use the Library of Congress Analyzing Primary Sources to analyze this source. http://www.loc.gov/teachers/usingprimarysources/guides.html

3.      Your turn. Choose your subject and grade level, find primary source materials to support instruction in your unit. (Lesson plan, collection connections, or presentations)

a.       What did you choose?

b.      Why did you choose it?

c.       What instructional benefits of using primary sources will your students receive from this activity?

d.      How would you use it?

 

 

4.      Using a set of primary sources.

a.       Analyzing a set of primary sources related to a specific event, theme, person, etc can provide students with a great opportunity to see history from a variety of perspectives and allow them to “create” their own historical accounts.

b.      For this activity you will use a set of primary sources from the Library of Congress related to the assassination of President Lincoln.

c.       The first step is to find the documents go to http://www.loc.gov/teachers/usingprimarysources/finding.html

There are multiple ways to find primary sources including by curriculum and grade, topic, and themes.

To find these primary sources browse by topic- American History- Civil War and Reconstruction- Abraham Lincoln Papers-Gallery

d.      I have also attached the sources in Blackboard so you can verify that you have the right sources.

e.       Using the sources, write a short description of what happened (base it on the documents).

f.        Are there any discrepancies with what you know about the assassination of Lincoln?

g.       What information do you need/ want to know more about to get a more complete picture of the assassination of President Lincoln?

h.      How might you use these primary sources to teach your students about Abraham Lincoln’s assassination?

                                                              i.      Grade level?

                                                            ii.      MS Framework Competency/ Objectives?

                                                          iii.      NCSS themes?

                                                          iv.      Objectives?

                                                            v.      Strategies?

                                                          vi.      Products?

                                                        vii.      Assessment?

5.      Conclusion.

a.       This is just an introduction to the Library of Congress Teaching with Primary Sources program. To really use it, you must get on the website, explore, think about your instructional goals, and find sources to support student learning.

b.      Next steps:

                                                              i.      Incorporate primary sources in a unit/lesson plan in this class?

                                                            ii.      Start building a lesson plan based on primary sources.

                                                          iii.      After you have finished this course, complete the self-paced online modules for teachers on the Teaching with Primary Sources site.

                                                          iv.      Share what you know with others.

                                                            v.      Let me know how you are using primary sources in the classroom.

Level I–Participants gain strategies for using primary sources to help students engage in learning, develop critical thinking skills and build content knowledge. Module 1 addresses the following Level I goals:

·         Justify conclusions about whether a source is primary or secondary depending upon the time or topic under study.

·         Describe examples of the benefits of teaching with primary sources.

• Analyze a primary source using Library of Congress tools
• Access teaching tools and primary sources from loc.gov/teachers
• Identify key considerations for selecting primary sources for instructional use (for example, student needs and interests, teaching goals, etc.)
• Access primary sources and teaching resources from loc.gov for instructional use

·         Analyze a set of related primary sources in order to identify multiple perspectives

EDE 8173 Middle Level Social Studies Mapping out a social studies unit

EDE 8173

Mapping out a social studies unit

Step 1: Decide on a unit topic (worth 100 points). To decide on a unit topic look through the MS Social Studies Framework grades 5-8, look through the NCSS Standards document, and think about what interests you. Your unit will be for 10 days so consider that when you choose a topic.

My topic is:

To test your topic, answer these questions (one paragraph each and provide references to support your answers- you can write in first person):

a. How does your topic link to the MS Social Studies Framework? (25 pts)

b. How is your topic interdisciplinary in nature? (25 pts)

c. How does your topic support the larger goals of social studies? (25 pts)

d. How can you make your topic relevant and interesting for your students? (25 pts)

You will submit this in Blackboard under the Unit Topic assignment.

Step 2: Unit template/ outline (worth 100 points).

1. MS Framework competency(ies) and objective(s): (Should be identified in step 1)

 

2. CCSS Objective(s): Scan the appropriate grade level for you unit plan and identify at least two CCSS language art or Social Studies/history objective that you can incorporate into your unit (this may change later when you write your PASS Unit plan). (10 pts)

 

In the NCSS Standards document go to the Learning Expectations for Middle Grades (Chp 5). These are organized by theme (there are ten). Choose the themes (no more than two) that most interest you and will help you build your unit. Skim the Questions for exploration, knowledge, processes, and products and see if you can identify one or two questions, one or two pieces of key knowledge, one or two processes you could include, and one or two products that your students could create to illustrate their learning.

3. Themes: How do these themes support your unit topic and make them interdisciplinary? (10 pts)

4. Questions for exploration (10 pts)

 

 

5. Knowledge (10 pts)

 

 

 

6. Processes  (10 pts)

 

 

7. Products (10 pts)

 

 

8. Briefly describe what your students will be doing in the unit including key resources/materials that you may use and products they will create that you will assess (this should be about one and a half page long- double spaced, 12 point font). Imagine you are explaining to a friend, parent, or other teacher what you plan to do for the next two weeks. This is your vision for the unit. (40 pts)

 

Note:

Remember it will include at least one lesson that incorporates primary sources and one lesson that includes a dramatic strategy so plan accordingly.

 

 

Step 3: Resourcing your unit

1. Search the Library of Congress Teaching with Primary Sources website and find primary sources to support your unit.

http://www.loc.gov/teachers/ 

http://www.loc.gov/teachers/usingprimarysources/finding.html

a. What MS Framework does it (do they) support?

b. What CCSS objective can be taught using the (these) primary sources?

c. How do these primary sources contribute to the content knowledge in the unit?

d. How do these primary sources help students further understand the unit topic?

e. How will you use the primary  source in a lesson to support your unit goals? Briefly describe the lesson. What are the objectives? What learning activities will the students do? How will you assess the students?

Answering these questions will help you write your primary source lesson plan. The instructions for the primary sources lesson plan are in Blackboard. It is worth 100 pts).

2. Create an annotated book list of resources to support your unit. (100 pts) (See the instructions and grading rubric in Blackboard). One goal of this learning activity is to find sources that will help you focus on aspects of diversity in your unit plan. You will also write a lesson plan outline (not a full lesson plan) for one of the books you include in your list. This lesson will be one of the lessons in your unit plan.

3. Identify other resources that you will need to teach your unit plan (both student and teacher resources). You will include a resource list in APA format in your unit plan.

4. Write your PASS Unit Plan (100 pts). See the format, instructions, and rubric in Blackboard. Steps 1-3 should have you prepared to write your unit plan. Remember that you must have one lesson that includes a dramatic strategy (you will write the entire lesson plan for the dramatic strategy for another assignment), one lesson that includes one book from your book annotations (in that assignment you will complete a lesson plan outline), and one lesson that is based on primary sources (you will write this entire lesson plan for another assignment). Your lesson plan is for ten days. For each lesson you will write a brief description (see the example).

5. Write dramatic strategies lesson plan (100 pts). One of your lessons in the unit must include a dramatic strategy. For this lesson you will write the entire lesson plan and submit it separately in Blackboard.

6.  Write primary sources lesson plan (100 pts). One of your lessons in the unit must include primary sources. For this lesson you will write the entire lesson plan and submit it separately in Blackboard. You will be graded using the TIAI lesson plan rubric.

SSILTT 2013: Science and Social Studies Integration with Literacy and Technology for Teachers

Social studies lesson outline for SSILTT

a.  MS Framework competency and objective

 

b. CCSS objective

 

 

c. Questions for exploration (Refer to NCSS standards)

 

 

 

d. Knowledge (Refer to NCSS standards)

 

 

 

e. Processes (Refer to NCSS standards)

 

 

 

f. Products (Refer to NCSS standards)

 

 

 

 

 

 

g. Brief description of what your students will be doing in the lesson including materials (readings, etc) that you want to use. (Draw on what you have learned so far in SSILT, the NCSS standards, the C3 Inquiry document, the book How to Plan Rigorous Instruction by Robyn Jackson and other references provided by SSILTT.

Presentation for SSILTT 2013: Science and Social Studies Integration with Literacy and Technology for Teachers

Teaching withPrimary Sources- Mississippi: Module 1

Overview of website:

1.      Go to the Library of Congress Teaching with Primary Sources website. http://www.loc.gov/teachers/

a.       Classroom materials by grade for CCSS, State Frameworks, National organizations (NCTE,NCSS)

b.      Self-paced online modules for teachers – 6 to help you learn how to use the LOC and primary sources in your classroom.

o   Let’s watch one: Introduction to the Library of Congress (7 minutes)

o   What did you learn?

c.       Using primary sources

1.      What is a primary source? 

a.       MindWalk Activity

b.      List three things that might be primary sources? Why?

 

 

c.       List three things that might be secondary sources? Why?

 

 

2.      What are the benefits of using primary sources?

 

2.      Let’s analyze a source.

a.       Under classroom materials choose 5^th grade Mississippi Social Studies

b.      Select 

5.3.c. INDICATOR Critique the development and impact of slavery in North America, including the causes, conditions, and effects on enslaved Africans in North America. (DOK 3)

You’ll see 9 different classroom materials: Lesson plans, collection connections, and presentations

Select Immigration: Africa

Find the document “Slavery is dead?”

Use the Library of CongressAnalyzing Primary Sources tool to analyze this source.

c.       Think-pair-share.

 

3.      Your turn. Choose your subject and grade level, find primary source materials tosupport instruction in your class. (Lesson plan, collection connections, orpresentations)

a.       What did you choose?

b.      Why did you choose it?

c.       What instructional benefits of using primary sources will your students receive from this activity?

d.      How would you use it?

 

 

 

4.      Using a set of primary sources.

a.       Analyzing a set of primary sources related to a specific event, theme, person, etc can provide students with a great opportunity to see history from a variety of perspectives and allow them to “create” their own historical accounts.

b.      I have provided a set of primary sources from the Library of Congress related to the assassination of President Lincoln.

c.       In groups of four work together to do a quick analysis of the sources.

d.      Using the sources, write a short description of what happened.

e.       What information do you need/ want to know more about to get a more complete picture of the assassination of President Lincoln?

f.       How might you use these primary sources to teach your students about Abraham Lincoln’s assassination?

                                                              i.      Objectives?

                                                            ii.      Strategies?

                                                          iii.      Products?

                                                          iv.      Assessment?

g.       Bonus: Can you find these sources on the TPS website? http://www.loc.gov/teachers/usingprimarysources/finding.html

There are multiple ways to find primary sources including by curriculum and grade, topic, and themes.

I browsed by topic- American History- Civil War and Reconstruction- Abraham Lincoln Papers-Gallery

5.      Conclusion.

a.       This is just an introduction to the Library of Congress Teaching with Primary Sources program. To really use it, you must get on the website, explore, think about your instructional goals, and find sources to support student learning.

b.      Next steps:

                                                              i.      Incorporate primary sources into your SSILT unit.

                                                            ii.      Start building a lesson plan based on primary sources.

                                                          iii.      Complete the self-paced online modules for teachers on the Teaching with Primary Sources site.

                                                          iv.      Share what you know with others.

                                                            v.      Let us know how you are using primary sources in the classroom.

Level I–Participants gain strategies for using primary sources to help students engage in learning, develop critical thinking skills and build content knowledge. Module 1 addresses the following Level I goals:

·         Justify conclusions about whether a source is primary or secondary depending upon the time or topic under study.

·         Describe examples of the benefits of teaching with primary sources.

• Analyze a primary source using Library of Congress tools
• Access teaching tools and primary sources from loc.gov/teachers
• Identify key considerations for selecting primary sources for instructional use (for example, student needs and interests, teaching goals, etc.)
• Access primary sources and teaching resources from loc.gov for instructional use

·         Analyze a set of related primary sources in order to identify multiple perspectives