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