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