Nothin’ Like The Real Thing : Primary Sources for Interdisciplinary Instruction

1. Nothin’ Like The Real Thing: Primary Sources for Interdisciplinary Instruction Trish Vlastnik, M. Ed, MLIS, Ed. SNia Malika Pole, Ed.D.Georgia Department of Education CCGPS Summit, Partners In ProgressJuly 17, 2013 SSU

2. Presentation Objectives-1 Review foundational concepts of the CCGPS as they relate to primary sources. Review the philosophical  justification, for teaching with  primary source materials. Preview online resources for primary source materials. Demonstrate access & navigation of key digital repository sites. Articulate and demonstrate best practices for incorporating primary sources  into a lessons. Demonstrate using DBQs (document based questions) related to primary source materials.

3. Presentation Objectives-2 Demonstrate a collaborative instructional activity between an ESOL teacher and a Media Specialist Present an instructional activity to demonstrate the instructional use of online, primary source materials found on Galileo and numerous other free, content-rich digital repositories of archival materials. Provide audience with an opportunity to explore the Online Resources for Primary Source Material. Provide audience with materials for accessing resources for primary source material and other useful material  to be used to in their classrooms.

4. Essential Questions How do I access primary resources? How do primary resources support explicit instruction? How can teachers utilize primary sources to implement research-based differentiated instruction? What are DBQs and how should they be implemented during instruction? How can DBQs foster critical thinking among students?

5. Common Core State Standards http://www.corestandards.org/images/map/transparentMap.gif

6. Gearing Up for the Common Core • Literacy Skills for: • College • Career • Citizenship

7. Bloom’s Taxonomy

8. IL 2.0 Blooms http://www.schrockguide.net/bloomin-apps.html

9. Primary Sources

10. Why Primary Resources? • Make pedagogical shift from traditional to constructivist teaching model. • Facilitate student driven inquiry vs. teacher driven instruction. • Present issues from multiple perspectives. • allow for exploration through DBQs (document-based questions).

11. Why Primary Resources? • Develop critical thinking skills • Address various learning styles • Engage students in active learning

12. Common Core Standard

13. Integral Role of Primary Sources in CCGPS • Support Discipline-Specific Skills • Analysis, Comparison of Sources, Research • Argument, Persuasive Writing, Oral Communication, Speaking & Listening • Support Inquiry –Based Activities • Generate Questions, Take Notes, Organize Material, Find, Analyze, Evaluate & Cite Sources http://www.archives.gov/nae/education/pdf/primary-sources-and-historical-thinking-skills.pdf

14. DBQs?? Questions that ask students to look beyond the primary source and engage in: • Investigation • Analysis • Interpretation To determine • Source • Meaning • Point of view http://www.fdrlibrary.marist.edu/education/resources/dbq.html

15. Scholarly Students

16. Online Institutional Resources Teacher Pages

17. Library of Congress

18. National Archive NARA

19. Digital Library of Georgia

20. Jimmy Carter Library and Museum

21. World Digital Library

22. Mary Johnson’s Livebinder

23. Additional Fine Art Resources

24. Web Gallery of Art? • Online Database

25. Best Practices http://www.architecture.com/LibraryDrawingsAndPhotographs/DrawingsAndArchives/ArchivesCollection.aspx

26. Part 2: Classroom Implementation THE DUST BOWL

27. Standards Social Studies SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

28. ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. Language Arts Integration

29. b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally).

30. e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated.

31. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) iii. Graphics (i.e., capital letters, line length, stanzas). i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.

32. j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life. k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, and simile) in traditional literature.

33. How did the Dust Bowl affect the lives of Americans? Instruction Essential Question

34. THE HOOK! Generate discussion about Dorothea Lange’s photo, Migrant Mother and Children Dorothea Lange (1895–1965), Migrant Mother (Destitute pea pickers in California. Mother of seven children. Age thirty-two. Nipomo, California), February 1936. Black-and-white photograph. Farm Security Administration, Office of War Information, Photograph Collection. Library of Congress, Prints and Photographs Division, Washington, D.C.

35. Focus Activity Brainstorming Activity Visualization Exercise Other Ways to Hook Students!

36. “DUST STORM” an excerpt from Out of the Dust by Karen Hesse

37. Dust Storm

38. Dust Storm

39. Dust Storm

40. Dust Storm

41. Dust Storm

42. Build Background: K.I.M.

45. Teacher Directed Activities (Detail) Lucille Burroughs, daughter of a cotton sharecropper. Hale County, Alabamahttp://www.loc.gov/pictures/item/fsa1998020950/PP

46. Images of the Great Depression Study these images, then answer the following questions. Speculate as to when and where these photographs may have been taken. Which image "speaks" to you and why? If every picture tells a story, what story do these photographs convey? What questions do these images evoke?

47. http://ecx.images-amazon.com/images /I/71IiqyH-OpL._SL1000_.jpg Guiding Reading Journal • school life • community life • family life • government assistance • agriculture

48. Have students compare their migration to America with Dust Bowl children who were migrants. English Learner Connection

49. http://retroclipart.co/designs/microphone Recordings: Voices of the Dust Bowl

50. http://www.flickr.com/photos/twentyfirstcenturyabe/2702373652/http://www.flickr.com/photos/twentyfirstcenturyabe/2702373652/ Using Manuscripts to Compare and Contrast