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Building Digital Fluency through Primary Sources
Presented by Carol Humm, Joe Galvan and Cristina Geisler
Illinois Computing Educators (ICE) Conference February 27, 2018
http://bit.ly/2ItAO4j
Carol Humm
▹ K-8 Instructional Coach at Flossmoor School District 161
▹ Teaching with Primary Sources grant participant through Governors State University in 2012-2013, and January 2018-present
▹ 15th year of teaching: previously taught Kindergarten, 4th grade, K-5 Reading Specialist, K-5 MTSS Coach
http://bit.ly/2ItAO4j
Joseph Galvan
▹ 7th Grade Science at Century Junior High School. Orland Park SD 135.
▹ 10 years of teaching experience
▹ Involved with GSU Teaching with Primary Sources Grant since January, 2016.
http://bit.ly/2ItAO4j
Cristina Geisler
▹ Grade 11 - 12 Science at Bloom Trail High School District 206
▹ 10 years of teaching experience
▹ Involved with GSU Teaching with Primary Sources Grant since January, 2018.
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“Today’s Objectives:
▹ Why use Primary Sources?▹ How to Access Primary
Sources▹ Share lessons, resources, &
strategies to implement primary sources in instruction
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Today’s Agenda▹ Introduction and Purpose▹ Primary Source Critical Analysis▹ Primary Sources/ Library of Congress ▹ Teaching with Primary Sources at
Governors State University▹ Exploration▹ Instructional Tools and Strategies▹ Reflection and Wrap-up
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Danielson Connections
1a Knowledge of Content and Pedagogy1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction 2a Establishing a Culture for Learning3b Using Questioning and Discussion Techniques3c Engaging Students in Learning 4a Reflecting on Teaching 4d Participating in a Professional Community
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***Hyperlinked!
Engagement Options
Primary Sources Analysis Tool Discussion+ Students can
express thoughts clearly.
+ Provides options for students that may not want to participate orally.
Padlet
https://www.loc.gov/resource/highsm.11617/
Reflect & Infer
Claim“Male”“Old”“Someone Important”“Must have been scared/someplace unsafe.”“Foreigner”
Evidence“Guys carry knives & wear cufflinks.”“Old people use a handkerchief.”“Must be important because why would we save it?”“Why else carry a knife?”
The Big RevealContents of Abraham Lincoln’s pockets. (Shown by TPS Trainers from Barat, a consortium member.)“The things we carry often hold clues to who we are and what's important to us.”http://www.americaslibrary.gov/aa/lincoln/aa_lincoln_pocket_1.html
How Can This Connect to Learning?
K-12 Inquiry -- Creating Essential
Questions- Evaluating Sources
& Using Evidence
K-12 ELA - - Write, share,
present and analyze.
- Research to discover.
K-12 History - - Historical Sources
& Evidence- Perspectives
K-12 Science - Claim. Evidence.
Reasoning. - Historical
connections. Technology.
K-12 Math - - Construct viable arguments,
analyzing geometric figures and measurements. Reason abstractly.
Why use primary
sources?
1. Engage students2. Develop critical
thinking skills3. Construct
Knowledge
http://www.loc.gov/teachers/usingprimarysources/whyuse.html
Primary Sources and the Library of Congress
Content created and featured in partnership with the TPS program does not indicate anendorsement by the Library of Congress.
What are primary sources?
• First-hand account of something from someone who experienced the event: photograph, interview, newspaper, speech, map, social media posts, etc.
• .gov websites are primary sources
• Ed Puzzle
What are secondary sources?
• Second-hand account--someone remarking on or interpreting a primary source(s) or other secondary source(s)
• Commentary/ analysis on social media posts, textbooks, encyclopedias, etc.
Library of Congress
www.loc.gov• Biggest library in the world• Main research arm of the U.S. Congress and
the home of the U.S. Copyright Office• Much of collection is available online (can set
filter on left to see only online resources) • Primary educational focus is to put teachers
in contact with its primary sources, and use them to enhance student learning
Library of CongressTeacher Resources available for use • Classroom materials
• Primary source sets• Lesson plans• Presentations & Activities• Themed resources• Collection Connections
• CCSS and SS Standard alignment• Professional Development• Using Primary Sources (why, finding,
citing, copyright, analysis tools)
Primary Source Analysis Tools
For Students:
PDF Digital submission
For Teachers:
Teachers guides for analyzing: photographs and prints, motion pictures, political cartoons, books/ printed text, newspapers, sheet music, manuscripts, oral histories, sound recordings, analyzing maps, general primary sources
***Hyperlinked!
Search Tips for Teachers
The Library of Congress holds millions and millions of wonderful treasures that can be challenging to locate online. Here are a few tips for teachers:
1. There may be sources you can pull from source sets curated by the Library: http://www.loc.gov/teachers/classroommaterials/
2. Try Google Advance for your search: https://www.google.com/advanced_search. Narrow your search to loc.gov as a filter.
3. Here’s a link to a Google primary source search engine: https://cse.google.com/cse/home?cx=005122431749820216170:hshk5euw5uw. Type in a subject/topic and loc.gov for your search.
4. Check out Exhibitions from the Library for source sets as well. http://www.loc.gov/exhibits/. There’s a new WWI one: http://www.loc.gov/exhibits/american-artists-view-the-great-war/
5. Research bibliography at the Library: http://www.loc.gov/rr/program/bib/bibhome.html#W
6. Diversify your search terms to include historical phrases and terms from your period of study.
Teaching with Primary Sources
at Governors State University
Content created and featured in partnership with the TPS program
does not indicate anendorsement by the Library of Congress.
TPS• Library of Congress has a Teaching
with Primary Sources Partner Program• The goal is to get primary sources in
teachers’ hands!• List of TPS Consortium Members• We are grant participants with
Governors State University
TPS Teachers Network
▹ Visit the TPS Teachers Network to:￭ Share resources and teaching
ideas￭ Connect with colleagues and TPS
programs￭ Join content-specific groups￭ Discuss strategies for teaching
with primary sources
TPS @ GSU• Governors State University currently has
a 3 year grant from the Library of Congress to develop K-12 NGSS aligned units that incorporate primary sources
• Lessons are vetted using an extensive rubric designed to meet 3D instructional needs and Library of Congress standards (based on EQUIP rubric)
TPS @ GSU• Access Science Units Here (constantly
developing--please check back for more grade level units as we progress)
• Access previous Social Studies units here--search by grade level, topic, key words, etc.
• Access previous Digital Storytelling presentations here
Lesson Plan Topics
You will find different grade level lesson plans on:▹ Weather and Weather Forecasting▹ Natural Disasters▹ Climate▹ Geography and Landscapes▹ Conservation▹ Global warming
Kindergarten Standards Alignment
● K-PS3-2 Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area.
● K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
● SS.IS.2.K-2: Explore facts from various sources that can be used to answer the developed questions. (IL SS)
● SS.IS.3.K-2: Gather information from one or two sources with guidance and support from adults and/or peers. (IL SS)
● SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
● SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Middle School Standards Alignment
● K-PS3-2 Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area.
● K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
● SS.IS.2.K-2: Explore facts from various sources that can be used to answer the developed questions. (IL SS)
● SS.IS.3.K-2: Gather information from one or two sources with guidance and support from adults and/or peers. (IL SS)
● SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
● SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Highschool Standards Alignment
NGSS Standards: ESS2-1, ESS2-2 HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-PS1-4 Develop a model based on evidence to illustrate the relationships between systems or between components of a systemHS-PS1-7 Use mathematical representations of phenomena to support claimsHSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. CCSS ELA: CCSS.ELA-Literacy.WHST.11-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.CCSS Math: CCSS.Math.Practice.MP4 Model with mathematics.IL-Social Studies:SS.G.1.9-12: Use maps (created using geospatial and related technologies, if possible), satellite images, and photographs to display and explain the spatial patterns of physical, cultural, political, economic and environmental characteristics.
Example Questions :
What do you see in the picture?What was the purpose of this bridge?How is this bridge different from other bridges that you are familiar with? When do you think the event took place?What do you think that initiated the collapse of the bridge?Do you think that lives were lost during this natural disaster?Was there a way to prevent this weather related catastrophe? Why is it necessary to create and test a model before building a bridge?
https://www.wsdot.wa.gov/TNBhistory/Machine/machine3.htm
Time to Explore!
ExploreTake time to look through: ▹ Library of Congress teacher resources and
classroom materials ▹ Primary Source Analysis Tools ▹ TPS Teachers Network▹ Teaching with Primary Sources resources at
Governors State University ￭ Access Science Units Here ￭ Access previous Social Studies units here￭ Access previous Digital Storytelling
presentations here
More Exploration
▹ Think of a topic you teach and try to locate a primary source that can be utilized in your classroom.
▹ Word Choice matters!
Instructional Tools and Strategies
PadletWe modeled this strategy today!
▹ Have students contribute on a whole-class landing page in order to collaborate!
▹ Have students create individual/ group Padlets to share their thoughts with the class on various primary sources
▹ Allows every child to have a voice
Slides/ PowerPoint▹ Use Google Slides/ Power Point to
create a “reveal” slide with your primary source to target audience focus
▹ Use the primary source teachers guides to ask questions as students analyze
▹ Ask students how their perceptions might have changed if you had changed the order of the “reveals”
Gallery Walk▹ Select a group of primary sources centered
around a particular topic▹ Paste primary sources at top of chart paper
and place around different areas of the room
▹ Students rotate through charts and comment on sources--could have students list observations, reflections, questions, research ideas
▹ Conclude with reflection discussion on connection between sources
Ed Puzzle▹ Incorporates a video into your lesson▹ To move on in the video, students must
answer questions at certain places.▹ Works with Ted, National Geographic,
Khan Academy, and YouTube.▹ Has premade videos or self-made
lessons.▹ Works with Google Classroom rosters for
tracking student progress.
Reflection and Wrap-up
Reflection
▹ What are two things you’re walking away with today?
▹ What do you want to try in your classroom and when will you try it?
▹ Any feedback for us today?
Thank you!▹ Thank you for coming today! ▹ If you’d like more information,
please feel free to use the “contact us” link at the Teaching with Primary Sources at Governor’s State University website.
Educational Technology Resources Used
● Padlet● Bitly● QR Stuff ● TPS Teachers Network● Library of Congress● Edpuzzle● Google Slides/ PowerPoint
Standards Alignment CCSS.ELA-LITERACY.CCRA.R.7:
● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Next Generation Science Standards-● Grades K-12 all Earth & Space Science standards
Illinois Social Studies Standards: ● K-12 Inquiry Skills (Developing Questions and Planning Inquiries, Evaluating Sources
and Using Evidence and Communicating Conclusions and Taking Informed Action)
ISTE Student Standards: ● Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. (Includes 3a, 3b, 3c and 3d, with a particular focus on 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.)
White Paper Series: Building Critical Thinking Skills with Primary Sources: Investigating Beyond Facts by Britannica Digital Learning states, "Research in education stresses that the use of primary sources in K–12 classrooms has many learning benefits. In addition to expanding students’ world knowledge,5 offering opportunities for interdisciplinary learning, and increasing student engagement, teaching with primary sources helps students develop critical thinking skills.6 Studies also recognize that making meaning from primary sources is challenging, that students need clear guidance about how to work with different kinds of primary sources, and that both teachers and students require practice in analyzing primary sources.7 Educational researchers understand that students’ analyses of primary sources build critical thinking skills that are much needed and relevant for the 21st-century classroom.8 Additionally, research suggests that there are opportunities to build critical thinking with primary sources in all fields of study."
White paper found: https://britannicalearn.com/wp-content/uploads/2016/09/PrimarySrcs_WhitePaper.pdf) 5 Denise N. Morgan and Timothy V. Rasinski, “The Power and Potential of Primary Sources,” Reading Teacher 65, no. 8 (2012): 584–94.6 Katherine R. Morgan, “Using Primary Sources to Build a Community of Thinkers,” English Journal 91, no. 4 (2002): 69–74. https://learningthroughmuseums.wikispaces.com/file/view/Using+Primary+Sources+to+Build+a+Community+of+Thinkers.pdf 7 Bill Tally and Lauren B. Goldenberg, “Fostering Historical Thinking with Digitized Primary Sources,” Journal of Research on Technology in Education 38, no. 1 (2005): 1–21. http://files.eric.ed.gov/fulltext/EJ719935.pdf8 Mary J. Johnson, “Primary Sources and Web 2.0: Unlikely Match or Made for Each Other?,” Library Media Connection 27, no. 4 (2009): 26–30.
Research Alignment
Research Alignment ● Tally, B., & Goldenberg, L. B. (2005). Fostering historical thinking With
digitized primary sources. Journal of Research on Technology in Education, 38(1), 1–21. http://doi.org/10.1080/15391523.2005.10782447Morowski, D.
● L., & McCormick, T. M. (2014). Teacher researchers: Utilizing archival primary sources. Social Studies Research and Practice, 9(2), 15–33.Rouet, J.-F., Britt, M. A., Mason, R. A., & Perfetti, C. A. (1996). Using multiple sources of evidence to reason about history. Journal of Educational Psychology, 88(3), 478–493. http://doi.org/10.1037/0022-0663.88.3.478
● Stripling, B. K. (2011). Teaching the voices of history through primary sources and historical fiction: A case study of teacher and librarian roles. The School of Information Studies- Dissertations.
● Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory from text. Journal of Educational Psychology, 91(2), 301. http://doi.org/10.1037/0022-0663.91.2.301
Sources Cited ● Highsmith, C. M., photographer. (2009) Contents of Abraham Lincoln's pockets
on the night of his assassination on exhibit at the Abraham Lincoln Bicentennial Exhibit. Library of Congress Thomas Jefferson Building, Washington, D.C. Washington D.C, 2009. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2011646850/.
● American Colony . Photo Dept, photographer. Jericho & Jordan area. Wady Faraa, Watchman's sun shelter. West Bank, None. [Between 1934 and 1939] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/mpc2010003313/PP/.
● Käsebier, G., photographer. Abraham Lincoln. , None. [Between 1920 and 1934] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2006690447/.
Sources Cited ● Lipman, L. (ca. 1864) Emancipation Proclamation / del., lith. and print. by L.
Lipman, Milwaukee, Wis. , ca. 1864. Madison, Wis.: Published & sold by Martin & Judson, Feb. 26. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2003671404/.
● 1936) Federal Writers' Project: Slave Narrative Project, Administrative Files. [Manuscript/Mixed Material] Retrieved from the Library of Congress, https://www.loc.gov/item/mesn001/.
● Pendleton, W. S., photographer. Jefferson Davis / Wm. S. Pendleton, photographer, no. 5 Chatham Square, N.Y. , None. [Between 1857 and 1860] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2010652114/.
Sources Cited ● Arnold, V. (ca. 1882) Robert E. Lee / Vic Arnold. , ca. 1882. N.Y.: A.S. Seer's
Litho Print, 26 & 28 Union Square, June 22. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2006677471/.
● Gardner, A., photographer. (ca. 1865) John Wilkes Booth / Alex. Gardner, photographer to the Army of the Potomac. , ca. 1865. [Washington, D.C.: Philp & Solomons] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2008680389/.
● Highsmith, C. M., photographer. Spring at Arlington National Cemetery, Arlington, Virginia. Arlington United States Virginia, None. [Between 1980 and 2006] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2011632173/.
● https://www.loc.gov/about/fascinating-facts/
