Reposition for the Future

Trish Vlastnik, M. Ed, MLIS, Ed. SNia Malika Pole, Ed.D.Georgia Department of Education CCGPS Summit, Partners In ProgressJuly 17, 2013SSUNothin Like The Real Thing: Primary Sources for Interdisciplinary InstructionSLIDE 1Welcome, My name is Trish Vlastnik, and this is Dr. Nia Pole. I have been a Media Specialist in the Clayton County Public School District for 7years. Dr. Pole is an ESOL teacher in the same District.This is an exciting time for Teachers, Librarians and Media Specialists, as we roll out the Common Core State Standards (CCGPS). As Instructors and Support Personnel we are challenged to meet the instructional needs of students prescribed by this rigorous curriculum.As a Media Specialist my role as a the point person, he go-to gal has never been more critical as the instructional resource person in the school.Dr. Pole is charged with delivering this content to ESOL students.Today we will present valuable tools for exploring curriculum content with students that supports the Common Core Standards, facilitates instruction across disciplines and encourages the development of critical thinking skills.1Presentation Objectives-1Review 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. VlastnikOur presentation objectives for the first part of our presentation today are :

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.

2Presentation Objectives-2Demonstrate 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.PoleOur presentation objectives for the secoond part of our presentation are to:

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.

3Essential QuestionsHow 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?

VlastnikAs a team, today we will address these Essential Questions.4Common Core State Standards

http://www.corestandards.org/images/map/transparentMap.gifSLIDE 5

I want to speak for a moment about the requirements of the Common core State Standards. The goal of these standards is to prepare students to be college, career, and citizenship ready by graduation and able to compete in a global environment. This task demands that we do our very best to serve students and help them reach these goals.

http://www.corestandards.org/images/map/transparentMap.gif5Gearing Up for the Common CoreLiteracy Skills for:

CollegeCareerCitizenship

SLIDE 6The Standards call for a shift to inquiry-based teaching and learning with an emphasis on developing higher order thinking skills. They are written to support literacy across the curriculum and the development of students who are information literate.The Standards place special emphasis on analysis, argument, evaluation and evidence-based defense. As educators, we are challenges to incorporate opportunities for the practice and mastery of these skills in our instruction.

6Blooms TaxonomySlide 7

In doing so, the Common Core draws heavily on Blooms Taxonomy asking students to move beyond simply remembering and understanding to be able to apply knowledge, analyze and evaluate material and create deliverables that have real-world applications and demonstrate their mastery of all material. 7IL 2.0 Blooms

http://www.schrockguide.net/bloomin-apps.htmlslide 8 Todays Blooms looks a lot less like the traditional , linear model on the previous slide, one that is based in print resources and more like the information literacy 2.0 model proposed by educator/librarian, Kathy Schrock which is dynamic, interrelated and moves with the speed and hyper-connectivity of todays technological resources.

This energized interactive model is possible due to the availability of digital resources and information on the Internet. This brings us to todays topic. We want to introduce some key Digital Repositories of primary sources and review the use of primary source material as a critical tool in the instructional process.

8Primary Sources

Slide 9

What are Primary Sources? By Primary Sources, we are referring to those objects that have a temporal relationship to the actual event. They are the first-hand accounts, original artifacts and documents surrounding a historical person, place, object or event. Some examples include oral histories, artifacts, photographs, or documents such as newspapers, records, broadsides, journals, letters, receipts and inventories. Secondary Sources are accounts, records, or evidence that derives from the review or interpretation of an original or primary source.

A number of factors have coalesced to create and environment that supports the use of primary sources in the classroom. These include:The pedagogical shift evident in the Common Core State Standards toward a more constructivist, student-driven approach to teaching and learning. The proliferation of content from archives, special collections and digital repositories that are now available on the internet through broad digitization initiatives. The ability to move quickly between documents and compare documents facilitated by hypertext capability.

9Why 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).

Slide 10

why PRIMARY SOURCES??

Primary sources:

Support this pedagogical shift from a traditional to a constructivist teaching model.

Facilitate student driven inquiry vs. teacher driven instruction.

Present issues from multiple perspectives.

Allow for exploration through DBQs (document-based questions).

Develop critical thinking skills

Address various learning styles

Provide different perspectives

Engage students in active learning

10Why Primary Resources?Develop critical thinking skills

Address various learning styles

Engage students in active learning

Slide 11

why PRIMARY SOURCES??

Primary sources:

Develop critical thinking skills

Address various learning styles

Engage students in active learning

11Common Core StandardGrades 6-8Grades 9-10Grades 11-12Reading-Key Ideas & DetailsCite specific textual evidence to support analysis of primary and secondary sourcesCite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.Reading-Integration of Knowledge & IdeasIntegrate visual information (e.g., in charts,graphs, photographs, videos, or maps) with other information in print and digital texts.Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.Integrate and evaluate multiple sources ofinformation presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem Analyze the relationship between a primary and secondary source on the same topicCompare and contrast treatments of the same topic in several primary and secondary sources.Integrate information from diverse sources,both primary and secondary, into a coherentunderstanding of an idea or event, notingdiscrepancies among sources.Writing-Research to Build and Present KnowledgeConduct short research projects to answer aquestion (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusionsof others while avoiding plagiarism and following a standard format for citation.Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess theusefulness of each source in answering theresearch question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess thestrengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citationslide 12

I know you cannot read this but it is copy of one of the ELA Common Core Standards.every highlighted area calls for the use of primary source materials.

The main reason to include primary sources in instruction is that their inclusion is called for throughout the Common Core Standards specifically because they support inquiry based instruction.

12Integral Role of Primary Sources in CCGPSSupport Discipline-Specific SkillsAnalysis, Comparison of Sources, ResearchArgument, Persuasive Writing, Oral Communication, Speaking & Listening

Support Inquiry Based ActivitiesGenerate Questions, Take Notes, Organize Material, Find, Analyze, Evaluate & Cite Sources

http://www.archives.gov/nae/education/pdf/primary-sources-and-historical-thinking-skills.pdfSlide 13

Support HOTS (Blooms)But Also

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

13DBQs??

Questions that ask students to look beyond the primary source and engage in: InvestigationAnalysisInterpretation

To determineSourceMeaningPoint of view

http://www.fdrlibrary.marist.edu/education/resources/dbq.htmlSlide 14

What are DBQS?

DBQs or DocumentBased Questions are those questions that encourage students to engage in investigation , analysis and interpretation. These questions serve to guide students as they strive to extract information from primary sources that enables them to interpret clues to the source, meaning and point of view hidden in primary sources material.14Scholarly StudentsSLIDE 15

Most Importantly Primary Sources allow Teachers to: Make the pedagogical shift from traditional top-down, transmission oriented methods of delivery to a constructivist inquiry based teaching model where the teacher functions more as a facilitator.

Most importantly, according to Tally & Goldenberg, using primary sources allows students to be Scholarly Practioners of History. They become involved in the process of critical thinking and inquiry, can compare and interpret events and begin making their own inferences. This is the traditional work of historians and scholars who currently frequent archives, special collections and reside in the world of academia. But using primary sources allows students to practice the very same process of historical scholarship and in doing so prepares them for scholarly demands of higher education.

15Online Institutional ResourcesTeacher PagesSLIDE 16

As the Media Specialist I am the instructional resource contact in the school. It is my role to seek the best resources for educators within our district and school to support instruction. With this in mind I embarked on a study of primary sources for K-12 instruction in 2011. I want to share with you some of the key resources that I discovered through my research.

In response to the call for primary resources, several exceptional Web-based resources have been developed for this purpose. Prime Examples include:The Library of Congress American Memory ProjectThe site designed by the National Archives and Records Administration (NARA)The University of Virginias Valley of the Shadows siteThe World Digital LibraryMuseum Collection Databases (I will touch on these later.Smaller regional archives and institutions with special collections are increasingly becoming interested in bringing their collections on line for use by K-12 teachers and students.

I will begin by exploring these 4 sites first and will briefly walk you through the navigation of these sites and introduce the wealth of resources available here.

16Library of CongressSlide 1717National Archive NARASlide 18

18Digital Library of GeorgiaSlide 19

19Jimmy Carter Library and MuseumSlide 20

20World Digital LibrarySlide 21

21Mary Johnsons LivebindersLIDE 22

http://www.livebinders.com/play/play/437622Additional Fine Art ResourcesSlide 2323Web Gallery of Art

Online DatabaseSlide 2424Best Practices

http://www.architecture.com/LibraryDrawingsAndPhotographs/DrawingsAndArchives/ArchivesCollection.aspxSlide 25Thank you, I want to turn it over to Dr. Pole who will walk you through a lesson using primary sources.25Part 2: Classroom ImplementationTHE DUST BOWL

26StandardsSocial StudiesSS5H5 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.

27ELA5R1 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 Integration28b. 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).

29e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature.

f. Identifies and analyzes the authors 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.

30h. 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.31j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an authors life.

k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, and simile) in traditional literature.

32How did the Dust Bowl affect the lives of Americans?Instruction Essential Question33THE HOOK!Generate discussion about Dorothea Langes photo, Migrant Mother and Children

Dorothea Lange (18951965), 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. Use photo analysis worksheet here34 Focus Activity

Brainstorming Activity

Visualization Exercise

Other Ways to Hook Students!35 DUST STORM

an excerpt fromOut of the Dustby Karen Hesse

36

Dust Storm

37

Dust Storm

38

Dust Storm

39

Dust Storm

40

Dust Storm

41Build Background: K.I.M.Key WordInformation/DefinitionMemory Clue/PicturesCattleBovine animals, such as cows

http://chapters.westonaprice.org/chattanoogatn/2012/08/08/3l-cattle-ranch/Summary Sentence:The ranch housed buffaloes,cattleand goats.

42Key WordInformation/DefinitionMemory Clue/PicturesDust1.earthorothermatterinfine,dryparticles

2. cloud of finely powdered earth or other matterintheair

3. theground;theearth'ssurface

http://en.wikipedia.org/wiki/File:Dust_Devil.jpeg Summary Sentence:Theregionispronetooccasional,violentduststorms,whichcanseverelyreducevisibility.

43Key WordInformation/DefinitionMemory Clue/PicturesMigrationtogofromonecountry,region,orplacetoanother.

Synonyms:move,resettle,relocate.Antonyms:remain.http://thetechjournal.com/science/quantum-mechanics-may-help-birds-migrate-south-for-the-winter.xhtmlSummary Sentence:Hemigratesfrom New York to Florida each winter.Thousands of birds migrateto this area each winter.

44Teacher Directed Activities

(Detail) Lucille Burroughs, daughter of a cotton sharecropper. Hale County, Alabamahttp://www.loc.gov/pictures/item/fsa1998020950/PPOne objective of this workshop is to provide you with the resources to implement lessons. Here is the link to a Library of Congress lesson plan for the Dust Bowl.

Link to Lesson Planhttp://www.loc.gov/teachers/classroommaterials/lessons/dust/index.html

Image(Detail) Lucille Burroughs, daughter of a cotton sharecropper. Hale County, Alabamahttp://www.loc.gov/pictures/item/fsa1998020950/PP/45Images of the Great DepressionStudy 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?Photos : (in public domain)Library of Congress American Memory 46http://ecx.images-amazon.com/images/I/71IiqyH-OpL._SL1000_.jpg

Guiding Reading Journal

school lifecommunity lifefamily lifegovernment assistanceagriculturehttp://ecx.images-amazon.com/images

47Have students compare their migration to America with Dust Bowl children who were migrants.

English Learner Connection

48http://retroclipart.co/designs/microphoneRecordings: Voices of the Dust Bowl

http://memory.loc.gov/ammem/afctshtml/tshome.html

Image source:http://retroclipart.co/designs/microphone

49http://www.flickr.com/photos/twentyfirstcenturyabe/2702373652/Using Manuscripts to Compare and Contrast

http://memory.loc.gov/ammem/wpaintro/wpahome.html

50Using Literature to Compare Perspectives

http://en.wikipedia.org/wiki/Bud,_Not_Buddyhttp://en.wikipedia.org/wiki/Bud,_Not_Buddy51Informal Teacher Observation

Listen to the song Over at the Government Camp sung by 12 year olds Margaret Treat, Mary Campbell and her sister Betty. You are a journalist, newspaper critic for the Campnewspaper: Write a review of this song as though itwere to be read by the people living inthe camp community.Sample Assessments/Evaluation52You are a producer of movies. Create a 5-10 documentary depicting Dust Bowl life from different perspectives utilizing images and recordings.

Write a journal entry from the perspective of (1) a child living during the Dust Bowl (2) a migrant child traveling to California (3) a child living in the refugee camp during the Dust Bowl.

Sample Assessments/EvaluationVlastnik53Complex Informational TextsVocabularyLexile Level

Just a note to look for texts that reproduce primary sources. These are a good source for complex informational text and can support improvement in lexile levels and vocabulary development. 54Additional Resources:

Smithsonian Engaging Students with Primary Sources www.thinkfinity.org

ReadWriteThink

Online Resource Document

55Time To Explore

http://questgarden.com/86/00/1/090808115337/process.htmThere are several kiosk stations set up around the room that are set with the Online Sites of the digital Repositories mentioned in our presentation. You are invited to explore these Digital repositories. We are here to assist if you have any questions.

Please be sure to see the table for all the handout as well.

Image source:http://questgarden.com/86/00/1/090808115337/process.htm56Handouts Available Guidelines for Using Primary SourcesInstructional Best Practices Suggested Uses for Primary Source MaterialSample Lesson PlanExplicit Instruction Lesson Plan TemplateDBQ TemplateKIM TemplateDigital & Hard Copy of Online Resources for Primary Source MaterialPrimary Source Analysis Tool sNARA Bookmarks, Literature57

Image from http://www.schoolofcoachingmastery.com/coaching-blog/bid/54576/101-Incredible-Coaching-Questions58Trish Vlasniktvlastnik34@gmail.com

Dr. Nia Malika Poleniampole@gmail.com

CONTACT INFOROMATION

59Thats all Folks!Questions?Thank You !!!60ResourcesHesse, K. 1997. Out of the Dust. N.Y.: Scholastic Press, p.142-146.Image Slide 2 Chris Johns, National Geographic, Getty Images Image Slide 3http://www.humanitiestexas.org/exhibits/list/dustbowl/dustbowl.phpImage slide 4 (FSA, Getty Images)http://www.gettyimages.com/detail/3231460/Hulton-ArchiveImage Slide 5 http://media.web.britannica.com/eb-media/61/79961-004-14C26441.jpgImage Slide 6 (in public domain)United States Department of Agriculture; Image Number: 00di0971

61