Strategies for Analyzing Primary Documents

Karen Yelito and Matthew Rosati Perry Hall Middle School

Objective

OToday we will utilize Pre-AP strategies in order to help students analyze primary documents

Okyelito@bcps.orgOmrosati@bcps.org

AlignmentO Common Core:

O CCSS.ELA-Literacy.RH.6-8.1Cite specific textual evidence to support analysis of primary and secondary sources.

O CCSS.ELA-Literacy.RH.6-8.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

O CCSS.ELA-Literacy.RH.6-8.6Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

O CCSS.ELA-Literacy.RH.6-8.7Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

O CCSS.ELA-Literacy.RH.6-8.8Distinguish among fact, opinion, and reasoned judgment in a text.

O CCSS.ELA-Literacy.RH.6-8.9Analyze the relationship between a primary and secondary source on the same topic.

Pre-AP StrategiesO Developed by the College BoardO Provides tools for students to use so

they are not overwhelmed by the information presented in the documents.

O Offers alternatives to simply reading long texts to give students a background and context for historical events

DiscussionO What are some challenges you have

encountered when trying to use primary documents?

Political Cartoons

Charts and Graphs

Maps

Photographs

Cape Town, South Africa

Think About: What is their-story?

O New Kids in the Neighborhood (or) O Negro In The Suburbs O by Norman Rockwell (1967) O One in a series of three different

portrayals of civil rightsO Represents an optimistic viewO Others include: The Problem We All

Live With and Southern Justice

About the picture…

O CCSS Connections: Analyze how point of view or purpose shapes the content and style of text

O Analyze the “text” to construct a story about the painting from a character’s perspective

Who tells the story in “his”-story?

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=9uJjvuIAqd7fgM&tbnid=lBcMiW8gVByioM:&ved=0CAUQjRw&url=http://www.pbs.org/kcet/when-worlds-collide/timeline/&ei=gpRyUob2FJe14AO1yYH4Aw&psig=AFQjCNGnipcenwEePVHw-N4N8rmiadJ2Hg&ust=1383327211946537

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=40X0z0oTjyXTvM&tbnid=ANXvbnVaYkD5oM:&ved=0CAUQjRw&url=http://ferrebeekeeper.wordpress.com/tag/aztecs/&ei=X5VyUpC9Kri-4AOHyoGQDQ&psig=AFQjCNFmpNONAdw1GhyOVlkqLASlUngj2w&ust=1383327436548034

O What do you notice about your character?

O What do you “see” from where you are

standing?

O What is your character doing? Why do you

think this is the case?

O What is your character’s relationship to

the main character?

As you develop your character’s story, think about…

O A “living picture”O Recreate scenes from textO Utilize key lines/words/ideasO Students become “actors” posing like frozen statuesO Movement is optional: Speak a line

then change positionO Pose/frame must accurately portray

ideas in text

What is a tableaux vivant?

An Accident

Purposeful placement of characters: What decisions did you make to develop the action portrayed? Expression: Why did you read the line in this manner? What specific words were emphasized/ de-emphasized? Why? Discuss/summarize ideas and themes: Dig deeper –Are there any hidden messages? What’s the big idea? Make inferences: What can be inferred about the time period and/or event?

Trans-disciplinary Connections

THE STUDENTS’!!

Whose job is it?

Additional Resources- Grade 6

Additional Resources Grade 7

Grade 8