Teaching with Primary Sources

MS Teachers, August 5, 2011Centennial HS

Introductions

Mike Nance and Adam Smiley Alpharetta HS AP U.S. History and European History U.S. History and Forensics

Group Introductions Name and Where You Teach What You Need Today

Resources

Me: nance@fultonschools.org My Webpage:

http://www2.fultonschools.org/teacher/nance/

Disclaimer: We aren’t MS teachers and we know it!

Why Use Primary Sources?

SS8H2: Causes of American Revolution/French and Indian War/Seven Years War

Join or Die

What could a MS student get from the visual?

Why Use Primary Sources?

SS8H7b: Analyze how rights were denied to African Americans through…racial violence

Lynch Law in Georgia

How do you analyze a book cover?

Why Use Primary Sources?

Five Good Reasons Better Understanding Content Challenging Student Assumptions Fostering Inquiry Making History “Real” Differentiated Instruction

Better Understanding Content

SS8H7a: Evaluate the impact…Tom Watson and the Populists…the Atlanta Race Riot of 1906…had on Georgia in this period (1877-1918) Depth v. summary Nuances

Challenging Student Assumptions SS8H4a: …how weaknesses in the Articles of

Confederation led to a need to revise the Articles. The Anti-federalist Papers

“Mr. Lowndes… solemnly called on the house to consider whether it would not be better to add strength to the old Confederation, instead of hastily adopting another…he could not understand with what propriety the Convention proceeded to change the Confederation; for every person with whom he had conversed on this subject concurred in opinion that the sole object of appointing a convention was to inquire what alterations were necessary in the Confederation…” Account of the speech of Rawling Lowndes to the South

Carolina House of Representatives, debating the adoption of the federal constitution, January 17, 1788.

Challenging Student Assumptions SS8H4b: Describe…reasons why Georgia ratified the new

constitution. How Popular was the U.S. Constitution?

December 7, 1787: Delaware ratifies. Vote: 30 for, 0 against. December 12, 1787: Pennsylvania ratifies. Vote: 46 for, 23 against. December 18, 1787: New Jersey ratifies. Vote: 38 for, 0 against. January 2, 1788: Georgia ratifies. Vote: 26 for, 0 against. January 9, 1788: Connecticut ratifies. Vote: 128 for, 40 against. February 6, 1788: Massachusetts ratifies. Vote: 187 for, 168 against. March 24, 1788: Rhode Island popular referendum rejects. Vote: 237

for, 2708 against. April 28, 1788: Maryland ratifies. Vote: 63 for, 11 against. May 23, 1788: South Carolina ratifies. Vote: 149 for, 73 against. June 21, 1788: New Hampshire ratifies. Vote: 57 for, 47 against.

(Minimum requirement for ratification met) June 25, 1788: Virginia ratifies. Vote: 89 for, 79 against. July 26, 1788: New York ratifies. Vote: 30 for, 27 against.

Fostering Inquiry

SS8H9b: Evaluate the importance of Bell Aircraft…

1943 B-29 Assembly Line

Making History Real

SS8H7c: Explain the roles of Booker T. Washington…

Differentiated Instruction

Need I say “Step2Achieve”? Adjusting instruction to meet the

needs of all students Differentiating the content Differentiating the process Differentiating the product

Realities of Differentiation Differentiation DOES take more

planning time You need support to differentiate Differentiate at a pace you can live

with Use some of the sample lessons from

today Choose some topics you know best and

differentiate there (not vice-versa!)

Differentiating the Content

Use a set of primary sources that appeal to different student interests and abilities Use student learning styles inventory to

create groups OR allow students to self-select the kind of primary source they want to work with…

http://www.georgiahistory.com/containers/185

Differentiating the Process All students work with the same content,

but engage in it differently Flexible grouping

Students first self-select a partner All pairs examine the image and asked to

generate an explanation http://ghs.smackdabcentral.com/1250_Item_1_fl

dr_4_Educ-Small.jpg Combine pairs into groups of four OR

reassemble pairs matching students of different abilities/interests

Differentiating the Product Whether content and process were

differentiated or not, the product can be. How will students demonstrate learning? Product = assessment Assessment can be formative or summative

Formative: ungraded; is the student “getting it”?

Summative: graded assessment of what the student has learned

Differentiating summative assessments is/can be controversial

Assessment Possibilities Using Primary Sources

Essays, even “DBQ’s” Oral presentations, including debates “Museum” displays w/ captions Editorials, sermons, speeches Annotated timelines Journal entries or other periodic

writing assessments

Creating Lessons Using Primary Sources

Focus Activities: Use primary sources to introduce a topic OR “re-engage” students

Inquiry Activities: use primary sources to initiate research to corroborate or refute what they say – or seem to say

Application Activities: expand, alter or refute secondary sources (textbook, student/parent POV, etc.)

Georgia-Specific Resources UGA Hargett Rare Book and Manuscript

Library http://

www.libs.uga.edu/hargrett/maps/index.html NGC&SU

http://libguides.northgeorgia.edu/content.php?pid=56589&sid=1438577

KSU, Department of Museums, Archives & Rare Books https://web.kennesaw.edu/archives/researchers/

georgia-history

Georgia-Specific Resources Georgia State University Digital Collections

http://research.library.gsu.edu/content.php?pid=114774&sid=991598

Digital Library of Georgia http://dlg.galileo.usg.edu/

Georgia Historical Society http://www.georgiahistory.com/containers/19 Image Catalog:

http://georgiahistory.pastperfect-online.com/37659cgi/mweb.exe?request=ks

Other Resources Library of Congress

http://www.loc.gov/teachers/ http://blogs.loc.gov/teachers/category/primary-source-starters/ http://www.loc.gov/teachers/tps/quarterly/archive.html http://myloc.gov/Exhibitions/naacp/prelude/Pages/SlObjectList.aspx

PBS: http://www.pbs.org/teachers/thismonth/primarysources/index3.html

National Archives http://www.archives.gov/education/lessons/ http://docsteach.org/activities/search?mode=browse&menu

=open&era%255B%255D=contemporary-united-states http://www.archives.gov/southeast/education/resources-by-state/

Other Resources States, Museums and Others

http://www.gilderlehrman.org/ http://

www.smithsoniansource.org/tea/viewdetails.aspx http://ncmuseumofhistory.org/workshops/Antebellum

%20NC/teaching%20with%20primary%20resources.html

http://oralhistory.ashp.cuny.edu/PrimDocList.html http://www.kn.pacbell.com/wired/fil/pages/

listdocumentpa.html http://www.phschool.com/eteach/social_studies/

2000_11/essay.html http://condor.depaul.edu/tps/ http://www.archives.alabama.gov/teacher/

psources.html

Closing

Use primary sources Be Creative Contact me Q and A?