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Library of Congress
Teaching with Primary Sources
WelcomeTeaching with Primary Sources Wikispace
http://primarysources.ncceconnect.org/Participant survey Overview of projectExpectations
Agenda Norms
Essential QuestionsHow can primary sources motivate and engage learners?In what ways do primary sources support inquiry?To what extent can the Library of Congress support teaching and learning?
Leaving Evidence of Our Lives
Choose 1 or 2 artifactsWhat do these artifacts tell us about you?In small group create a definition of primary
sources.
What’s in Lincoln’s Pockets?
Jigsaw Activity: Touring the LOC
ManuscriptsMapsAmerican MemoryVeteran’s HistoryFilmHistoric PapersSound RecordingsPerforming ArtsPrints and Photographs
Analyzing Primary Sources
San Francisco Film (1906)Observe, Reflect, Question
Work TimeTask: Find something in the library that you could use in your educational setting. What questions would you use as prompts? How could you extend the activity? How might you assess student learning? Use Primary Source Analysis note taking sheet on wiki.
Sharing
ReflectionHow can analysis activities promote inquiry with your students (wiki discussion area)?
HomeworkRead “Thinking Like an Historian” by Sam Wineburg
What is historical thinking?Why is it important to do?What is one question you would like to ask Dr. Wineburg?
Day 2http://primarysources.ncceconnect.org
Thinking Historically“In history courses I took in school we read about history, talked about history, and wrote about history; we never actually did history. If I had learned basketball in this way, I would have spent years reading interpretations and viewpoints of great players, watching them play games, and analyzing the results of various techniques and strategies.”
Levesque, Stephane. 2008. Thinking Historically: Educating Students for the Twenty- First Century. Toronto: University of Toronto Press.
Thinking Like an Historian
What is historical thinking?Why is it important to do?What is one question you would like to ask Dr. Wineburg?High school example
Teacher Resources
Lesson PlansInquiry question(s)
Does the question represent an important issue? Is it debatable? Does the question represent a reasonable amount of
content? Will it hold student interest? Is the question challenging? What concepts will be emphasized?
Backwards design Identify targets Plan assessments Create learning activity
Work TimeTask: Develop a lesson you could use that incorporates the use of primary sources. Use the lesson plan format to guide your work. The form can be found on the wikispace.
Afternoon Schedule12:00 – 12:30 Lunch12:30 – 1:00 Continue working on lesson1:00 – 1:30 Sharing of lessons in small groups1:30 – 2:00 Lesson Revision and Posting2:00 – 2:10 Break2:10 – 2:50 Primary Source Sets Activity2:50 – 3:20 Exploring American Treasures3:20 – 4:00 Wrap Up
Primary Sources“Primary sources are the raw materials of history — original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without firsthand experience.” LOC Definition
Primary Source SetsExamine set of materialsIndividually fill out analysis sheetsName your set of materials – what do they all have in common?Share materials and process with groupDiscussion: When examining these materials how were you thinking like an historian?
Exploring American Treasureshttp://www.loc.gov/exhibits/treasures/tr66.htmlOverviewExplorationTask: Using the artifacts from one Gallery answer the questions on the Exhibitions Questions handout (found on the wikispace). Be prepared to share your answers with a partner.
American Treasures Discussion
How did these questions help you make personal connections to the past?
How did choice engage you as a learner?
How did different perspectives and experiences play a role in the activity?
ConclusionReflection: What is one goal you have after taking this workshop? (see wiki discussion page)
Next Steps: Now what?
Post-session survey on wikispace
Workshop Evaluation: Posted on wiki
