Primary Source Presentation, 1 hr

Primary SourcesPrimary SourcesCritical Thinking**Inquiry-based Learning**Content Understanding

Emily MannPima County Regional Support Center745-4588Emily.mann@pimaregionalsupport.orgPimarsc.pbwiki.com

Teaching with Primary SourcesTeaching with Primary Sources

Agenda: Primary Sources – Why? Teaching with Primary Sources

◦ Fostering Historical Thinking◦ Transferring the Learning

Building Primary Resource Sets◦ Getting to know the site – The “Trunks”◦ Analysis worksheets/graphic organizers◦ Copyright◦ Saving URLs & Creating a Word document for your

reference◦ The Learning Center

Primary Sources – Why?Primary Sources – Why?

Evidence

– Photographs

– Letters

– Journals

– Official documents

– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music


Thinking

• Fact vs. Conjecture

• Evidence vs. Assertion

• Compare/contrast

• Analysis, synthesis and

evaluation of evidence

• Infer

• Draw Conclusions

Evidence

– Photographs

– Letters

– Journals


– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music


Thinking• Distinguish between

important and

inconsequential

• Significance of the past

to the present

• Significance of personal

character for good and ill

• Not all problems have

solutions

Evidence

– Photographs

– Letters

– Journals


– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music


Evidence

– Photographs

– Letters

– Journals


– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music


Evidence

– Photographs

– Letters

– Journals


– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music


Evidence

– Photographs

– Letters

– Journals


– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music


Evidence

– Photographs

– Letters

– Journals


– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music


Evidence

– Photographs

– Letters

– Journals


– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music

Teaching with Primary Sources Teaching with Primary Sources

Search all collectionsExample

Search by criteriaExample

Search by keywordExample

Finding unique itemsExample

Primary Source SetsExample

Lincoln’s PocketsExample

Level I: Primary Source Foundations:

Historical ThinkingHistorical Thinking

Identify central questions in a historical narrative and the purpose, perspective, or point of view from which it has been constructed

Utilize and draw upon visual data to clarify, illustrate, or elaborate upon information presented in the historical narrative

Compare and contrast differing sets of ideas and values by identifying likenesses and differences (Historical Thinking Standard 3b).

Consider multiple perspectives of various peoples in the past by demonstrating their

different motives, beliefs, interests, hopes, and fears Interrogate historical data by uncovering the social,

political, and economic context in which it was created

Evaluate alternative courses of action in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term

consequences of each

LC Analysis Sheet

The consent of the governed is a good The consent of the governed is a good thing in theory, but very rare in fact.thing in theory, but very rare in fact.

England has governed her colonies England has governed her colonies whether they consented or not. By not whether they consented or not. By not waiting for their consent she has greatly waiting for their consent she has greatly advance the world’s civilization.advance the world’s civilization.

The U.S. must govern its new territories The U.S. must govern its new territories with or without their consent until they can with or without their consent until they can govern themselves. govern themselves.

TITLE: School begins

RIGHTS INFORMATION: No known restrictions on publication.

SUMMARY: Caricature showing Uncle Sam lecturing 4 children labelled Philippines, Hawaii, Porto Rico and Cuba in front of children holding books labelled with various U.S. states. In the background is an American Indian holding book upside down and a Chinese boy at door.

MEDIUM: 1 print : lithograph, color.

CREATED/PUBLISHED: c1899.

NOTES: Color lithograph by Louis Dalrymple, copyrighted by Keppler & Schwarzmann. Illus. in: Puck, (1899 Jan. 25), p. 8-9. This record contains unverified, old data from caption card, with subsequent revisions. Caption card tracings: Dalrymple, Louis, 1866-1905.

DIGITAL ID: (color film copy slide) cph 3b48925

http://hdl.loc.gov/loc.pnp/cph.3b48925

Identify central questions in a historical narrative and the purpose, perspective, or point of view from which it has been constructed

Utilize and draw upon visual data to clarify, illustrate, or elaborate upon information presented in the historical narrative

Compare and contrast differing sets of ideas and values by identifying likenesses and differences

Consider multiple perspectives of various peoples in the past by demonstrating

their different motives, beliefs, interests, hopes, and fears (

Interrogate historical data by uncovering the social, political, and economic context in which it was created

Evaluate alternative courses of action in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term

consequences of each

Cognitive/Thinking SkillsBloom’s Taxonomy

•Fact vs. Conjecture

•Evidence vs. Assertion

•Compare/contrast

•Analysis, synthesis and evaluation of evidence

•Infer

•Draw Conclusions

Portrait of a young Native American Iowa (Ioway) girl seated outdoors on a

wooden chair (1890). She is barefoot and wears a long dress with embroidered flowers and a ribbon in her hair.

Subject Myra E. Frye taken by J.J, Hargrave.

Studio portrait of Elizabeth Bonduel Lillie Tabor (daughter of Horace and Baby Doe Tabor (c.1886)),

sitting in a wooden chair with carved griffins.

The close of a career in New York (c. 1904).

Analyzing ArtifactsAnalyzing Artifacts

Formulate a position or course of action on

an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a

plausible solution from a choice of carefully evaluated options













Transfer the learningHow does learning from the past influence the present?

Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and

choosing a plausible solution from a choice of carefully evaluated options

Contact:Peggy O’Neill-Jones

Regional DirectorLibrary of Congress Teaching with Primary Sources

[email protected]

Entertainment & Humor

Primary Source Presentation, 1 hr