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Enhancing Literacy through Primary Sources

Enhancing Literacy through Primary Sources. Library of Congress. Alternate Avenues for Literacy. Book Trailers. Sarah Hale – Letter to Lincoln. Analyzing Images. Common Core Reading Standards Alignment with Image Analysis.

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Enhancing Literacy through Primary Sources

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  1. Enhancing Literacy through Primary Sources Library of Congress

  2. Alternate Avenues for Literacy • Book Trailers

  3. Sarah Hale – Letter to Lincoln

  4. Analyzing Images

  5. Common Core Reading Standards Alignment with Image Analysis • Read closely to determine what the text says explicitly and to make logical inferences from it • Assess how point of view or purpose shapes the content and style of a text • Integrate and evaluate content presented in diverse media and formats . . . • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings . . .

  6. Reading Like a Historian

  7. What this looks like in the classroom? Battle of Lexington Essential Question: What really happened at the Battle of Lexington?  Reading strategies addressed: In this lesson, students practice sourcing, corroboration, and contextualization as they weigh competing accounts of who fired the first shots of the Revolutionary War.

  8. Implementation • Download lesson plan from Reading Like a Historian website (you will need to sign up for an account) • Teacher lesson plans are provided with: • Materials • Plan for Instruction • Ideas for guided practice • Modified primary source documents • Original primary source documents

  9. Battle of Lexington Essential Question: What really happened at the Battle of Lexington? To answer this question students were asked to compare three written accounts of this event: • Textbook • Dairy entry from a British Officer • Sworn testimony of 34 minutemen

  10. Working with Primary Documents For each document students were required to: Source the document Make predictions based on previous knowledge Highlight main ideas and details Annotate text – Close reading Identify perspective and bias Contextualize information presented Corroboration – Compare texts to come to a conclusion on which account would be more reliable

  11. Student Example

  12. Application Students were then asked to apply what they learned by reading the three accounts of the Battle of Lexington to analyze two images (found at the Library of Congress website) published about this event. Students used the Primary Source Analysis tool to analyze each image and answer the following question: Which of these images is probably more accurate based on our reading of the documents? (Use 2-3 details to support your answer.)

  13. Image #1

  14. Image #2

  15. Student Example

  16. Conclusion After students analyzed both images, they came to the conclusion that image #1 was more accurate based on the text documents they analyzed the day before. Making connections: Students were then asked to complete a journal response answering the following questions: Image #1 is a copy of a stamp that was created and sold by the Government in 1859. 1. Why would the Post Office commission a stamp with an inaccurate image? 2. Is it irresponsible for the Post Office to commission such a stamp?

  17. Extensions Performance Assessment You (students) will be responsible for creating a 2-3 minute newscast reporting the main events of the Battle of Lexington. Your newscast needs to be historically accurate and only contain the facts we know. Your newscast will need to include eye witness accounts & interviews as well as a broadcaster.

  18. Battle of Lexington A Historical Debate Common Core State Standards

  19. Skills Targeted • Analyzing images • Distinguishing between visual and historical accuracy • Contextualizing sources • Corroborating sources • Evidence-based thinking and argumentation

  20. Common Core State Standards • English/Language Arts (8): • Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. • Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

  21. CCSS (continued) • History/Social Studies (6 - 8) • 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. • Distinguish among fact, opinion, and reasoned judgment in a text. • Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

  22. Students Speak Out • Video: Students sharing opinions about using primary sources

  23. Summer LOC Trainings • Pocatello, Idaho - August 1,2 – (Beginning) • Olympia, WA - August 1,2 (Advanced) • Salem, Oregon – August 5 – 9 (Beginning and Advanced) • Meridian, Idaho – August 13,14 (Advanced) • Kennewick, WA – August 15,16 (Beginning) • Mukilteo, WA – August 19,20 (Beginning) • Missoula Montana – August 19, 20 (Beginning) • Helena, Montana – August 21,22,23 (Advanced)

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