CDLN Social Studies Webinar 3 Sourcing a Document Thinking Like a Historian

1. March 20, 2013 4:30-5:30  Cross Discipline Literacy Network CDLN Social Studies Webinar 3 Sourcing a DocumentThinking Like a Historian

2. Build capacity in Content Literacy Strategies specifically suited for Social Studies and the Common Core State Standards for Literacy in History/Social Studies  Develop an understanding of the protocol called Sourcing a Document Session Goals

3. Adobe Connect Pro Web Conferencing Layout • If you have dialed in, please mute phones. • Chat Box: At least two presenters will be watching the chat box. • Raising hands: Click/Unclick

4. 1. Mary Miller  High School Teacher, Boothbay Region High School 2. Angela Lake  Grade 5 Teacher, Livermore Elementary School 3. Edith Berger Grade 6 Teacher, Miller School in Waldoboro Activity 1: Introductions

5. Sourcing a Document This session's strategy:

6. Teacher Self Assessment Rubric • Frequency •     1.  I don't use this literacy strategy. •     2.  I occasionally use this literacy strategy. •     3.  I know this literacy strategy well, and use it             frequently. 

7. Connections to the Common Core State Standards • Provide students with authentic opportunities to apply and develop literacy skills through social studies content • Sourcing a Document aligns with several CCSS standards: • Reading • Writing • Speaking and Listening

8. What is it? How does it work?   How can it be used? Literacy Strategy: Sourcing a Document

9. Primary sources are created by someone witnessing, experiencing, or recalling an event, or creating materials such as broadsides. • We all know what they are. They include... • Audio recordings. • Photographs. • Pamphlets. • Newspapers. • Maps. • Magazines. • For fun: Type others in the chat box.

10. Sourcing a Document What is it? This routine "turns history into a series of questions instead of a series of answers." Sam Wineburg Stanford History Education Group

11. Sourcing a Document How does it work? Sourcing Contextualizing Corroboration

12. Sourcing a Document How can it be used?

13. Elementary Level Sourcing a Document

17. -Biographical Movie of Theodor Geisel's life - Political cartoons about topics like Hitler and WWII -Illustrated advertisements for companies -Topics for many books -Sneetches with stars better -Stars on/Stars off -Stars didn't matter -Holocaust connection

18. -Author Tish Rabe wrote books with the Dr. Seuss Characters - Rabe wrote 40 Science related books with Seuss characters after Theodor Geisel died -Also used his younger level books to show life lessons -The shape or size you are on the outside does not matter, you are the same on the inside

19. -Before publishing Children's Books artistic abilities used to make advertisements for products like the insecticide Flit -Discovered that Theodor Geisel was well known for his political cartoons

20. "Through our study we learned that Dr. Seuss was not just an author of silly cartoons and characters. He actually had very serious life lessons embedded in his work!" -class quote after "Sourcing Seuss"

21. Scoring Guide 4 In addition to the 3.0 knowledge, I can explain how history can help me better understand and make informed decisions about the present and future. 3 I can explain that history includes the study of past human experience based on available evidence from a variety of sources. 2 I know the difference between primary and secondary sources. 1 With help, I can tell the difference between primary and secondary sources.

22. Middle Level Samples Save Waste Fats for Explosives by Henry Koerner, 1943 Printed by the Government Printing Office for the Office of War Information NARA Still Picture Branch (NWDNS-44-PA-380)

23. Life on the Homefront: Oregon Responds to WWII http://arcweb.sos.state.or.us/pages/exhibits/ww2/services/salvage.htm

24. It's from a newspaper because someone wrote "Times," and newspapers are called Times. W.P.B. created it and businesses paid for it. It was created so that housewives would save waste fats and bring them to the nearest meat dealer so the military could use the fat for gunpowder. The intended audience was women cooking at home. I think this source is trustworthy because no one would lie about saving waste fats. We saw the bomb poster, Grease Quiz and Munitions From Kitchens. They all agreed with each other so I think that saving fats was important and one way American families changed their lives to support the war effort. We could find more in magazines and newspapers from the war. We could use the interwebs.

25. How did American families at home change their lives to support the war?

26. A Tree Grows in America Student Work I noticed a lot of the items in the tree were things people use at home. It turns out the waste fats are being used for more than bombs. If women were saving fats for more than just bombs, it would make them want to be more careful [with their leftover fats]. I found a lot of information about saving fats and other things, but because this one has pictures of stuff for a house, it makes it more real. It turns out some of my clothes are made with oils. I'd like to see newspapers or magazines from WWII. I think they would have articles about how to be a better fat saver and things like that.

27. How did American families change their lives to support the war? I think families did a lot to support the war because it touched many parts of their lives. People should think about what they waste today. Everyone thought they were part of the war effort in WWII. But today, unless you have a [family member] in Afghanistan or something, [war] doesn't have anything to do with you. We do a lot of recycling and turn off our lights and water and things like that, but it's not for the war. It's because of global warming or saving money. In WWII, people saved gas or picked up metal so it would help the soldiers on the battlefield because everyone knew someone in the war. I even think that [WWII] made people's lives better because everyone worked together.

28. Social Security Lesson • Analyse three documents that discuss the proposed social security act. • A speech by President Franklin D. Roosevelt. • A testification of a NAACP representative. • An anonymous letter written to Mrs. Roosevelt. What is the medium of the document? Who was the creator? When was it created? What is the context for the discussion? Who is the intended audience? What does the document say? What other questions do I have?

29. Although one might initially think that the social security act was a beneficial program to all U.S. citizens, it was apparent through the documents that not all people agreed. NAACP "We can never insure 100 percent of the population against 100 percent of the ups and downs of life." NAACP "There is no relation of master and servant by which he gets wages on which a tax could be collected. therefore this population is left out from the old-age annuity." FDR: "It is a law that will take care of human needs..." Letter from anonymous woman "Thanks to the president, I cannot be sure of anything"

30. Reading Like A Historian: Carl Degler: Believed that the New Deal, mainly Social Security, was a major transition in the thinking of Americans. They now looked toward the government for help, more than they did themselves. "They wanted the government to be an active player in the economy." Bernstein: Disagreed with Degler. Many people were excluded from the aid because they could not contribute to the plan, many being lack or female citizens. "Thought the New Deal reduced suffering, it did not deserve the praise for revolutionizing America that other lavished upon it." www.historicalthinkingmatters.org

31. Final assessment: PDF Provided Directions: Using the letters you analyzed, the historian accounts you read, your notes on the social security DVD and all other knowledge about the depression (FDR’s three R’s, alphabet soup agencies, etc) write a letter expressing your views about the social security act. Letter follows the template provided 1 2 3 4 5 Student view is clearly stated 1 2 3 4 5 At least three references to the context 1 2 3 4 5 5 quotes 1 2 3 4 5 Quotes were referenced 1 2 3 4 5 Quotes were relevant 1 2 3 4 5 Letter was to the point, but thoughtful 1 2 3 4 5 Grammar 1 2 3 4 5 Spelling 1 2 3 4 5 The letter was pertinent and respectful 1 2 3 4 5 :

32. Observe 1. What do you see? 2. When do you think each photo was taken? Why? 3. How are they similar/different? 4. What don't you see? Photographs as Primary Documents A B

33. Source The Photo. 1 2 Which photo goes with which dwelling?

34. Brief Student Responses • A: Concentration camp housing structures ( No people anywhere. Taken right after the war ended, black and white photo. • B: Path between two barbed wire fences separating properties with large buildings on either side. Taken recently because it is in color, there are no prisoners there. • They are used for keeping people in. • 1: They are all just wearing shirts and they are emaciated. They are dirty and tired looking. Photo is old and black and white. Probably in a concentration camp. • 2: Shows a man carrying a child talking to a woman on the other side of a fence. Well fed and dressed Probably in a woman's concentration camp. There is barbed wire and there is security camera. Conditions in picture 1 look worse than those in picture 2. Taken during the war. • Picture 1 goes with picture A, and 2 with picture B because the men in photo 1 look underfed and in worse condition like photo A. • Photo B had better looking conditions and the woman in photo 2 looked healthier than the men did.

35. Other Responses • The black and white photo was taken at the beginning of the war, and the colored one was after it ended. • Picture A was far into the war because the people were starving, picture B, they were not. • Both are concentration camps, picture 1 was after the war and picture B is current. • I think that picture A is where the Army lived and picture B is where the prisoners lived because B has a wired walkway for the army to watch the prisoners.

36. What do you notice? Describe something small but interesting. What words do you see? What do you notice that you can't explain? Where do you think this came from? Why was this created? Who was the intended audience? What else was happening in the world at this time? Where else could you look to find more about this topic?

37. Helpful Websites Stanford University http://sheg.stanford.edu/rlh Document based lessons https://beyondthebubble.stanford.edu/assessments/langes-iconic-photograph/samples#response3-1 Examples Library of Congress website http://www.loc.gov/teachers/usingprimarysources/guides.html Teacher's Guide and Analysis Tool: Tons of lessons and ideas. Historical Thinking Matters www.historicalthinkingmatters.org Four fabulous lessons www.teachingchannel.org Videos from classrooms using questions to source documents

38. Implementation of Sourcing a Document • Next Steps • Select an upcoming unit for implementing this strategy • Develop an investigation around primary sources or a text to support with primary sources • Share Your Sourcing of Documents • At a Face-to-Face Session • On the Maine Learning Network Website • With a colleague

39. Thank you very much for your participation. Here is our contact information: 1. Mary Miller:           mmiller@csd3.org 2. Angela Lake:        alake@rsu73.org 3. Edith Berger:        edith_berger@msad40.org 4. Kristie Littlefield:    kristie.littlefield@maine.gov  Please remember to complete the survey at the following link: https://www.surveymonkey.com/s/cdln-webinars-session3