Bob Alexander PaTTAN Harrisburg National Paideia Faculty Member

1. Texts on the Digital Radical Fringe: Accessing Non-Traditional and Non-Print Primary Source Texts that Document Evolution and Change Bob Alexander PaTTAN Harrisburg National Paideia Faculty Member

2. The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. PaTTAN’s Mission

3. Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. PDE’s Commitment to Least Restrictive Environment (LRE)

4. Part I: Overview

5. Session Goals: Primary Sources document our evolution as critical thinkers and members of society. They also link the past and the present and generate a window into our predictions and expectations for the future. In this session, participants will: • receive direction and guidance on how and where to locate these sources • examine examples of these primary sources • discuss how these sources can be applied for instructional purposes.

6. “Writing In” to Primary Sources In your writing journal, please explore the following: • Define “Primary Sources” • List some examples of Primary Sources. • Identify a specific primary source that you have used for instruction. • What is the connection between Primary Sources and the Common Core?

7. What is a Primary Source? Know A primary source is a document, speech or other sort of evidence written, created or otherwise produced during the time under study. Original Documents Creative Works Art Drama Film Music Novels Poetry • Autobiographies • Diaries • Interviews • Letters • News film footage • Official records • Photographs • Raw research data • Speeches Relics or Artifacts • Buildings • Clothing • DNA • Furniture • Jewelry • Pottery

8. Why Use Primary Sources? Understand • Primary sources are the raw materials of history — original documents and objects which were created at the time under study. • Examining primary sources gives students a powerful sense of history and the complexity of the past. • Helping students analyze primary sources can also guide them toward higher-order thinking and better critical thinking and analysis skills.

9. What does a Primary Source Do? Do Construct Knowledge • Inquiry encourages examination of contradictions and comparisons of multiple points of view. • Construct knowledge, as conclusions are formed based on evidence. • Integration from prior knowledge and research facilitates the creationof new knowledge and deeper understanding. 1. Engage Students Develop Critical Thinking Skills Standards support teaching with primary sources. Primary sources are incomplete. Students must use prior knowledge. Analyzing Primary sources moves students from concrete to questioning and inferring. Examining bias, purpose and point of view to challenge assumptions. • Relate to history in a personal way • “Snippets” encourage thinking and exploration through research. • First-person accounts create and foster realism, active reading and response.

10. The Revised Bloom’s (RBT) Taxonomy Table THE COGNITIVE PROCESS DIMENSION T H E K N O W L E D G E D I M E N S I O N KNOW UNDERSTAND DO

11. Primary Sources and Paideia COACHING Development of Intellectual Skills 60-70% Seminar DIDACTIC Increased Understanding of Ideas and Values 15-20% The Acquisition of Knowledge 10-15%

12. Part II: Locating Primary Sources

13. Locating Primary Sources • National Paideia Website: http://www.paideia.org/for-teachers/materials-to-download/teachi ng-with-primary-sources-seminar-plans/ • Library of Congress Website: http://www.loc.gov/teachers/ • The Wilson Library at UNC: http://www.lib.unc.edu/wilson/ • UNC University Libraries Digital Collections: http://www.lib.unc.edu/digitalprojects.html • Learn NC: Teaching with Primary Sources: http://www.learnnc.org/lp/pages/5316

14. Part III: Practice and Discuss

15. Directions • Examine and select 1 primary source from the selections provided. • Analyze the primary source using the attached Primary Sources Analysis Tools. • Identify ways your selected source might be used in the classroom. • Write 1-3 potential seminar questions (draft form), and identify your question(s) as being an Opening, Core, or Closing question(s). • Be prepared to share.

16. Sources • Anderson, Lorin. Presentation 2 for PaTTAN Expository Writing Institute. October 25, 2010. • Library of Congress, http://www.loc.gov/teachers/usingprimarysources/index.html • University Libraries, University of Nevada, Reno http://www.knowledgecenter.unr.edu/help/using/primary.aspx • Primary Sources Analysis Tools, Library of Congress. http://www.loc.gov/teachers/usingprimarysources/guides.html

17. Bob Alexander, MA Ed Educational Consultant ralexendar@pattan.net Pennsylvania Training and Technical Assistance Network (PaTTAN) 6340 Flank Drive Harrisburg, PA 17112 (717) 541-4960, ext. # 3710 1-800-360-7282 (Toll-free in PA only) (717) 541-4968 (Fax) SAS Teacher Tool Website: http://websites.pdesas.org/ralexander/default.aspx Contact Information www.pattan.net Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Carolyn C. Dumaresq, Ed. D., Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education