Using Primary Sources in the Social Studies Classroom

1. Using Primary Sources in the Social Studies Classroom Presenters: Ben Pinnick Susan Gasaway

2. Rationale for PD • There is a need for students to make strong connections with historical content through the use of primary sources. • Primary source analysis meets Kentucky Core Academic Standards (KCAS) for Reading (Informational): • R.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text • R.CCR.6 Assess how point of view or purpose shapes the content and style of a text • R.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take • R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently • Take a minute to look at how these standards look for the grade level you teach. • Are there any other standards you think are applicable?

3. Learning Targets • I can explain how primary sources engage elementary students in the study of history. • I can find primary sources to use in the elementary classroom. • I can adapt primary sources to meet the needs of my students

4. Warm Up • In a group of 5 or 6, analyze the primary source you have been given and be prepared to report your observations.

5. Quarter

6. Painting

7. Photograph

8. Barbed Wire

9. Illustration

10. Primary Sources Help Students… • relate to events of the past in a personal way  • develop observation skills • develop vocabulary and reading-comprehension skills • develop inquiry skills • develop empathy for the human condition • analyze different points of view • understand that history is a continuum and that people make their own personal histories • develop research skills that lead to analyzing sources and forming conclusions • develop true understanding of an concept

11. Library of Congress article • Read the article independently. As you read: • Highlight or underline one important sentence • Highlight or underline one important phrase • Highlight or underline one word

15. 1st -2nd Grade • http://www.read.gov/books/ • Denslow’s Three Bears

16. 3rd – 4th Grade

17. 5th Grade- King Philip (Metacom) Chief of the Wampanoag Indians • “An ignorant, dreadful beast. A hideous, neurotic pygmy and terror to children.” - English colonist, 1675 • “He was a patriot attached to his native soil- a prince true to his subjects, and indignant of their wrongs- a soldier, daring in battle, firm in adversity, patient in fatigue, of hunger, or every variety of bodily suffering, and ready to perish in the cause he had espoused. Proud of heart, and with and untamable love of natural liberty…with heroic qualities and bold achievements that would have graced a civilized warrior.” - Washington Irving, 1783-1859

18. Mayflower Compact

19. Primary source analysis addresses the Six Facets of Understanding • When we truly understand a concept, we can: • Explain • Interpret • Apply • Have perspective • Empathize • Have self-knowledge

20. I have the primary sources but my kids can’t read them!!!! • Can we tamper with history?  Can we adapt primary sources so that all students can benefit? • 2 schools of thought: • Purists (historians) • Adapting primary sources “dumbs down and cheapens the past” • inserting contemporary language into a document and still calling it a primary source is dishonest. • Educators • Teaching history without primary sources leads to a world of textbook work and videos • Not adapting primary sources makes learning inaccessible to struggling readers • Don’t lie! --- provide student with both the original and modified document and allow them to work with both

21. What can teachers do to stay true to the original document? •  When students first encounter a primary source, always have them compare them to the original • Students can generate questions about the original after working with the adapted forms • 3 principles to guide adaptations: • Focusing • Simplification • Presentation Wineburg & Martin, Social Education, NCSS 2009

22. Principle 1: Focusing • Focusing  • Excerpting documents to focus students' attention on the source's most relevant aspects • Try to limit its length to 200-300 words • Ask focused questions to draw attention to specific parts of the document

23. Principle 2: Simplification • Simplification • Selective modification of complex sentences and syntax • Conventionalizing spelling, punctuation and capitalization • Changing some vocabulary

24. Principle 3: Presentation • Presentation • Use large font (at least 16-point type) • Ample spacing

25. Example • Abraham Lincoln’s reply to Stephen Douglas

26. Let’s Practice! • In table groups, look at the primary source document. • Discuss how you can focus, simplify and adapt this document for your students’ use. • Be ready to share your ideas

27. Strategies for using primary sources • At table groups, review the learning strategy and activity • Complete the graphic organizer • Be ready to present your ideas!

28. Columbus Taking Possession of the New World

29. Explore Wikispace • Online resources for primary sources • www. Primarysourceselementary.wikispaces.com

30. Characteristics of Highly Effective Teaching and Learning • Learning Climate • Teacher: • Creates learning environment where students are active participants as individuals and as members of collaborative groups • Effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections • Student: • Authentically engaged, collaborates with other students, takes educational risks in class

31. Classroom Assessment and Reflection • Teacher: • Uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions • Reflects on instruction and makes adjustments as student learning occurs • Student: • Reflects on work and makes adjustments as learning occurs

32. Instructional Rigor • Teacher: • Instructs the complex process, concepts and principles contained in state and national standards using differentiated strategies that make instruction accessible to all students • Integrates a variety of learning resources with classroom instruction to increase learning options • Student: • Reads with understanding a variety of texts • Applies and refines inquiry skills

33. Instructional Relevance • Teacher: • Effectively incorporates 21st Century Learning Skills that prepare students to meet future challenges • Student: • Poses and responds to meaningful questions • Uses appropriate tools and techniques to gather, analyze and interpret information from quantitative and qualitative evidence

34. Knowledge of Content • Teacher: • Demonstrates an understanding and in-depth knowledge of content and maintains an ability to convey this content to students • Accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately • Student: • Demonstrates growth in content knowledge • Uses ideas in realistic problem solving situations

35. Closure • Reflect back to warm-up. • How could what you have learned today have helped you in that activity?