General Ruben Cubero Dean of The Faculty United States Air Force Academy

1. “As you enter a classroom ask yourself this question: ‘If there were no students in the room, could I do what I am planning to do?’ If your answer to the question is yes, don't do it.” General Ruben Cubero Dean of The Faculty United States Air Force Academy

2. Literacy Skills in the Social Studies Classroom: Strategies from a TAH Grant Lacey L. Craven, Jeffrey C. Eargle, and Alexandra B. Koch Middle and High School Professional DevelopmentSchool District of Newberry County October 10, 2011

4. What to include? Support Document 2011 Standards

5. Tools, Strategies, and Perspectives Necessary for Understanding

6. 2011 Social Studies Standards:The Literacy Skill Continuum “Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.”

8. Where Can I Get Primary Sources? • Google “Primary sources about…” • Gilder Lehrman Institute of American History http://www.gilderlehrman.org/collection/index.html • Treasury of Primary Documents http://www.constitution.org/primarysources/primarysources.html • National Archives (or State Archives – AL is great) http://www.archives.gov/education/lessons/ • Library of Congress http://www.loc.gov/library/libarch-digital.html • Internet Archive: http://www.archive.org

9. Library of Congress & National Archives • Worksheets for Books, Manuscripts, Maps, Movies, Oral Histories, Photographs, Political Cartoons, Music or other Sound Recordings • Plus, there are guides to help teachers! • http://www.loc.gov/teachers/usingprimarysources/guides.html • And… Analysis Sheets for students! • http://www.archives.gov/education/lessons/worksheets/

10. Document Walk • This student-driven activity prompts students to act as historians by generating their own historical narratives while improving literacy skills. • The teacher develops a guiding question and sets up 5-8 stations with one or more primary documents. • The goal is to provide students with the content needed while offering various viewpoints that allow students to develop their own interpretation • During the activity, the document(s) and an analysis sheet remain at the same station throughout

11. What are Document Walks? 6 1 5 2 3 4

12. Document Walks • At each station, students read and analyze the document(s) using the guiding question. Their analysis, ideas, and questions are written on the paper. • As they move through the stations, students’ analysis should become deeper as they make connections between all of the documents • Once concluded, students should be able to create an original interpretation based on the documents that answers the guiding question

13. How Do Humans Impact the Environment?

14. Document Walk:Assessment and Modifications • Assessment: • Writing prompt as an exit slip • Give each group a different colored pen as a way of documenting their contribution throughout the strategy • Modifications: • Include a glossary of key terms based on students’ vocabulary (Grade-Level) • Incorporate longer and more in-depth documents (G/T) • Hang posters around the room opposed to creating desk-based stations (General) • Include a copy of the document for each student at stations (General)

15. Document Based Question (DBQ) • Using a document or collection of documents, students work to answer an overarching guiding question. • With a collection of documents, or with beginning students, give them minor questions to help guide them. • Lots of pre-made DBQs or you can create • DBQ on Slavery - http://www.edteck.com/dbq/dbquest/quest8.htm • The DBQ Project - http://www.dbqproject.com/

16. 1-Slider • A 1-Slider is a digital collage using a single PowerPoint slide • Students use the collage to represent their understanding about a given topic. • Students select a pre-determined number of primary documents to include on their 1-Slider

19. Speech Recording • Rather than telling students about a speech let them make history real! • Using the transcript, students record the speech and create a movie with various pictures that reflects their interpretation of the document • Top 100 Famous Speeches as mp3 files with transcripts http://www.americanrhetoric.com/top100speechesall.html

20. Snap Shot • “Snap Shot” is used to encourage students to analyze one portion of a visual document at a time before assessing the document as a whole • Have the visual (photo, painting, cartoon) covered on a PowerPoint slide. • Reveal one quarter of the image at a time. Cover the portion before showing the next quadrant. • For each quadrant, have students discuss (or journal on) what they see and think. • Reveal and discuss (or journal on) the entire image.

23. Write to Learn • This strategy is based on cognitive theory. • In response to reading a document, have students write on their own to answer a guiding question. They must write for a solid 3-5 minutes. • If they get stuck, tell them to write the question over and keep writing. • Have students write again for another 3-5 minutes (maybe even 3 times). You will be amazed at the depth of what they come up with. • Hands will hurt :)

24. Conceptual Timeline • Divide students into groups. Give each group one document. • Have groups do the following: 1. Summarize the document 2. Write the main idea in one sentence 3. Choose one word to describe or define the document • Students then present their document to the class, tape it on the timeline, and write their single word. • The final timeline represents a class-generated concept of the era.

25. Historical Calendar Using a modern calendar, students create a historical timeline. Events significant to the topic are described on their “anniversary.” Relevant primary sources are used give a snap shot of that month. FDR dies-Truman becomes President-1945 Soviets begin offensive to liberate Crimea-1944 Waffen-SS attacks Jewish resistance in Warsaw ghetto-1943 Soviets reach Berlin-1945 Mussolini is hanged-1945 German air raids against Cathedral cities in Britain begin-1942 Hitler commits suicide-1945

26. Posits and Post-Its • Similar to a KWL, students create questions about the topic then answer them using the documents • After an introduction, students develop 3-5 questions, which they share with their group • Groups decide on one question, which is written on chart paper and hung around the room • Give students documents (same or different) and Post-Its • Documents are summarized and analyzed; answers to questions are written on Post-Its and posted accordingly • Class discusses

27. Book/Doc in a Day • Great for lengthy or difficult documents. • Break down a document into small pieces and assign pieces to one/two students. • They read and analyze and share out to the class.

28. 3-2-1 • Students read text and respond by coming up with… • 3 facts • 2 questions • 1 conclusion

29. Hot Seat • The Hot Seat provides students with the opportunity to gig deep within primary. • Students read two documents that contain contrasting points of view. • Students write three questions they would like to ask the authors (total of six questions). • Two students volunteer to role play the authors. They are in the hot seats. • The class asks the “authors” their questions. The “authors” must explain their positions • The teacher may switch out “authors” after a few rounds of questions

30. See our wiki for this presentation and additional resourceswww.LearningWithDocuments.wikispaces.com