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Reading Historical Children’s Letters Using the SCIM-C Strategy

Reading Historical Children’s Letters Using the SCIM-C Strategy. To view the entire Learning Experience go to: http://www.primarysourcelearning.org/db/LE/display.php?p=Overview&k=4305. Model Activity Understanding Goal. Words have power. Investigative Question. How might children’s letters

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Reading Historical Children’s Letters Using the SCIM-C Strategy

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  1. Reading Historical Children’s Letters Using the SCIM-C Strategy To view the entire Learning Experience go to: http://www.primarysourcelearning.org/db/LE/display.php?p=Overview&k=4305

  2. Model ActivityUnderstanding Goal Words have power. Investigative Question How might children’s letters influence adult actions?

  3. Introduction • Think of a letter that you wrote as a child. What was the purpose of the letter and what was the outcome or result? • Share with a partner your name and your response to #1. • Brainstorm three positives (+)s and three negatives (-)s of communicating through letters with your partner.

  4. Step 1: Choose an interesting letter

  5. Write an Investigative Question Use one of the Investigative Questions from the table or create your own Investigative Question to guide your research.

  6. Group by color of folder and letter • Find the other people with your folder color and letter. For example, all blue As sit together, all red Cs sit together. 2. Take out the letter on the left side of your folder. 3. Locate a SCIM-C analysis tool. 4. Read and analyze the letter using the SCIM-C analysis tool working together as a group. Each group member should record on their own tool the ideas of the small group.

  7. This is the SCIM-C Analysis Tool 1. Start here 2. Then work from the center The phases of the SCIM-C Strategy “should be viewed as a precise, recursive, and thoughtful approach to historical inquiry.” Peter Doolittle, David Hicks, and Tom Ewing, 2005

  8. Use additional resourcesto think about the letter 1. Take out additional resources from folder and an analysis table. 2. Arrange additional resources around the letter. 3. Make connections between the resources and the letters. Use the bibliographic information. 4. Summarize how the additional resources challenge or confirmed your thinking about the letter and your Investigative Question.

  9. Regroup by folder color and number 1. Regroup so that you are sitting with others with the same color and same number of folder. 2. Locate the Step 3 Note Taking Chart. 3. Take turns sharing your Investigative Question, letter, and current answer to your Investigative Question. 4. Take notes during each person’s sharing in one of the boxes on the chart. 5. Summarize thinking about everything that you have learned to answer the question, “How might children’s letters influence adult actions?”.

  10. Post Reading – Formal Assessment Create a movie with Primary Access to communicate your research findings. • Go to www.PrimarySourceLearning.org. • Search the Instructional Materials (green folder) for the Learning Experience, Children’s Letters. • Transfer the resources from the Learning Experience to Primary Access. • Make a movie that communicates an answer to your Investigative Questions and helps the audience to recognize how children’s letters influence adult behavior.

  11. More examples ofSCIM-C Spiraling Questions

  12. SCIM-C Spiraling Questions All questions do not need to be answered at each stage. Summary Stage:  • What type of historical document is it?  • What specific information or details does the document provide?  • What is the subject, audience or purpose of the document?  • What does it directly tell us? 

  13. Contextualizing Stage:  • Who produced the document?  • When, why, and where was it produced?  • Do we need to find out more about its origins to answer this question?  • What was happening locally, nationally, and globally at the time the document was produced? 

  14. Inferring Stage: • What is suggested by the document?  • What conclusions can be drawn from the document?  • What biases are indicated in the document?  • What contextualizing information, while not directly evident, may be suggested from the document?

  15. Monitoring Stage: • What is missing from the document in terms of evidence that is needed to answer a question. • What ideas, images, or terms need further defining in order to understand the context or period in which the source was created?  • How reliable is the source?  • What questions from previous stages need to be revisited in order to analyze the source satisfactorily?

  16. Corroborating stage: • What other resources could be found that relate to this document? • How might these resources confirm or conflict with this document? • What similarities and differences exist between sources? • What gaps appear to exist that hinder the final interpretation of the source?

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