strategies for analyzing primary documents karen yelito and matthew rosati perry hall middle school
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Strategies for Analyzing Primary Documents
Karen Yelito and Matthew Rosati Perry Hall Middle School
Objective
OToday we will utilize Pre-AP strategies in order to help students analyze primary documents
[email protected]@bcps.org
AlignmentO Common Core:
O CCSS.ELA-Literacy.RH.6-8.1Cite specific textual evidence to support analysis of primary and secondary sources.
O CCSS.ELA-Literacy.RH.6-8.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
O CCSS.ELA-Literacy.RH.6-8.6Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
O CCSS.ELA-Literacy.RH.6-8.7Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
O CCSS.ELA-Literacy.RH.6-8.8Distinguish among fact, opinion, and reasoned judgment in a text.
O CCSS.ELA-Literacy.RH.6-8.9Analyze the relationship between a primary and secondary source on the same topic.
Pre-AP StrategiesO Developed by the College BoardO Provides tools for students to use so
they are not overwhelmed by the information presented in the documents.
O Offers alternatives to simply reading long texts to give students a background and context for historical events
DiscussionO What are some challenges you have
encountered when trying to use primary documents?
Political Cartoons
Photographs
Cape Town, South Africa
Think About: What is their-story?
O New Kids in the Neighborhood (or) O Negro In The Suburbs O by Norman Rockwell (1967) O One in a series of three different
portrayals of civil rightsO Represents an optimistic viewO Others include: The Problem We All
Live With and Southern Justice
About the picture…
O CCSS Connections: Analyze how point of view or purpose shapes the content and style of text
O Analyze the “text” to construct a story about the painting from a character’s perspective
Who tells the story in “his”-story?
O What do you notice about your character?
O What do you “see” from where you are
standing?
O What is your character doing? Why do you
think this is the case?
O What is your character’s relationship to
the main character?
As you develop your character’s story, think about…
O A “living picture”O Recreate scenes from textO Utilize key lines/words/ideasO Students become “actors” posing like frozen statuesO Movement is optional: Speak a line
then change positionO Pose/frame must accurately portray
ideas in text
What is a tableaux vivant?
An Accident
Purposeful placement of characters: What decisions did you make to develop the action portrayed? Expression: Why did you read the line in this manner? What specific words were emphasized/ de-emphasized? Why? Discuss/summarize ideas and themes: Dig deeper –Are there any hidden messages? What’s the big idea? Make inferences: What can be inferred about the time period and/or event?
Trans-disciplinary Connections
THE STUDENTS’!!
Whose job is it?
Additional Resources Grade 7
Grade 8