tps october09
DESCRIPTION
This is a presentation about the Library of Congress Teaching with Primary Sources program.TRANSCRIPT
Primary SourcesCritical Thinking**Inquiry-based Learning**Content Understanding
Peggy O’Neill-JonesRegional [email protected]
Agenda: Primary Sources – Why? Western Region ProjectTeaching with Primary SourcesFostering Historical ThinkingTransferring the Learning
Why Primary Sources?
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Thinking
• Fact vs. Conjecture
• Evidence vs. Assertion
• Compare/contrast
• Analysis, synthesis and
evaluation of evidence
• Infer
• Draw Conclusions
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Why Primary Sources?
Thinking• Distinguish between
important and
inconsequential
• Significance of the past to
the present
• Significance of personal
character for good and
ill
• Not all problems have
solutions
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Why Primary Sources?
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Why Primary Sources?
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Why Primary Sources?
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Why Primary Sources?
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Why Primary Sources?
Evidence
– Photographs
– Letters
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Teaching with Primary Sources
FoundationsAcquire a working knowledge of the
American Memory website by examining and exploring the breadth and organization of the Library of Congress digital primary source collection. Gain an understanding of the value of primary sources in instruction and create an annotated resource set to use in your classroom and share with your colleagues.
Teaching with Primary Sources
Inquiry and 21st Century Learning Discover the strategies used to create, teach,
and evaluate inquiry-based learning experiences that use primary sources to integrate 21st century learning skills and literacy strategies from the Library of Congress.
Search all collectionsExample
Search by criteriaExample
Search by keywordExample
Finding unique itemsExample
Annotated Resource Sets
Example
Foundations:
Fostering Historical Thinking
Historical Thinking
Identify central questions in a historical narrative and the purpose, perspective, or point of view
from which it has been constructed (Historical Thinking Standard 2b)
Utilize and draw upon visual data to clarify, illustrate, or elaborate upon
information presented in the historical narrative (Historical Thinking Standards 2f and 2g).
Compare and contrast differing sets of ideas and values by identifying
likenesses and differences (Historical Thinking Standard 3b).
Consider multiple perspectives of various peoples in the past by demonstrating their
different motives, beliefs, interests, hopes, and fears (Historical
Thinking Standard 3d).
Interrogate historical data by uncovering the social, political, and economic context in which it was created (Historical Thinking Standard 4c).
Evaluate alternative courses of action in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term
consequences of each (Historical Thinking Standard 5d).
Formulate a position or course of action on
an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a
plausible solution from a choice of carefully evaluated options (Historical Thinking Standard 5e).
http://nchs.ucla.edu/standards/k-4_thinking5.html
Formulate a position or course of action on
an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a
plausible solution from a choice of carefully evaluated options (Historical Thinking Standard 5e).
http://nchs.ucla.edu/standards/k-4_thinking5.html
Formulate a position or course of action on
an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a
plausible solution from a choice of carefully evaluated options (Historical Thinking Standard 5e).
http://nchs.ucla.edu/standards/k-4_thinking5.html
Formulate a position or course of action on
an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a
plausible solution from a choice of carefully evaluated options (Historical Thinking Standard 5e).
http://nchs.ucla.edu/standards/k-4_thinking5.html
Analysis Sheet
The consent of the governed is a good thing in theory, but very rare in fact.England has governed her colonies whether they consented or not. By not waiting for their consent she has greatly advance the world’s civilization.The U.S. must govern its new territories with or without their consent until they can govern themselves.
TITLE: School begins
RIGHTS INFORMATION: No known restrictions on publication.
SUMMARY: Caricature showing Uncle Sam lecturing 4 children labelled Philippines, Hawaii, Porto Rico and Cuba in front of children holding books labelled with various U.S. states. In the background is an American Indian holding book upside down and a Chinese boy at door.
MEDIUM: 1 print : lithograph, color.
CREATED/PUBLISHED: c1899.
NOTES: Color lithograph by Louis Dalrymple, copyrighted by Keppler & Schwarzmann. Illus. in: Puck, (1899 Jan. 25), p. 8-9. This record contains unverified, old data from caption card, with subsequent revisions. Caption card tracings: Dalrymple, Louis, 1866-1905.
DIGITAL ID: (color film copy slide) cph 3b48925 http://hdl.loc.gov/loc.pnp/cph.3b48925
Identify central questions in a historical narrative and the purpose, perspective, or point of view from which it has been constructed (Historical Thinking Standard 2b)
Utilize and draw upon visual data to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Thinking Standards 2f and 2g).
Compare and contrast differing sets of ideas and values by identifying likenesses and differences (Historical Thinking Standard 3b).
Consider multiple perspectives of various peoples in the past by demonstrating
their different motives, beliefs, interests, hopes, and fears (Historical Thinking Standard 3d).
Interrogate historical data by uncovering the social, political, and economic context in which it was created (Historical Thinking Standard 4c).
Evaluate alternative courses of action in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term
consequences of each (Historical Thinking Standard 5d).
Transfer the learningHow does learning from the past influence the present?
Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and
choosing a plausible solution from a choice of carefully evaluated options (Historical Thinking
Standard 5e). http://nchs.ucla.edu/standards/k-4_thinking5.html
TPS in my state? How?
Alaska Arizona Hawaii Idaho Montana Nevada New Mexico North Dakota Oregon South Dakota Texas Utah Washington Wyoming
Questions?
Contact:Peggy O’Neill-Jones
Regional DirectorLibrary of Congress Teaching with Primary Sources