TEACHINGWITH PRIMARY SOURCES · CURRICULUMOVERVIEW Whetheryouareaclassroomteacherora...

TEACHING WITH PRIMARY SOURCESPROFESSIONAL DEVELOPMENT

This professional development plan was created on December 9th, 2010

TABLE OF CONTENTS

WELCOME / INTRODUCTION II

CURRICULUM OVERVIEW III

STANDARDS IV

MODULE 1_______ Primary Sources Overview 1.1

TPS Direct is a professional development program from the Library of Congress. This document can be reproduced for educational use. I

WELCOME TO TPS PROFESSIONAL DEVELOPMENT

Welcome to Teaching with Primary Sources (TPS) Direct from the Library of Congress. Thisinnovative new tool puts Library of Congress professional development in your hands, and letsyou plan, customize, and deliver exactly the program you need, either for yourself or for yourfellow teachers. The Library has long been committed to facilitating the professional growth ofeducators nationwide through programs at the Library and in the field, and now we are proudto deliver our proven program directly to you.

You are joining thousands of educators from around the world who have discovered the powerof primary sources in the classroom. Through primary source analysis, teachers can helpstudents construct knowledge, think creatively, and develop the information fluency necessaryfor success in the 21st century.

With its rich core of over 15.3 million digitized items, including manuscripts, maps,photographs, and sound and video recordings from throughout the U.S. and the world, and itsextensive teaching materials, the Library of Congress is uniquely positioned to help you andyour colleagues discover new strategies for building your students’ capacity to think criticallyabout the world around them.

I hope you’ll take this opportunity to use TPS Direct to customize the Library’s educationalresources for use in your school.

Sincerely,

James H. Billington

The Librarian of Congress

TPS Direct is a professional development program from the Library of Congress. This document can be reproduced for educational use. II

CURRICULUM OVERVIEW

Whether you are a classroom teacher or aprofessional development facilitator, you can buildyour own professional development from Teachingwith Primary Sources (TPS) Direct. The resultingready-to-use, downloadable activities can be usedas is or incorporated into an already existingprofessional development program. Available at nocost and without subscription, TPS Direct offeringsrange from self-paced online interactives forindividual teachers to professional developmentactivities for use by facilitators in a workshopsetting.

The TPS Direct curriculum is focused around theLibrary’s rich collections of online primary sources,and is structured into three main topics, eachoffering a variety of activities and lessonsaddressing distinct goals.

• Primary Sources Overview

o Understanding Primary Sourceso Analyzing Primary Sourceso Teaching with Primary Sources

• Primary Sources from the Library of Congress

o Exploring www.loc.govo Understanding Legal and Ethical Use of

Primary Sources

• Inquiry Learning and Primary Sources

o Understanding the Inquiry Processo Creating Inquiry Activities with Primary

Sources

Primary sources provide a window into thepast—unfiltered access to the record of artistic,social, scientific and political thought andachievement during the specific period under study,produced by people who lived during that period.Bringing young people into close contact with theseunique, often profoundly personal, documents andobjects can give them a very real sense of what itwas like to be alive during a long-past era and cancontribute to a new understanding of the present.

Teaching with primary sources can facilitate:

1. Student engagement

• Primary sources help students relate in apersonal way to events of the past andpromote a deeper understanding of culturalhistory as a series of human events.

• Because primary sources are snippets of thepast, they encourage students to seekadditional evidence through research.

• First-person accounts of events helps makethem more real, fostering active readingand response.

2. Development of critical thinking skills

• Many state standards support teaching withprimary sources, which require students tobe both critical and analytical as they readand examine documents and objects.

• Primary sources are often incomplete andhave little context. Students must use priorknowledge and work with multiple primarysources to find patterns.

• In analyzing primary sources, studentsmove from concrete observations and factsto questioning and making inferences aboutthe materials.

• Questions of creator bias, purpose, andpoint of view may challenge students’assumptions.

3. Construction of knowledge

• Inquiry into primary sources encouragesstudents to wrestle with contradictions andcompare multiple sources that representdiffering points of view, confronting thecomplexity of the past.

• Students construct knowledge as they formreasoned conclusions, base theirconclusions on evidence, and connectprimary sources to the context in whichthey were created, synthesizinginformation from multiple sources.

TPS Direct is a professional development program from the Library of Congress. This document can be reproduced for educational use. III

STANDARDS

The Library of Congress is committed to deliveringhigh quality professional development materials foruse in schools throughout the country. The Librarybuilt its professional development curriculummeeting the staff development standards of theNational Society of Staff Development (NSDC).Additionally, each professional development activityhas been aligned with standards from the AmericanAssociation of School Librarians (AASL) Standards forthe 21st Century Learner and the InternationalSociety for Technology in Education (ISTE) NationalEducational Technology Standards (NETS) forTeachers.

NSDC’s Standards of Staff Development requireprofessional development to improve the learning ofall students. The Library aligned its staffdevelopment activities to provide context, evaluateinstructional process and deepen contentknowledge. To learn more about the staffdevelopment standards of NSDC, visitwww.nsdc.org.

The lessons and activities in these modules arebased upon the American Association of SchoolLibrarians (AASL) Standards for the 21st CenturyLearner. AASL asks four essential questions to guideinstruction:

• Does the student have the right proficiencies toexplore a topic or subject further?

• Is the student disposed to higher-level thinkingand actively engaged in critical thinking to gainand share knowledge?

• Is the student aware that the foundationaltraits for 21st Century learning requireself-accountability that extends beyond skillsand dispositions?

• Can the student recognize personal strengthsand weaknesses over time and become astronger, more independent learner?

Find a complete list of the 21st Century LearnerStandards at www.aasl.org.

The International Society for Technology inEducation (ISTE) National Educational TechnologyStandards for Teachers (NETS-T) serve as a roadmapto improve teaching and learning by educators. TheLibrary of Congress supports standards that align theuse of technology for delivery of content NETS-Tfocuses on "using technology to learn and teach" andcover these key components for teachers:

• Facilitate and Inspire Student Learning andCreativity

• Design and Develop Digital-Age LearningExperiences and Assessment

• Model Digital-Age Work and Learning• Promote and Model Digital Citizenship and

Responsibility• Engage in Professional Growth and Leadership

For more information on ISTE’s NETS-T, go towww.iste.org.

TPS Direct is a professional development program from the Library of Congress. This document can be reproduced for educational use. IV

http://www.nsdc.org

http://www.aasl.org

http://www.iste.org

Primary sources are the raw materials of history – original documents and objects which were created at thetime under study. They provide a window into the past: unfiltered access to the record of artistic, social,scientific and political thought and achievement during the specific period under study, produced by people wholived during that period.

Examining primary sources gives students a powerful sense of history and the complexity of the past. Helpingstudents analyze primary sources can also guide them toward higher-order thinking and better critical thinkingand analysis skills.

The professional development activities in this module will encourage participants to create a working definitionof primary sources, learn to analyze primary sources, and discover and explore how to incorporate primarysources into instructional practice. The goals with supporting activities are:

GOALS • Understanding Primary Sources

Activity: Leaving Evidence of Our LivesActivity: Lincoln’s Pockets

• Analyzing Primary Sources

Activity: Analyzing PhotographsActivity: Analyzing Sheet MusicActivity: Analyzing MapsActivity: Analyzing Political Cartoons

• Teaching with Primary Sources

Activity: Connecting with Primary SourcesActivity: Music as Historical ArtifactsActivity: Perception through PhotographyActivity: Book Backdrops

PRIMARY SOURCES OVERVIEW

TPS Direct is a professional development program from the Library of Congress. This document can be reproduced for educational use. 1.1

GOAL Understanding Primary Sources

OBJECTIVES Participants will:• Examine primary sources

• Discuss how teaching with primary sources engages and motivatesstudent learning.

MATERIALS Materials/Resources Using Primary Sources in the Classroom

Artifacts of Assassination

Watch Fob

Button

Pocket Knife

Handkerchief

Wallet

Confederate $5 Bill

Glass Lens Cleaner and Buffer

Glasses Case

Eyeglasses with Name on Inner Stem

PREPARATION Print one copy per pair of participants of the items below. Assemble tomake a set to distribute.

• Watch fob• Button• Pocket knife• Handkerchief• Wallet• Confederate $5 dollar bill• Glass lens cleaner and buffer• Glasses case• Lincoln's eyeglasses with name on inner stem

Read and understand the following Library of Congress resources beforethe activity:

• Artifacts of Assassinationhttp://www.loc.gov/exhibits/treasures/trm012.html

Time Required

1 hour 0 minutes

Standards

AASL 2.1.1AASL 2.1.3AASL 2.3.1

Teaching with Primary Sources • Professional Development

LINCOLN'S POCKETS


PROCEDURE1. Ask participants to examine the set of images. Do not note the

significance of the items. Use the following questions forconsideration:

• What clues do you see to suggest why this group of itemsmight be significant?

• What questions might you have about these items?

2. Tell participants that these items were in Lincoln's pockets on thenight he was assassinated. Share other information from Artifactsof Assassination as appropriate. Invite them to study the imagesagain and consider what questions they have in light of the newinformation.

3. Have participants discuss the following questions:

• What particular items did you see that provide evidence ofLincoln's daily activities and of his life?

• What story did these items tell you?

• What makes these artifacts significant today?

• What items might be in the pockets of the current U.S.President? Explain your choices.

ASSESSMENT Discuss how teaching with primary sources engages and motivatesstudent learning, and have a few participants share how they might usethis activity in their classrooms.


LINCOLN'S POCKETS


http://www.loc.gov/exhibits/treasures/trm012.html

There are 10 resources for this activity...

Artifacts of AssassinationInformation about the contents of Abraham Lincoln's pockets on the night of hisassassinationhttp://www.loc.gov/exhibits/treasures/trm012.html(2 pages)

Watch Fobhttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=0

Buttonhttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=1

Pocket Knifehttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=2

Handkerchiefhttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=3

Wallethttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=4


LINCOLN'S POCKETS



http://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=0










Confederate $5 Billhttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=5

Glass Lens Cleaner and Bufferhttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=6

Glasses Casehttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=7

Eyeglasses with Name on Inner Stemhttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=8


LINCOLN'S POCKETS










LOC.gov/teachers | THIS RESOURCE http://www.loc.gov/exhibits/treasures/trm012.html 1.6


LOC.gov/teachers | THIS RESOURCE http://www.loc.gov/exhibits/treasures/trm012.html 1.7


LOC.gov/teachers| THIS RESOURCEhttp://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=0 1.8




LOC.gov/teachers | THIS RESOURCE http://memory.loc.gov/cgi-bin/ampage?collId=lprbscsm&fileName=scsm1049/lprbscsmscsm1049.db&recNum=2 1.10














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