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Strategies for Analyzing Primary Documents Karen Yelito and Matthew Rosati Perry Hall Middle School.

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Presentation on theme: "Strategies for Analyzing Primary Documents Karen Yelito and Matthew Rosati Perry Hall Middle School."— Presentation transcript:

1 Strategies for Analyzing Primary Documents Karen Yelito and Matthew Rosati Perry Hall Middle School

2 Objective O Today we will utilize Pre-AP strategies in order to help students analyze primary documents O O

3 Alignment O Common Core: O CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH O CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH O CCSS.ELA-Literacy.RH Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH O CCSS.ELA-Literacy.RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH O CCSS.ELA-Literacy.RH Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH O CCSS.ELA-Literacy.RH Analyze the relationship between a primary and secondary source on the same topic. CCSS.ELA-Literacy.RH.6-8.9

4 Pre-AP Strategies O Developed by the College Board O 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

5 Discussion O What are some challenges you have encountered when trying to use primary documents?

6 Political Cartoons

7 Charts and Graphs

8 Maps

9 Photographs Cape Town, South Africa

10 Think About: What is their-story?

11 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 rights O Represents an optimistic view O Others include: The Problem We All Live With and Southern Justice About the picture…

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13 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?

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19 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…

20 O A “living picture” O Recreate scenes from text O Utilize key lines/words/ideas O Students become “actors” posing like frozen statues O Movement is optional: Speak a line then change position O Pose/frame must accurately portray ideas in text What is a tableaux vivant?

21      An Accident 

22  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

23 THE STUDENTS’!! Whose job is it?

24 Additional Resources- Grade 6

25 Additional Resources Grade 7

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29 Grade 8

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