Presentation on theme: "Connecting Books with History"— Presentation transcript:
1Connecting Books with History Technology Integrationwith Primary Sources
2If your students… Read quality literature AND Explore primary sources
3Why teach with primary sources Why teach with primary sources? Eighth-graders whose teachers reported using primary sources (such as letters, diaries or essays written by historical figures) on a weekly basis had higher average scores than those whose teachers reported doing so monthly or less frequently. Nation’s Report Card 2001, p.93
4Why teach with history through literature Why teach with history through literature? One of the great lessons of history is that perspective matters. So before I start kids searching out details of battles or other events in the past, I want to play with perspective a bit, using picture books to get my point across that there's more than one way to look at a thing. Carol Otis Hurst, Carol Hurst’s Children Literature Site
5Literature +Primary Sources = Memorable, Meaningful, Fun Learning!
6Through A Child’s Eyes… Students will examine and compare Depression Era images with the text.Book Summary: Told through the letters of Lydia Grace Finch, students are introduced to the life of a child during the Great Depression.Setting: Rural and City life during 1935.GardenFlower boxesRural Train StationCity Train StationBakeryCity PictureChild WritingAuthor: Sarah StewartThe GardenerFarrar, Straus and Giroux (BYR); 1997
10They will … Make connections and the book becomes more meaningful.
11primary source connections at Begin making your ownprimary source connections at
12You’ll find more than 10 million primary sources…. • Images • Documents • Maps • Sound files• Movies • Sheet music • Webcasts • And more…
13Sample Bookback drop ideas from the Library of Congress. Book BackdropsSample Bookback drop ideas from the Library of Congress.
14Travel with Columbus….Summary: Written in journal format by a twelve-year-old ship’s boy, the entries describe Columbus' first voyage of discovery. Setting: Canary Islands, Atlantic Ocean, A Sampling of LOC Resources: 1492: An Ongoing Voyage Images of Christopher Columbus Today in History (October 12) Columbus’ Coat of Arms Christopher Columbus Saw Land A Letter of Christopher ColumbusSchlein, Miriam. Illustrated by Tom Newsom. I sailed with Columbus. Illustrated by Tom Newsom. NY: HarperCollins Publishers, 1991.
15Teaching Idea: Have students compare and contrast illustrations created by various artists.
16Explore a picture book from the another viewpoint… Learn facts from a non-fiction title…Yolen, Jane. Encounter. San Diego: Harcourt Brace Jovanovich, 1992.Sis, Peter. Follow the Dream. NY: Knopf, 1991.
17Lewis and Clark…Summary: This novel in verse highlights letters and thoughts of Jefferson, the Corps of Discovery, Sacagawea and Lewis’s Newfoundland dog Seaman as they travel on their expedition to seek a water route to the Pacific. Setting: North America, 1803 – A Sampling of LOC Resources: Lewis and Clark Community Center Fill Up the Canvas (Activity) Rivers, Edens, Empires (Exhibition) The Thomas Jefferson Papers Map Collections: Discovery and ExplorationWolf, Allan. New Found Land: A Novel. Cambridge, MA: Candlewick, 2004.
18Jefferson’s letter to Congress Follow their trail …Jefferson’s letter to CongressJefferson’s cipher1805 map
19Frontier life….Summary: When their father invites a mail-order bride to come live with them in their prairie home, Caleb and Anna are captivated by their new mother and hope that she will stay. Setting: Midwestern state, prairie, late 1800s A Sampling of LOC Resources: Northern Great Plains Collection Prairie Settlement Collection Women Pioneers: Westward Patricia MacLachlan Cybercast Journeys West Lesson PlanMacLachlan, Patricia. Sarah, Plain and Tall. NY: Harper and Row, 1985
22Immigration….Summary: Sixteen-year-old Margaret Rose Nolan, newly arrived from Ireland, finds work at New York City's Triangle Shirtwaist Factory shortly before the 1911 fire in which 146 employees died. Setting: New York City, A Sampling of LOC Resources: Immigration Community Center Learning Page Immigration Feature Ellis Island Images Statue of Liberty Images Hester Street (panoramic picture) Flower making (Louis Hine photograph) Triangle Waist Co. fire (PandP) Life of a City (early films of NY)Auch, Mary Jane. Ashes of Roses. NY: H. Holt, 2002.
26Book BackdropsUse Gail Petri’s idea for book backdrops, to develop an inquiry-based approach to engage students in using primary sources with literature. Create a backdrop project that using slides to focus on the actual activities that are used to connect literature to the primary sources.
27Book Backdrop Guidelines Each book Backdrop will contain 6 slides.Slide : IntroductionInclude the title, book cover and links to background information.Slides 2- 4: Activity SlidesStart each slide with a question. Insert the primary source artifact on one side of the slide.On the other side type the primary source activity. Make sure that this is directed to the students.Slide 5: Standard SlideIdentify the standardsSlide 6: ReferencesProvide URLs to the primary sources that are used in the book backdrop.
28Little House in the Big Woods Students will analyze, interpret, and increase their understanding of the conditions during the historical period of the 1870s.Laura and her family face struggles such as the long winter and celebrations like family dances, as they survive on the Wisconsin frontier in 1872.Resources to learn more:log cabinmaple syrupAmerican sheet music - Irish Washerwomancovered wagongeneral storethreshingLaura Ingalls WilderLittle House in the Big WoodsNew York, Harper & Row, 1932
29What would your life be like on the Wisconsin frontier? Activity:Pretend you are staying with Laura’s family in the log cabin. You must help with chores and share a bed. Write in your journals what your daily life is like.
30What goods would you sell? Activity:Imagine you are a general store owner. Most of your customers must buy goods to last them several months. Create an advertisement that lists and describes the goods that you feel that people would need the most to survive as pioneers.
31How would farming be different in the late 1800s? Activity:This horse-drawn thresher was used to harvest the crops in Compare and contrast this thresher and the farm equipment we use today. Write your answer in complete sentences.
32If a Bus Could Talk: The Story of Rosa Parks Objective: To understand how Rosa Parks’ and many others’ actions contributed to the Civil Right movement.Book Summary:The story is about the life of Rosa Parks, an African American seamstress and civil rights worker, who refused to give up her seat to a white man on the Cleveland Ave bus. This act lead to Montgomery Bus Boycott which lasted more than a year in Montgomery, Alabama.PUT THE BOOK COVER HEREHyperlinks:Montgomery BoycottSmithsonian Source- Civil RightsFaith RinggoldIf a Bus Could Talk: The Story of Rosa ParksNew York: Simon & Schuster, 1999.Samantha Champion
33How did this affect Rosa Parks? Simulated JournalImagine you are Rosa Parks and you have just been arrested. Write a journal entry about your thoughts and feelings from the perspective of Rosa Parks.
34What questions do you have for Rosa Parks? Interviewing Rosa ParksImagine that you are going to interview Rosa Parks. What questions would you ask her? Write at least five questions that you have for Rosa Parks.Listen to the Rosa Parks interview that took place in Williamsburg, Virginia on June 2, 1995.
35What are your rules for riding a school bus? Compare and ContrastCompare the rules of your school bus to the suggestions that Martian Luther King Jr. wrote for the people of Montgomery, Alabama. How are they similar/ different?
36Standards Identify the pdesas standards Identify Common Core standards Identify NETS for students