1. Library of Congress Teaching with Primary Sources 2015

2. Make a Connection Find a picture that you seem to “connect” with on a personal or professional basis. Be prepared to share with group.

3. Welcome Introductions Index Card with Name and Email Overview of Project Expectations –Agenda –Norms –Online certificates of completion CSPAN – LOC Video Participant Files: http://primarysources.ncceconnect.org/ http://primarysources.ncceconnect.org/

4. Essential Questions How can primary sources motivate and engage learners? In what ways do primary sources support inquiry? To what extent can the Library of Congress support teaching and learning? How do primary sources and the Library of Congress support Common Core?

5. Analyzing Political Cartoons

6. Branch Rickey www.loc.gov/item/myloc2

7. LOC Collections

8. Teacher Resources: A Guided Tour

9. Common Core Standards Reading Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Speaking and Listening: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

10. Common Core Standards CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.CCSS.ELA-Literacy.RH.6-8.1 CCSS.ELA-Literacy.RH.6-8.2 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.6-8.2 CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.CCSS.ELA-Literacy.RH.9-10.2

11. Found Poetry Activity

12. Using Word Clouds to Analyze Primary Sources Comparing Historical Documents Lincoln’s 2 nd Inaugural Speech

13. Using Word Clouds to Analyze Primary Sources Comparing the Past to the Present Lincoln’s 1 st Inaugural Speech 1861

14. Primary Source Sets Review Exploration Activities Create documentary using Movie Maker, iMovie, Animoto –www.animoto.comwww.animoto.com Make own analysis activity for classroom Make a magazine cover/trading cards using BigHugeLabs –http://bighugelabs.com/http://bighugelabs.com/ What 2 or 3 inquiry questions might the Exploration Activity elicit for students? Post on sticky notes. Share in small groups.

15. Trading Card www.bighugelabs.com

16. Magazine Cover

17. What’s My Theme?

18. Book Trailer

19. War Time Music

20. Lesson Plans Guidelines Format

21. Work Time Task: Find something in the library that you could use in your educational setting. What questions would you use as prompts? How could you extend the activity? How might you assess student learning?

22. Thinking Like A Historian https://sheg.stanford.edu/

23. Sharing

24. Reflection How can analysis activities promote inquiry with your students?

25. Homework Read “Thinking Like an Historian” by Sam Wineburg What is historical thinking? Why is it important to do? What is one question you would like to ask Dr. Wineburg? How could you see yourself using these activities in your classroom?

26. Exit Slip Highlight Question Suggestion

27. Day 2

28. Thinking Historically “In history courses I took in school we read about history, talked about history, and wrote about history; we never actually did history. If I had learned basketball in this way, I would have spent years reading interpretations and viewpoints of great players, watching them play games, and analyzing the results of various techniques and strategies.” Levesque, Stephane. 2008. Thinking Historically: Educating Students for the Twenty-First Century. Toronto: University of Toronto Press.

29. Thinking Like a Historian What is historical thinking? Why is it important to do? What is one question you would like to ask Dr. Wineburg? How could you see yourself using these activities in your classroom?

30. Infographics Kathy Schrock’s Introduction to Infographics

31. Infographics as an Assessment Analyzing the Constitution

32. Infographics as an Assessment Checks and Balances

33. Primary Source Activity

34. Exploring Strategies in Practice http://www.youtube.com/watch?v=wWz08mVUIt8 Sourcing Contextualization Close Reading Corroboration

35. Strategies into Practice Debrief Taft Activity and Video What strategies did you use during your investigation? How could a similar lesson be incorporated into your own classroom setting? How would you define INQUIRY? What makes an effective inquiry question?

36. Inquiry Uncovered Definition: Inquiry can be defined as "a quest for truth, information, or knowledge -- seeking information by questioning.“ (http://www.thefreedictionary.com) Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions.

37. Inquiry Discussion: How can analysis activities promote inquiry? Inquiry question(s) –Does the question represent an important issue? –Is it debatable? –Does the question represent a reasonable amount of content? –Will it hold student interest? –Is the question challenging? –What concepts will be emphasized?

38. Inquiry Question TypesAnswers on Bloom’s Taxonomy Do? Is? Remembering Who? What? Where? When? Understanding Why? How? Applying Analyzing Should? Would? Evaluating Creating

39. Historical Questions Casual: What caused x? Why did Texans declare independence from Mexico in 1836? Why was Patrice Lumumba assassinated? Explanatory: What happened at x? What happened at the Battle of Lexington? Evaluative: Was x a success? Were African Americans free during Reconstruction? Was appeasement the right policy for England in 1939? Descriptive: What was it like to live in a particular place? How did Chinese peasants experience the “Great Leap Forward”?

40. Inquiry Example Westward Expansion samples: Why do people move? Why did the pio­neers leave their homes to head west? How do geography and topography affect travel and settlement? Why did some pioneers survive and prosper while others did not? What is a pioneer? What is “pioneer spirit”? What was pioneer life really like?

41. Assessment Ideas How do we assess understanding?

42. Work Time Task: Continue developing a lesson you could use that incorporates the use of primary sources. Use the lesson plan format to guide your work. The lesson form and guidelines can be found in your participant files.

43. Share, Revise, Email In grade level groups share lessons. –Provide constructive feedback –Presenter can provide focus for feedback (help with essential questions, assessment ideas, prior knowledge needed, etc) Revise lesson based on feedback Save lesson as last name hyphen descriptive title –Example: Dorr-Dust Bowl Email to instructor

44. Exploring American Treasures http://www.loc.gov/exhibits/treasures/tr66.html Facilitated overview Exploration Task: Using the artifacts from one Gallery answer the questions on the Exhibitions Questions handout (included in participant files). Be prepared to share your answers with a partner.

45. American Treasures Discussion How did these questions help you make personal connections to the past? How did choice engage you as a learner? How did different perspectives and experiences play a role in the activity?

46. Conclusion Reflection: What is one goal you have after taking this workshop? Next Steps: Now what? Workshop Evaluation http://primarysources.ncceconnect.org/ http://primarysources.ncceconnect.org/