Primary Sources Critical Thinking**Inquiry-based Learning**Content Understanding Peggy O’Neill-Jones Regional Director

Teaching with Primary Sources Outreach from the Library of Congress Professional Development ◦Access, use and produce primary source-based curriculum ◦Digital Collections from the Library of Congress ◦Library of Congress - ◦Teaching with Primary Sources Based out of Metropolitan State College of Denver Western Region

Agenda: Primary Sources – Why? Western Region Project Teaching with Primary Sources Fostering Historical Thinking Transferring 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 Foundations Acquire 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 21 st 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 collections Example Search by criteria Example Search by keyword Example Finding unique items Example 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).

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).

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).

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).

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 This record contains unverified, old data from caption card, with subsequent revisions. Caption card tracings: Dalrymple, Louis, DIGITAL ID: (color film copy slide) cph 3b

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 learning How 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).

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Questions? Contact: Peggy O’Neill-Jones Regional Director Library of Congress Teaching with Primary Sources