Using Primary Sources to Meet Literacy Standards Monday, October 19, 2015, 4:30-5:30 p.m. UCF Orlando Campus: Teaching Academy Room, 130

Agenda Welcome Brain Storm Activity Library of Congress “Analysis Tool” Analyzing Photographs, using tool for assessment Analyzing Political Cartoons, using tool for assessment Teacher’s Guides for using the “Analysis Tool” National Archives Tools Blank Rubric (Fill in Standard for Assessment)

Brain Storm Activity How do we currently assess using Primary Sources? 1. 6. 2. 7. 3. 8. 4. 9. 5. 10.6

The Stripling Model of Inquiry

First Inquiry Activity (Pick one) Evidence of Our Lives – Mind Walk Connecting With Primary Sources

Content and Discipline Literacy Content Literacy: Using reading and writing for the acquisition of new content (Coe, 2014) Discipline Literacy: Learning how to read, think about, write, communicate, and use information like experts in the discipline.

Disciplinary Literacy

What does Disciplinary Literacy Look Like in American History Standards Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources. SS.912.A.1.1 Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. SS.912.A.1.2 Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. SS.912.A.1.3 Utilize timelines to identify the time sequence of historical data. SS.912.A.1.4 Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past. SS.912.A.1.5 Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. SS.912.A.1.6 Use case studies to explore social, political, legal, and economic relationships in history. SS.912.A.1.7 Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications.

What does Disciplinary Literacy Look Like in Civics and Government Standard 1: Demonstrate an Understanding of the origins and purposes of government, law and the American political system. SS.912.C.1.1 Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. SS.912.C.1.2 Explain how the Declaration of Independence reflected the political principles of popular sovereignty, social contract, natural rights, and individual rights. SS.912.C.1.3 Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy. SS.912.C.1.4 Analyze and categorize the diverse viewpoints presented by the Federalists and the Anti-Federalists concerning ratification of the Constitution and inclusion of a bill of rights. SS.912.C.1.5 Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism.

Primary Sources also address “Media” and “Visual” Literacy CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Applying Discipline Literacy Tools and Concepts (NCSS,2014, p.13)

Library of Congress Website www.loc.gov The Teachers Page Search by Common Core Search by State Standard Assessment Tools Pre Made Primary Source Sets Pre Made Lesson Plans Professional Development Modules Navigating the Website Creating your own Lessons with Primary Sources

Level I: Gathering Evidence What do you see in this image? What are some key details, or pieces of evidence you see? How would you describe the scene and people? What do you hear or smell?

Practice using the Analysis Tool

Level II: Interpreting Evidence What do you think is the approximate date of this scene? Give one piece of evidence to support your answer. Where might this scene have taken place? Give two pieces of evidence to support your answer. What do you think is happening in this scene? Be prepared to support you opinion with two pieces of evidence.

Practice using the Analysis Tool

Level III: Making Hypotheses How do you think these people were feeling at this time and place? Why do you think these people are ________ (ex-immigrating to America)?

Practice using the Analysis Tool

Other Questions to Explore Who took this picture [if known]? Where was it originally used/printed [if known]? What was the photographers purpose? What is NOT shown in the photo? If a similar picture were taken today what would be different?

Common Core Assessment Can be done in conjunction with the Analysis Tools Can be done using the methods we Brain Stormed In Collaborative Groups With Project Based Assignments Using a Rubric to Check for Standards

Sample Common Core Rubric Historical Context, Sourcing 5-3 points 2-0 points Additional Notes Authror’s Purpose/Audience Author’s Bias Evidence Why is it Important Today

Second Inquiry Activity (Pick one) Analyzing Documents Analyzing Photographs Analyzing Political Cartoons Analyzing Maps And More

Practice and Modeling Using the Analysis Tool Identify Contextual Factors, Sourcing Author's Audience, Perspective, Bias, Historical Time Frame, Relevance etc. The teacher then uses the Rubric to Assess for the targeted Common Core benchmarks. Create your own rubrics

Resources www.loc.gov www.archives.gov www.cvanzandt.weebly.com

Teacher Made Activities Using the Library of Congress create your own primary source activity for class. Follow the links on cvanzandt.weebly.com