Geographic Thinking in Action: Using Maps and Other Primary Documents in the Classroom Judy Bee- Midwest Region Teaching with Primary Sources jbee@ilstu.edu Amy Wilkinson- Teaching with Primary Sources at SIUE amwilki@siue.edu

Goals for today Explore how the analysis of a variety of sources relates to the new Social Science Standards and ELA standards Explore how we can promote students to “Think Like a Geographer” and “Think Like a Historian” Connect geographic thinking through literature Locate a variety of sources at LOC.gov

What comes to mind when you think about Geography?

Key Ideas and Details (cont) Analyze the ways in which people change their views of places and regions as a result of media reports or interactions with other people. SS.G.2 Human-Environment Interaction Integration of Knowledge and Ideas Describe examples of how perceptions of places and regions are based on direct experiences (e.g., living in a place, travel) and indirect experiences (e.g., media, books, family, and friends). SS.IS.1.K-2. Create questions to help guide inquiry about a topic with guidance from adults and/or peers. SS.IS.5.K-2. Ask and answer questions about arguments and explanations. Key Ideas and Details Analyzes graphs, tables, and maps using geographic data to describe relationships, patterns, and trends. SS.G.1-Geographic Representations SS.IS.3.K-2. Gather information from one or two sources with guidance and support from adults and/or peers. Craft and Structure Describes and constructs appropriate forms of visualizations to represent different types of geographic data. (SS.G.1-Geographic Representations) Integration of Knowledge and Ideas: Identifies geographic issues and constructs a question from a geographic perspective. SS.IS.3.9-12. Develop new supporting and essential questions through investigation, collaboration, and using diverse sources. SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions.

Entering Midway Plaisance to the World's Fair Grounds, Chicago, Ill. ca. 1892. Image. Retrieved from the Library of Congress, <https://www.loc.gov/item/2006680015/>. Johnston, Frances Benjamin, photographer. World's Columbian Exposition, Chicago, Ill.: Long boat on Venetian canal. [-93, 1892] Image. Retrieved from the Library of Congress, <https://www.loc.gov/item/2006680021/>. Johnston, Frances Benjamin, photographer. World's Columbian Exposition, Chicago, Illinois, 1893. 1893. Image. Retrieved from the Library of Congress, <https://www.loc.gov/item/92514561/>. [Ferris wheel at the Chicago World's Fair]. ca. 1893. Image. Retrieved from the Library of Congress, <https://www.loc.gov/item/2006683489/>. [Parade of Arabian circus, at World's Columbian Exposition, Chicago, Illinois]. ca. 1893. Image. Retrieved from the Library of Congress, <https://www.loc.gov/item/92521887/>.

Key Ideas and Details Read closely to determine what the text says explicitly ∙ Cite specific textual evidence ∙ Summarize the key supporting details and ideas SS.G.1-Geographic Representations SS.IS.3.K-2. Gather information from one or two sources with guidance and support from adults and/or peers. Key Ideas and Details (cont) Make logical inferences∙ Support conclusions drawn from the text ∙ Determine central ideas or themes of a text and analyze their development SS.G.3.2. Human-Environment Interaction- Explain how people in your community use local and distant environments to meet their daily needs. SS.G.2.4. Analyze how the cultural and environmental characteristics of places change over time c. Integration of Knowledge and Ideas Analyze how and why individuals, events and ideas develop and interact over the course of a text SS.IS.1.K-2. Create questions to help guide inquiry about a topic with guidance from adults and/or peers. SS.IS.5.K-2. Ask and answer questions about arguments and explanations. b. Craft and Structure Interpret words and phrases as they are used in text ∙ Analyze how specific word choices shape meaning or tone ∙ Analyze the structure of texts ∙ Assess how point of view or purpose shapes the content and style of text Integration of Knowledge and Ideas (cont) Integrate and evaluate content presented in diverse formats ∙ Delineate and evaluate the argument and specific claims ∙ Analyze how two or more texts address similar themes to build knowledge or to compare the approaches the authors take. SS.IS.3.9-12. Develop new supporting and essential questions through investigation, collaboration, and using diverse sources. SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions.

Poster advertising the Mammoth Cheese made at the Dominion Experimental Dairy Station, Perth, for display at the World's Columbian Exposition, Chicago, 1893, Beckett, Donald, C. http://data2.collectionscanada.gc.ca/ap/a/a160537.jpg Hitz, John, Helen Keller, and Annie M Sullivan. Letter from Helen Keller to John Hitz, August 29, 1893. 1893. Manuscript/Mixed Material. Retrieved from the Library of Congress, <https://www.loc.gov/item/magbell.21500147/>.

SS.G.1-Geographic Representations Key Ideas and Details (cont) Make logical inferences∙ Support conclusions drawn from the text ∙ Determine central ideas or themes of a text and analyze their development SS.G.2.5. Describe how humans have utilized natural resources in the United States. SS.G.2-SS.G.4 Human-Environment Interaction, Human Population, & Global interconnections Key Ideas and Details Read closely to determine what the text says explicitly ∙ Cite specific textual evidence ∙ Summarize the key supporting details and ideas SS.G.1-Geographic Representations SS.IS.3.K-2. Gather information from one or two sources with guidance and support from adults and/or peers. c. Integration of Knowledge and Ideas Analyze how and why individuals, events and ideas develop and interact over the course of a text SS.IS.1.K-2. Create questions to help guide inquiry about a topic with guidance from adults and/or peers. SS.IS.5.K-2. Ask and answer questions about arguments and explanations. b. Craft and Structure Interpret words and phrases as they are used in text ∙ Analyze how specific word choices shape meaning or tone ∙ Analyze the structure of texts ∙ Assess how point of view or purpose shapes the content and style of text Integration of Knowledge and Ideas (cont)Integrate and evaluate content presented in diverse formats ∙ Delineate and evaluate the argument and specific claims ∙ Analyze how two or more texts address similar themes to build knowledge or to compare the approaches the authors take SS.IS.3.9-12. Develop new supporting and essential questions through investigation, collaboration, and using diverse sources. SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions.

What is Informational Text? http://t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf

Literature Connections

Finding Resources Library of Congress website loc.gov

The Teachers Page http://www.loc.gov/teachers/

Goals for today THANK YOU! Explore how the analysis of a variety of sources relates to the new Social Science Standards and ELA standards Explore how we can promote students to “Think Like a Geographer” and “Think Like a Historian” Connect geographic thinking through literature Locate a variety of sources at LOC.gov QUESTIONS? THANK YOU!