Teaching with Primary Sources MS Teachers, August 5, 2011 Centennial HS

Introductions  Mike Nance and Adam Smiley Alpharetta HS AP U.S. History and European History U.S. History and Forensics  Group Introductions Name and Where You Teach What You Need Today

Resources  Me:  My Webpage: r/nance/ r/nance/  Disclaimer: We aren’t MS teachers and we know it!

Why Use Primary Sources?  SS8H2: Causes of American Revolution/French and Indian War/Seven Years War  Join or Die Join or Die What could a MS student get from the visual?

Why Use Primary Sources?  SS8H7b: Analyze how rights were denied to African Americans through…racial violence  Lynch Law in Georgia Lynch Law in Georgia How do you analyze a book cover?

Why Use Primary Sources?  Five Good Reasons Better Understanding Content Challenging Student Assumptions Fostering Inquiry Making History “Real” Differentiated Instruction

Better Understanding Content  SS8H7a: Evaluate the impact…Tom Watson and the Populists…the Atlanta Race Riot of 1906…had on Georgia in this period ( ) Depth v. summary Nuances

Challenging Student Assumptions  SS8H4a: …how weaknesses in the Articles of Confederation led to a need to revise the Articles. The Anti-federalist Papers  “Mr. Lowndes… solemnly called on the house to consider whether it would not be better to add strength to the old Confederation, instead of hastily adopting another…he could not understand with what propriety the Convention proceeded to change the Confederation; for every person with whom he had conversed on this subject concurred in opinion that the sole object of appointing a convention was to inquire what alterations were necessary in the Confederation…” Account of the speech of Rawling Lowndes to the South Carolina House of Representatives, debating the adoption of the federal constitution, January 17, 1788.

Challenging Student Assumptions  SS8H4b: Describe…reasons why Georgia ratified the new constitution. How Popular was the U.S. Constitution?  December 7, 1787: Delaware ratifies. Vote: 30 for, 0 against.  December 12, 1787: Pennsylvania ratifies. Vote: 46 for, 23 against.  December 18, 1787: New Jersey ratifies. Vote: 38 for, 0 against.  January 2, 1788: Georgia ratifies. Vote: 26 for, 0 against.  January 9, 1788: Connecticut ratifies. Vote: 128 for, 40 against.  February 6, 1788: Massachusetts ratifies. Vote: 187 for, 168 against.  March 24, 1788: Rhode Island popular referendum rejects. Vote: 237 for, 2708 against.  April 28, 1788: Maryland ratifies. Vote: 63 for, 11 against.  May 23, 1788: South Carolina ratifies. Vote: 149 for, 73 against.  June 21, 1788: New Hampshire ratifies. Vote: 57 for, 47 against. (Minimum requirement for ratification met)  June 25, 1788: Virginia ratifies. Vote: 89 for, 79 against.  July 26, 1788: New York ratifies. Vote: 30 for, 27 against.

Fostering Inquiry  SS8H9b: Evaluate the importance of Bell Aircraft… 1943 B-29 Assembly Line

Making History Real  SS8H7c: Explain the roles of Booker T. Washington…

Differentiated Instruction  Need I say “Step2Achieve”?  Adjusting instruction to meet the needs of all students Differentiating the content Differentiating the process Differentiating the product

Realities of Differentiation  Differentiation DOES take more planning time  You need support to differentiate  Differentiate at a pace you can live with Use some of the sample lessons from today Choose some topics you know best and differentiate there (not vice-versa!)

Differentiating the Content  Use a set of primary sources that appeal to different student interests and abilities Use student learning styles inventory to create groups OR allow students to self- select the kind of primary source they want to work with… rs/185 rs/185

Differentiating the Process  All students work with the same content, but engage in it differently  Flexible grouping Students first self-select a partner All pairs examine the image and asked to generate an explanation  _fldr_4_Educ-Small.jpg _fldr_4_Educ-Small.jpg  Combine pairs into groups of four OR reassemble pairs matching students of different abilities/interests

Differentiating the Product  Whether content and process were differentiated or not, the product can be. How will students demonstrate learning? Product = assessment Assessment can be formative or summative  Formative: ungraded; is the student “getting it”?  Summative: graded assessment of what the student has learned  Differentiating summative assessments is/can be controversial

Assessment Possibilities Using Primary Sources  Essays, even “DBQ’s”  Oral presentations, including debates  “Museum” displays w/ captions  Editorials, sermons, speeches  Annotated timelines  Journal entries or other periodic writing assessments

Creating Lessons Using Primary Sources  Focus Activities : Use primary sources to introduce a topic OR “re-engage” students  Inquiry Activities : use primary sources to initiate research to corroborate or refute what they say – or seem to say  Application Activities: expand, alter or refute secondary sources (textbook, student/parent POV, etc.)

Georgia-Specific Resources  UGA Hargett Rare Book and Manuscript Library ml ml  NGC&SU id=56589&sid= id=56589&sid=  KSU, Department of Museums, Archives & Rare Books /georgia-history /georgia-history

Georgia-Specific Resources  Georgia State University Digital Collections =114774&sid= =114774&sid=  Digital Library of Georgia  Georgia Historical Society Image Catalog: online.com/37659cgi/mweb.exe?request=ks online.com/37659cgi/mweb.exe?request=ks

Other Resources  Library of Congress  PBS:  National Archives %255B%255D=contemporary-united-states %255B%255D=contemporary-united-states

Other Resources  States, Museums and Others px px m%20NC/teaching%20with%20primary%20resource s.html m%20NC/teaching%20with%20primary%20resource s.html entpa.html entpa.html 0_11/essay.html 0_11/essay.html html html

Closing  Use primary sources  Be Creative  Contact me  Q and A?