1. A Presentation of Teaching with Primary Sources Across Tennessee

2. INQUIRY Prepare and ask leading questions that prompt students to draw from their own experiences and knowledge, and to explore and think about what is before them that will add to their knowledge. The key is to move away from questions with simple answers (such as yes/no).

3. INQUIRY MODEL

4. What do you see here? What do you already know? What do you wonder about this primary source?

5. From O BSERVATION to W ONDER Observation of who, what, when, and where leads to wondering why, how, and if. I see… I know… I wonder…

6. Connect Phase of Inquiry Guidelines for Selecting Primary Sources Skills and Strategies to TeachCautions to Consider Find primary sources that:Show students how to:Be aware that: Connect to major theme or concept Represent alternative perspectives Present conflicting evidence Identify prior knowledge and misconceptions Identify point of view and its effect on information presented Use concept mapping to develop framework of overall themes, major concepts Make valid inferences Develop context through acquiring background knowledge Lack of context and background knowledge makes interpretation of primary sources difficult Students without a clear conceptual focus may see primary sources as disconnected bits of information Students may develop misinterpretations based on their limited prior expo

7. Wonder Phase of Inquiry Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider Find primary sources that:Show students how to:Be aware that: Contain provocative or conflicting images and texts Represent major facets of overall topic or theme Provide enough detail to invite interpretation, provoke questions Develop focus questions at different levels of thought that lead to manageable investigations Connect focus questions to larger theme or essential question Students tend to use primary sources as illustrations only, without probing deeper into their meaning Students tend to be enticed by graphic images and might ignore relevant text-based sources

8. See, know, wonder = observe, reflect, question

9. Student worksheet for delving into primary sources

10. M OVING FROM W ONDER TO I NVESTIGATE  Identify other related sources  What do these new sources tell you?

11. Investigate Phase of Inquiry Guidelines for Selecting Primary Sources Skills and Strategies to TeachCautions to Consider Find primary sources that:Show students how to:Be aware that: Represent a variety of formats Offer different perspectives Provide in-depth information on relevant topics and questions Are appropriate for students’ reading levels Allow students to corroborate evidence Determine the authority, purpose, point of view, and accuracy of sources Corroborate evidence by using multiple sources Take notes on main ideas and supporting evidence Make inferences Interpret evidence Students’ lack of content knowledge makes valid interpretation of primary sources difficult; teachers must carefully scaffold this thinking process

12. C ONSTRUCT & E XPRESS  How does your initial observations fit with the new information you have discovered?  Draw new conclusions  How will you share these new conclusions?

13. Construct Phase of Inquiry Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider Find primary sources that:Show students how to:Be aware that: Connect to essential question and theme Represent a point of view with supporting evidence Show explicit development of a line of thinking Represent a variety of formats Organize information into main ideas and supporting evidence Compare evidence for alternative viewpoints Draw conclusions and forming opinions based on evidence Students may have limited experience with drawing valid conclusions or forming evidence- based opinions; they will need support and modeling of the thinking processes involved

14. Express Phase of Inquiry Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider Find primary sources that:Show students how to:Be aware that: Represent a variety of formats, if appropriate Include authentic examples of the format that students are expected to produce Connect to the types of communication that students recognize and relate to Think creatively to generate an original approach to develop a final product Employ writing, speaking, and visualizing skills appropriate for developing an inquiry- based product Use technology to create a final product Research has shown that students must be taught the skills needed for creating products (especially those involving technology) or they will ignore content learning and focus on production only

15. R EFLECT  Why is what you learned important?  What new questions do you have?

16. Reflect Phase of Inquiry Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider Find models that:Show students how to:Be aware that: Exemplify high-quality, student-created products or real-world examples Use reflective questioning Use metacognitive thinking strategies Solicit peer consultation and feedback Reflection should not be confused with evaluation and the assignment of a grade. Even students who have received a high grade should reflect on their process and product and set goals for future inquiry

17. Higher-Order Thinking Skills: C RITICAL T HINKING & A NALYSIS  Establishing context, point-of-view  Detecting bias, stereotypes  Uncovering the author’s purpose, the intended audience  Comparing and contrasting different sources  Examining change versus continuity

18. Q: How do I incorporate primary sources in my teaching? A: For starters, see the Teachers Page on “Using Primary Sources”:

19. How to begin:  Search for relevant sources on American Memory or under “Themed Resources” on the Teachers Page.“Themed Resources”  Pick a small number of sources that students can really delve into.  Ask questions about the primary sources to open up a discussion.

20. What do these images tell us? How could you use these two images to discuss child labor in Tennessee?

21. Lesson Plan: Childhood Lost: Child Labor in the United States, 1830-1930Childhood Lost: Child Labor in the United States, 1830-1930 In this lesson, students will use photographs by Lewis Hines and others to describe working conditions that child laborers faced and how these photographs helped change child labor laws. Applicable for grades 5 and 11 U.S. History. Go to www.mtsu.edu/tps for this lesson plan and more!www.mtsu.edu/tps

22. Q : Where can I find lesson plans online?  Lesson plan index on Library Teachers Page Lesson plan index  Lesson Ideas & Units from TPS-TN Web site Lesson Ideas & Units  Monthly Newsletters from TPS-TN Web site Monthly Newsletters

23. Contact information: Dr. Stacey Graham, Project Coordinator (615) 494-8783 sgraham@mtsu.edusgraham@mtsu.edu Kira Duke, Specialist (615) 898-2605 kduke@mtsu.edukduke@mtsu.edu MTSU Box 80 Murfreesboro, TN 37132 (615) 898-2947 Teaching with Primary Sources across Tennessee is a partnership program of the Library of Congress and Middle Tennessee State University, and is administered by MTSU’s Center for Historic Preservation.