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

2. 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)

3. Brain Storm Activity
How do we currently assess using Primary Sources?

4. The Stripling Model of Inquiry

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

6. 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.

7. Disciplinary Literacy

8. 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.

9. 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.

10. Primary Sources also address “Media” and “Visual” Literacy
CCSS.ELA-Literacy.RI 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 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.

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

12. 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

13. 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?

14. Practice using the Analysis Tool

15. 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.

16. Practice using the Analysis Tool

17. 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)?

18. Practice using the Analysis Tool

19. 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?

20. 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

21. 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

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

23. 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

24. Resources

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