1. Strategies for Analyzing Primary Documents Karen Yelito and Matthew Rosati Perry Hall Middle School

2. Objective O Today we will utilize Pre-AP strategies in order to help students analyze primary documents O kyelito@bcps.org kyelito@bcps.org O mrosati@bcps.org mrosati@bcps.org

3. Alignment O Common Core: O CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.1 O CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.2 O CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH.6-8.6 O CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.7 O CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.8 O CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. CCSS.ELA-Literacy.RH.6-8.9

4. Pre-AP Strategies O Developed by the College Board O Provides tools for students to use so they are not overwhelmed by the information presented in the documents. O Offers alternatives to simply reading long texts to give students a background and context for historical events

5. Discussion O What are some challenges you have encountered when trying to use primary documents?

6. Political Cartoons

7. Charts and Graphs

8. Maps

9. Photographs Cape Town, South Africa

10. Think About: What is their-story?

11. O New Kids in the Neighborhood (or) O Negro In The Suburbs O by Norman Rockwell (1967) O One in a series of three different portrayals of civil rights O Represents an optimistic view O Others include: The Problem We All Live With and Southern Justice About the picture…

13. O CCSS Connections: Analyze how point of view or purpose shapes the content and style of text O Analyze the “text” to construct a story about the painting from a character’s perspective Who tells the story in “his”- story?

19. O What do you notice about your character? O What do you “see” from where you are standing? O What is your character doing? Why do you think this is the case? O What is your character’s relationship to the main character? As you develop your character’s story, think about…

20. O A “living picture” O Recreate scenes from text O Utilize key lines/words/ideas O Students become “actors” posing like frozen statues O Movement is optional: Speak a line then change position O Pose/frame must accurately portray ideas in text What is a tableaux vivant?

21.      An Accident 

22.  Purposeful placement of characters: What decisions did you make to develop the action portrayed?  Expression: Why did you read the line in this manner? What specific words were emphasized/ de-emphasized? Why?  Discuss/summarize ideas and themes: Dig deeper –Are there any hidden messages? What’s the big idea?  Make inferences: What can be inferred about the time period and/or event? Trans-disciplinary Connections

23. THE STUDENTS’!! Whose job is it?

24. Additional Resources- Grade 6

25. Additional Resources Grade 7

29. Grade 8