1. Primary Sources Critical Thinking**Inquiry-based Learning**Content Understanding Peggy O’Neill-Jones Regional Director oneilljp@mscd.edu

2. Teaching with Primary Sources Outreach from the Library of Congress Free Professional Development ◦Access, use and produce primary source-based curriculum ◦Digital Collections from the Library of Congress ◦Library of Congress - http://www.loc.gov/teachers/tps/Library of Congress - http://www.loc.gov/teachers/tps/ ◦Teaching with Primary Sources – http://tpscolorado.mscd.eduTeaching with Primary Sources – http://tpscolorado.mscd.edu Based out of Metropolitan State College of Denver

3. Teaching with Primary Sources Agenda: Primary Sources – Why? Teaching with Primary Sources Fostering Historical Thinking Transferring the Learning

4. Primary Sources – Why? Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

5. Primary Sources – Why? Thinking Fact vs. Conjecture Evidence vs. Assertion Compare/contrast Analysis, synthesis and evaluation of evidence Infer Draw Conclusions Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

6. Primary Sources – Why? Thinking Distinguish between important and inconsequential Significance of the past to the present Significance of personal character for good and ill Not all problems have solutions Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

7. Primary Sources – Why? Historical Thinking Sourcing – author, purpose, credibility Contextualizing – Situation in time and place Close Reading – What it says and language used to say it Background Knowledge – historical information and knowledge to read and understand source Reading the Silence – Left out or missing Corroborating – Ask questions across multiple sources, find agreement and disagreement

8. Primary Sources – Why? Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

9. Primary Sources – Why? Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

10. Primary Sources – Why? Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

11. Primary Sources – Why? Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

12. Primary Sources – Why? Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music

13. Primary Sources – Why? What Students Say from Mrs. Pearson’s 6 th Grade Class Allows for historical proof of a thesis “True History” My interpretation could be different Someone could have missed something We can create our own secondary source We see both sides of the story (determine bias) So we can see for ourselves, and not just someone else's re-written opinion

14. TPS-Western Region

15. Teaching with Primary Sources Level I: Primary Source Foundations Introduces the breadth and organization of the Library of Congress’ digital primary sources, demonstrates the value of primary sources in instruction, and provides examples of primary source-based learning experiences.

16. Teaching with Primary Sources Search all collections Example Search by criteria Example Search by keyword Example Finding unique items Example Primary Source Sets Example Lincoln’s Pockets Example Level I: Primary Source Foundations:

17. Fostering Historical Thinking

18. Historical Thinking Identify central questions in a historical narrative and the purpose, perspective, or point of view from which it has been constructed Utilize and draw upon visual data to clarify, illustrate, or elaborate upon information presented in the historical narrative Compare and contrast differing sets of ideas and values by identifying likenesses and differences (Historical Thinking Standard 3b). Consider multiple perspectives of various peoples in the past by demonstrating their different motives, beliefs, interests, hopes, and fears Interrogate historical data by uncovering the social, political, and economic context in which it was created Evaluate alternative courses of action in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term consequences of each

19. Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options

20. Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options

21. Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options

22. Formulate a position or course of action on an issue by identifying the nature of the problem, analyzing the underlying factors contributing to the problem, and choosing a plausible solution from a choice of carefully evaluated options

23. LC Analysis Sheet

31. The consent of the governed is a good thing in theory, but very rare in fact. England has governed her colonies whether they consented or not. By not waiting for their consent she has greatly advance the world’s civilization. The U.S. must govern its new territories with or without their consent until they can govern themselves.

32. TITLE: School begins RIGHTS INFORMATION: No known restrictions on publication. SUMMARY: Caricature showing Uncle Sam lecturing 4 children labelled Philippines, Hawaii, Porto Rico and Cuba in front of children holding books labelled with various U.S. states. In the background is an American Indian holding book upside down and a Chinese boy at door. MEDIUM: 1 print : lithograph, color. CREATED/PUBLISHED: c1899. NOTES: Color lithograph by Louis Dalrymple, copyrighted by Keppler & Schwarzmann. Illus. in: Puck, (1899 Jan. 25), p. 8-9. This record contains unverified, old data from caption card, with subsequent revisions. Caption card tracings: Dalrymple, Louis, 1866-1905. DIGITAL ID: (color film copy slide) cph 3b48925 http://hdl.loc.gov/loc.pnp/cph.3b48925

34. Identify central questions in a historical narrative and the purpose, perspective, or point of view from which it has been constructed Utilize and draw upon visual data to clarify, illustrate, or elaborate upon information presented in the historical narrative Compare and contrast differing sets of ideas and values by identifying likenesses and differences Consider multiple perspectives of various peoples in the past by demonstrating their different motives, beliefs, interests, hopes, and fears ( Interrogate historical data by uncovering the social, political, and economic context in which it was created Evaluate alternative courses of action in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term consequences of each

35. LC Analysis Sheet

40. Sourcing – author, purpose, credibility Contextualizing – Situation in time and place Close Reading – What it says and language used to say it Background Knowledge – historical information and knowledge to read and understand source Reading the Silence – Left out or missing Corroborating – Ask questions across multiple sources, find agreement and disagreement Historical Thinking

41. Cognitive/Thinking Skills Fact vs. Conjecture * Evidence vs. Assertion * Compare/contrast Analysis, synthesis and evaluation of evidence * Infer * Draw Conclusions Portrait of a young Native American Iowa (Ioway) girl seated outdoors on a wooden chair (1890). She is barefoot and wears a long dress with embroidered flowers and a ribbon in her hair. Subject Myra E. Frye taken by J.J, Hargrave. Studio portrait of Elizabeth Bonduel Lillie Tabor (daughter of Horace and Baby Doe Tabor (c.1886)), sitting in a wooden chair with carved griffins.

42. Cognitive/Thinking Skills Fact vs. Conjecture * Evidence vs. Assertion * Compare/contrast Analysis, Synthesis and Evaluation of Evidence * Infer * Draw Conclusions The close of a career in New York (c. 1904).

43. Kindergarden

44. Grade 1

45. Grade 2

46. Grade 3

47. Grade 4

48. Grade 5

49. Grade 6

50. Grade 7

51. Grade 8

52. Grades 9-12

53. Questions? Contact: Peggy O’Neill-Jones Regional Director Library of Congress Teaching with Primary Sources 303-556-4821 oneilljp@mscd.edu