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Primary Sources Critical Thinking**Inquiry-based Learning**Content Understanding Peggy O’Neill-Jones Regional Director [email protected] 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/ ◦ Teaching with Primary Sources – http://tpscolorado.mscd.edu Based out of Metropolitan State College of Denver Teaching with Primary Sources Agenda: Primary Sources – Why? Teaching with Primary Sources Fostering Historical Thinking Transferring the Learning Teaching with Primary Sources Evidence – Photographs – Letters – Journals – Official documents – Licenses – Bibles – Maps – Announcements – Movies – Audio – Sheet Music Primary Sources – Why? Evidence Thinking – Photographs – Letters – Journals – Official documents – Licenses – Bibles – Maps •Fact vs. Conjecture •Evidence vs. Assertion •Compare/contrast •Analysis, synthesis and evaluation of evidence •Infer •Draw Conclusions – Announcements – Movies – Audio – Sheet Music Primary Sources – Why? Evidence – Photographs – Letters – Journals – Official documents – Licenses Thinking •Distinguish between important and inconsequential •Significance of the past to the present – Bibles – Maps •Significance of personal – Announcements character for good and ill – Movies – Audio – Sheet Music •Not all problems have solutions 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 Primary Sources – Why? Evidence – Photographs – Letters – Journals – Official documents – Licenses – Bibles – Maps – Announcements – Movies – Audio – Sheet Music Primary Sources – Why? Evidence – Photographs – Letters – Journals – Official documents – Licenses – Bibles – Maps – Announcements – Movies – Audio – Sheet Music Primary Sources – Why? Evidence – Photographs – Letters – Journals – Official documents – Licenses – Bibles – Maps – Announcements – Movies – Audio – Sheet Music Primary Sources – Why? Evidence – Photographs – Letters – Journals – Official documents – Licenses – Bibles – Maps – Announcements – Movies – Audio – Sheet Music Primary Sources – Why? Evidence – Photographs – Letters – Journals – Official documents – Licenses – Bibles – Maps – Announcements – Movies – Audio – Sheet Music Primary Sources – Why? What Students Say from Mrs. Pearson’s 6th 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 Primary Sources – Why? TPS-Western Region Level I: Primary Source Foundations: Search all collections Finding unique items Example Example Search by criteria Primary Source Sets Example Example Search by keyword Lincoln’s Pockets Example Example Teaching with Primary Sources Fostering Historical Thinking Identify central questions Utilize and draw upon visual data to clarify, Compare and contrast differing sets of ideas in a historical narrative and the purpose, perspective, or point of view from which it has been constructed illustrate, or elaborate upon information presented in the historical narrative 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 Historical Thinking 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 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 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 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 LC Analysis Sheet 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. 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 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 LC Analysis Sheet 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 Fact vs. Conjecture * Evidence vs. Assertion * Compare/contrast Analysis, synthesis and evaluation of evidence * Infer * Draw Conclusions Cognitive/Thinking Skills 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. Fact vs. Conjecture * Evidence vs. Assertion * Compare/contrast Analysis, Synthesis and Evaluation of Evidence * Infer * Draw Conclusions Cognitive/Thinking Skills The close of a career in New York (c. 1904). Kindergarden Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12 Contact: Peggy O’Neill-Jones Regional Director Library of Congress Teaching with Primary Sources 303-556-4821 [email protected] Questions?
