Transcript CDLN PPT#3 Sourcing a Document

Cross Discipline Literacy Network
CDLN Social Studies
Webinar 3
Sourcing a Document
Thinking Like a Historian
March 20, 2013
4:30-5:30
Session Goals
•Build capacity in Content Literacy Strategies specifically
suited for Social Studies and the Common Core State
Standards for Literacy in History/Social Studies
•Develop an understanding of the protocol called Sourcing a
Document
Adobe Connect Pro Web Conferencing Layout
• If you have dialed in, please mute phones.
• Chat Box: At least two presenters will be watching
the chat box.
• Raising hands: Click/Unclick
Activity 1: Introductions
1. Mary Miller
2. Angela Lake
High School Teacher, Boothbay Region High School
Grade 5 Teacher, Livermore Elementary School
3. Edith Berger Grade 6 Teacher, Miller School in Waldoboro
This session's strategy:
Sourcing a Document
Teacher Self Assessment Rubric
Frequency
1. I don't use this literacy strategy.
2. I occasionally use this literacy strategy.
3. I know this literacy strategy well, and use
it
frequently.
Connections to the
Common Core State Standards
Provide students with authentic opportunities to apply and develop
literacy skills through social studies content
Sourcing a Document aligns with several CCSS standards:
•Reading
•Writing
•Speaking and Listening
Literacy Strategy:
Sourcing a Document
What is it?
How does it work?
How can it be used?
Primary sources are created by someone witnessing,
experiencing, or recalling an event, or creating
materials such as broadsides.
We all know what they are. They include...
Audio recordings.
Photographs.
Pamphlets.
Newspapers.
Maps.
Magazines.
For fun: Type others in the chat box.
Sourcing a Document
What is it?
This routine "turns history into a series of
questions instead of a series of answers."
Sam Wineburg
Stanford History Education Group
Sourcing a Document
How does it work?
Sourcing
Contextualizing
Corroboration
Sourcing a Document
How can it be used?
Elementary Level Sourcing a Document
-Sneetches with stars better
-Stars on/Stars off
-Stars didn't matter
-Holocaust connection
-Biographical Movie of
Theodor Geisel's life
- Political cartoons about
topics like Hitler and WWII
-Illustrated advertisements
for companies
-Topics for many books
-Also used his younger level
books to show life lessons
-The shape or size you are on
the outside does not matter, you
are the same on the inside
-Author Tish Rabe wrote books
with the Dr. Seuss Characters
- Rabe wrote 40 Science
related books with Seuss
characters after Theodor
Geisel died
-Before publishing Children's
Books artistic abilities used to
make advertisements for
products like the insecticide Flit
-Discovered that Theodor
Geisel was well known for
his political cartoons
"Through our study we learned that
Dr. Seuss was not just an author of
silly cartoons and characters. He
actually had very serious life lessons
embedded in his work!"
-class quote after "Sourcing Seuss"
Scoring Guide
4 In addition to the 3.0 knowledge, I can explain how history
can help me better understand and make informed decisions
about the present and future.
3 I can explain that history includes the study of past human
experience based on available evidence from a variety of
sources.
2 I know the difference between primary and secondary
sources.
1 With help, I can tell the difference between primary and
secondary sources.
Middle Level
Samples
Save Waste Fats for Explosives
by Henry Koerner, 1943
Printed by the Government Printing Office
for the Office of War Information NARA
Still Picture Branch (NWDNS-44-PA-380)
Life on the Homefront: Oregon Responds to WWII
http://arcweb.sos.state.or.us/pages/exhibits/ww2/s
ervices/salvage.htm
It's from a newspaper because someone wrote
"Times," and newspapers are called Times.
W.P.B. created it and businesses paid for it.
It was created so that housewives would save
waste fats and bring them to the nearest meat
dealer so the military could use the fat for
gunpowder.
The intended audience was women cooking at
home.
I think this source is trustworthy because no one
would lie about saving waste fats.
We saw the bomb poster, Grease Quiz and
Munitions From Kitchens. They all agreed with each
other so I think that saving fats was important and
one way American families changed their lives to
support the war effort.
We could find more in magazines and newspapers
from the war. We could use the interwebs.
How did American
families at home
change their lives to
support the war?
A Tree Grows in America
Student Work
I noticed a lot of the items in the tree were things people use at
home. It turns out the waste fats are being used for more than
bombs.
If women were saving fats for more than just bombs, it would make
them want to be more careful [with their leftover fats].
I found a lot of information about saving fats and other things, but
because this one has pictures of stuff for a house, it makes it more
real. It turns out some of my clothes are made with oils.
I'd like to see newspapers or magazines from WWII. I think they
would have articles about how to be a better fat saver and things
like that.
How did American families change their lives to
support the war?
I think families did a lot to support the war because it touched
many parts of their lives.
People should think about what they waste today. Everyone
thought they were part of the war effort in WWII. But today,
unless you have a [family member] in Afghanistan or something,
[war] doesn't have anything to do with you.
We do a lot of recycling and turn off our lights and water and
things like that, but it's not for the war. It's because of global
warming or saving money. In WWII, people saved gas or picked
up metal so it would help the soldiers on the battlefield because
everyone knew someone in the war.
I even think that [WWII] made people's lives better because
everyone worked together.
Social Security Lesson
Analyse three documents that discuss the proposed
social security act.
•A speech by President Franklin D. Roosevelt.
•A testification of a NAACP representative.
•An anonymous letter written to Mrs. Roosevelt.
What is the medium of the document?
Who was the creator? When was it created?
What is the context for the discussion?
Who is the intended audience?
What does the document say?
What other questions do I have?
Although one might initially think that the social
security act was a beneficial program to all U.S.
citizens, it was apparent through the documents that
not all people agreed.
NAACP "We can never insure 100 percent of the
population against 100 percent of the ups and downs
of life."
NAACP "There is no relation of master and servant by
which he gets wages on which a tax could be
collected. therefore this population is left out from the
old-age annuity."
FDR: "It is a law that will take care of human needs..."
Letter from anonymous woman "Thanks to the
president, I cannot be sure of anything"
Reading Like A Historian:
Carl Degler: Believed that the New Deal, mainly Social
Security, was a major transition in the thinking of Americans.
They now looked toward the government for help, more than
they did themselves. "They wanted the government to be
an active player in the economy."
Bernstein: Disagreed with Degler. Many people were
excluded from the aid because they could not contribute to
the plan, many being lack or female citizens. "Thought the
New Deal reduced suffering, it did not deserve the praise for
revolutionizing America that other lavished upon it."
www.historicalthinkingmatters.org
Final assessment: PDF Provided
Directions: Using the letters you analyzed, the historian accounts you
read, your notes on the social security DVD and all other knowledge
about the depression (FDR’s three R’s, alphabet soup agencies, etc)
write a letter expressing your views about the social security act.
Letter follows the template provided
5
Student view is clearly stated
5
At least three references to the context
5 quotes
5
Quotes were referenced
5
Quotes were relevant
Letter was to the point, but thoughtful
5
1 2
3 4
1 2
3 4
1 2 3 4 5
1 2
3 4
1 2
3 4
1 2 3 4 5
1 2
3 4
Photographs as Primary
Documents
A
Observe
1. What do you see?
2. When do you think each photo
was taken? Why?
3. How are they similar/different?
4. What don't you see?
B
Source The Photo.
1
2
Which photo goes with which dwelling?
Brief Student Responses
•
•
•
•
•
•
•
A: Concentration camp housing structures ( No people anywhere.
Taken right after the war ended, black and white photo.
B: Path between two barbed wire fences separating properties with
large buildings on either side. Taken recently because it is in color,
there are no prisoners there.
They are used for keeping people in.
1: They are all just wearing shirts and they are emaciated. They are
dirty and tired looking. Photo is old and black and white. Probably in a
concentration camp.
2: Shows a man carrying a child talking to a woman on the other side of
a fence. Well fed and dressed Probably in a woman's concentration
camp. There is barbed wire and there is security camera. Conditions in
picture 1 look worse than those in picture 2. Taken during the war.
Picture 1 goes with picture A, and 2 with picture B because the men in
photo 1 look underfed and in worse condition like photo A.
Photo B had better looking conditions and the woman in photo 2 looked
healthier than the men did.
•
The black and white photo was taken at the
beginning of the war, and the colored one was
after it ended.
• Picture A was far into the war because the
people were starving, picture B, they were not.
• Both are concentration camps, picture 1 was
after the war and picture B is current.
• I think that picture A is where the Army lived
and picture B is where the prisoners lived
because B has a wired walkway for the army to
watch the prisoners.
What do you notice?
Describe something small
but interesting.
What words do you see?
What do you notice that
you can't explain?
Where do you think this
came from?
Why was this created?
Who was the intended
audience?
What else was happening in
the world at this time?
Where else could you look
to find more about this
topic?
Helpful Websites
Stanford University
http://sheg.stanford.edu/rlh
Document based lessons
https://beyondthebubble.stanford.edu/assessments/langes-iconicphotograph/samples#response3-1 Examples
Library of Congress website
http://www.loc.gov/teachers/usingprimarysources/guides.html
Teacher's Guide and Analysis Tool: Tons of lessons and ideas.
Historical Thinking Matters
www.historicalthinkingmatters.org
Four fabulous lessons
www.teachingchannel.org
Videos from classrooms using questions to source documents
Implementation of Sourcing a Document
Next Steps
Select an upcoming unit for implementing this strategy
Develop an investigation around primary sources or a text to
support with primary sources
•
•
Share Your Sourcing of Documents
At a Face-to-Face Session
On the Maine Learning Network Website
With a colleague
•
•
•
Thank you very much for your participation.
Here is our contact information:
1. Mary Miller:
[email protected]
2. Angela Lake:
[email protected]
3. Edith Berger:
[email protected]
4. Kristie Littlefield:
[email protected]
Please remember to complete the survey at the following link:
https://www.surveymonkey.com/s/cdln-webinars-session3