Embed Size (px)
DESCRIPTION
A presentation for the San Diego Area Writing Project highlighting materials and strategies from The Library of Congress. How to use those materials with a focus on EL writers.
Citation preview
l
Observe, Reflect, QuestionUsing Primary Sources in the ClassroomJanet Ilko, SDAWP FellowMiddle School Teacher, CVUSD
Let’s Get Started!
Think about all the activities you were involved in the past 24 hours.Where did you go?What did you do?Who did you spend time with?What did you eat? Where?Get specific!
Make a List
On a piece of paper, take two minutes to write.You can write it in sentence form or make a list.Be prepared to share with your table.
Create a Chart
Review your list of activities and evidence chart.Discuss:• Which of your daily activities were most likely to leave trace evidence behind?Why would this be important?
More questions to consider:What, if any, of that evidence might be preserved for thefuture? Why?• What would a person from the future be able to tell aboutyour life and your society based on evidence of your dailyactivities that might be preserved for the future?Why would this be important?
What is a Primary Source
A primary source can be defined as:the raw materials of history original documents and objects that were created under the time of study.Highlight in yellow on your chart what evidence your team considers primary sources. Be ready to defend your answer
Some Student Examples
Introducing Primary SourcesMy Slideshare on Primary vs. Secondary Sources
Making Primary Sources Relevant
We have our own hashtag each week. I tweet activities from our class during the week,and then compile them into ashort video each week using Animoto.
Room 207 Week 4
What is the Library of Congress?
http://www.loc.gov/teachers/professionaldevelopment/selfdirected/introduction/index.html
Some Important Pages
Latest Addition this Month
My Year Long ProjectWhere I’m From: Our Stories of ImmigrationUsing these and other resources from the Library of Congress, we will be spending our year telling our stories.
Thinglinkhttp://www.thinglink.com/scene/543838894831960066
Observe, Reflect, Question
Question
Connecting to Argument Writing
Group Poster ParagraphWhat do you think the cartoonist’s opinion on the issue is?
State your claim.Cite specific evidence from the political cartoon to support your claim.Give reasons for your conclusion.
Be prepared to share with the group.
Make ConnectionsIf you would like to continue this conversation:
My email:
My blog:www.writinginmyhand.org
Follow our journey on twitter@writin4change
SourcesEdutopia Article on Claim, Evidence, Reasoning
Library of Congress Teacher Resources Page
Library of Congress Classroom Materials
LIbrary of Congress Staff Development Unit on Analyzing Photos and Prints
My Slideshare on Primary Sources
Room 207 According To Our Twitterfeed
More SourcesThinglink by Janet Ilko on Immigration
TPS Journal: Supporting English Learners
The Library of Congress Getting Started with Primary Sources
A List of Primary Source Sets for Classrooms
Claim, Evidence, Reasoning Lesson
Teaching Argument Writing to ELL Writers ASCD
Political Cartoon Resource
