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PRE

WORKSHOP

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Library of Congress Introduction

The Library of Congress provides a collection of helpful videos to introduce teaching with primary sources.  Prior to the workshop, we recommend watching the  following videos to become familiar with the Library of Congress and to gain foundational knowledge about teaching with primary sources.

• Inquiry & Primary Sources Overview (3:39)
• Analyzing a Primary Source (2:06)
• LOC.gov for Teachers (4:35)
• Analyzing a Primary Source (2:06)
• Planning a Search (2:20)

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GETTING

STARTED

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Administrative/Registration

Pre-Workshop Alignment

Flash Drives, Internet check, technology troubleshooting

Welcome/Expectations

Contacts/Introductions

What can you expect from today's workshop...

Library of Congress TPS Western Region: Dr. Peggy O'Neill-Jones - TPS Western Region Director oneilljp@msudenver.edu 

BSSD: Karen Beranek - Science and Social Studies Facilitator kberanek@bssd.org

Contacts page

The Library of Congress

A Brief History

What are primary sources?

Laying the Foundation

About the Library of Congress

• History
• Fascinating Facts

Before we get started, think about: 

• What experiences have you had with primary sources as a Learner? 
• What ideas do you have for using primary sources as a Teacher?

Using Primary Sources: Primary vs. Secondary

Goal 1: Justify conclusions about whether a source is primary or secondary depending upon the time or topic under study

Goal 3: Analyze a primary source using Library of Congress tools

Goal 4: Access teaching tools and primary sources from loc.gov/teachers 

Goal 5: Identify key considerations for selecting primary sources for instructional use (for example, student needs and interests, teaching goals, etc.)

Goal 7: Analyze primary sources in different formats

Goal 8: Analyze a set of related primary sources in order to identify multiple perspectives

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EARLY

MORNING

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LATE

MORNING

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The Inquiry Process

An Introduction

Models for Understanding:

Stripling Model of Inquiry

Dual Inquiry

Additional Resource:

• From Corn Chips to Garbology: The Dynamics of Historical Inquiry

Kalmon, Stevan, Peggy O'Neill-Jones, Cynthia Stout, and Linda Sargent Wood. "From Corn Chips to Garbology." The OAH Magazine of History 26.3 (2012): 13-18. Web.

• Inquiry Learning from the TPS Quarterly 

Guiding Question:

How do we as learners use inquiry with primary sources?

CONNECT & WONDER

Single Primary Source Analysis

Inquiry in Action

Mystery Photo: 

• Mystery Photo 
• Mystery Photo Clue - bibliographic information as a question starter.
• Interactive Analysis Tool
• PDF Analysis Tool
• Analysis Tool Teacher's Guide
• Related Resource

Examples in Application:  

• School Begins - Resource Bibliography
• Slavery - 1856 - Resource Bibliography

REFLECT

Reflection

Personal  

Please reflect on the two sets of questions below:

Teacher as Learner (primary source analysis activities)

• In the single primary source analysis activity, what did you discover about learning through primary sources?
• Which questions seemed worth pursuing? Why?
• As you prepare to INVESTIGATE primary sources, what initial ideas do you have?   

Teacher as Teacher (planning for primary source inquiry) 

• What are the logistical considerations when using a single primary source such as the mystery photo? 
• How do you help students CONNECT to content and ideas unfamiliar to them?
• What can you do to encourage students' curiosity and interest in pursuing inquiry?  
• How do you focus the inquiry?
• How do you encourage meaningful questions?

--- Break ---

WONDER

Primary Source Strategies

Speed Dating with Primary Source Strategies

Literacy Resources: 

Literacy CORE 5: SPEAKING (s)  WRITING (w)  READING (r) LISTENING (l) VIEWING (v)

• Save the Last Word for Me
• Herringbone
• Caption Writer
• 4-Fold Literacy Strategy
• RAFT+
• Anomaly
• True or False
• LIstenHearTotal Word Thoughts and Music : Glory
• Event Mapper

Graffiti Board Resources/ Ideas

• http://www.readwritethink.org/files/resources/lesson_images/lesson208/graffiti_handout.pdf 
• https://k12teacherstaffdevelopment.com/tlb/can-graffiti-be-used-to-facilitate-learning/ 

Primary Source Classroom Strategies (From Michelle)

• Dice Strategy
• QR Code Question Sheet
• DOK Level 1 Sheet: Postcards
• Place in the Classroom
• Cash Out With Primary Sources
• QIC Primary Sources
• Paired Verbal Fluency 
• Talk a Mile a Minute
• Point of Most Significance / Last Word for Me
• SOS
• Word Cloud 
• Vocabulary Square

Resources: 

• The landing of the Pilgrims
• The Americanese wall 
• The Topeka state journal., May 07, 1915 
• Drafts of Langston Hughes's poem "Ballad of Booker T.," 30 May-1 June 1941. 
• Map of California by the Rural Rehabilitation Division 
• Wide-awake Club 
• Orders No. [25] Head Quarters, Eastern Division Cherokee Agency, Ten. May 17, 1838.  
• I will go west! 

-----  LUNCH | Noon - 1 pm-----

Goal 4: Access teaching tools and primary sources from loc.gov/teachers 

Goal 6: Access primary sources and teaching resources from loc.gov for instructional use 

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Early Afternoon

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INVESTIGATE

LOC.GOV

A Homepage Fly-by

Library of Congress 

• Explore the loc.gov homepage.
• Focusing on a single area of the Homepage, find something that sparks your interest. 
• Which other areas are of interest to you as a Learner? as a Teacher?

INVESTIGATE

Guided Tours

Universal Search & The Teachers Page

Homepage (Universal) Search

• Which facet categories are most useful for searching as a learner? As a teacher?
• Today in History
• World Digital Library  

Teachers Page 

• Primary Source Sets | Lesson Plans | Presentations & Activities | Themed Resources | Collection Connections
• Search Terms Example

Other Search Strategies 

• Ask a Librarian 

Copyright & Fair Use

Key Considerations

Resources for Exploring Copyright:

• Understanding Copyright - PDF

• Copyright and Primary Sources - Interactive Module 

REFLECT

Reflection

Group

Please reflect on the questions below:

• What are your 3 biggest takeaways from the Universal Search and Teachers Page investigation? 
• How can you manage your discoveries on the Library of Congress website?
• What else do you need to know about the Library of Congress website?

--- Break ---

Goal 5: Identify key considerations for selecting primary sources for instructional use (for example, student needs and interests, teaching goals, etc.)

Goal 6: Access primary sources and teaching resources from loc.gov for instructional use 

Goal 10: Demonstrate how primary sources can support at least one teaching strategy (for example, literacy, inquiry-based learning, historical thinking, etc.)

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LATE

AFTERNOON

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CONSTRUCT

ARS Development

Practice & Preparation

Guiding Question:

How can I manage my discoveries on the Library of Congress website?

ARS Development 

• Focus on a topic for a unit to take into the field.
• Fill in Phase I of your ARS (rough draft). 
• Identify primary sources related to your topic, and save bibliographic titles, information and url. 
• Always test each URL. See Finding Permanent URLs if necessary.   
• Save all work to your flash drive. 

ARS Examples (WORKSHOP DEPENDENT EXAMPLES)

• American Colonial Life (Google Doc)
• Westward Expansion
• Industrial Revolution
• Veteran Experience Inquiry 
• Oklahoma Inquiry 
• Other ARS Examples 

Template & Direction

• ARS Template (Google Doc) 
• Phase I ARS Development  

Alaska Literacy Standards for 6-12 in History

Other Resources for Consideration

• Common Core Standards (Literacy in History/Social Studies)
•  Engaging with the Common Core Standards (Teachinghistory.org, Daisy Martin, 2011)
• Visit the Additional Resources page for further resources and tips.

REFLECT

Reflection

Group

Teaching with Primary Sources, Inquiry and 21st Century Learning (TPSI21)

• Tools to consider for the CONSTRUCT phase of inquiry

As a Learner, consider...

• How do I learn?
• What strategies do I use to investigate a question?
• How do I know when I'm doing a good job of getting the information I need?

As a Teacher, consider...

• What instructional strategies do/can I use to facilitate investigation?
• How do I reveal relevance and ensure rigor in students' learning?
• How do I organize resources, including primary source materials?

Wrap-up

End of Day Questions

3-2-1 Activity

• What are 3 things you learned?
• What 2 questions do you have?
• What is 1 thing you can implement?