CDLN Social Studies Webinar 3 Sourcing a Document Thinking Like a Historian March 20, 2013 4:30-5:30 Cross Discipline Literacy Network.
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CDLN Social Studies Webinar 3
Sourcing a DocumentThinking Like a Historian
March 20, 20134:30-5:30
Cross Discipline Literacy Network
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 High School Teacher, Boothbay Region High School
2. Angela Lake Grade 5 Teacher, Livermore Elementary School
3. Edith Berger Grade 6 Teacher, Miller School in Waldoboro
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
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.
This routine "turns history into a series of questions instead of a series of answers."
Sam WineburgStanford History Education Group
Sourcing a DocumentWhat is it?
-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
-Author Tish Rabe wrote books with the Dr. Seuss Characters
- Rabe wrote 40 Science related books with Seuss characters after Theodor Geisel died
-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
-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 historycan help me better understand and make informed decisions about the present and future. 3 I can explain that history includes the study of past humanexperience based on available evidence from a variety ofsources. 2 I know the difference between primary and secondarysources. 1 With help, I can tell the difference between primary andsecondary sources.
Save Waste Fats for Explosivesby Henry Koerner, 1943Printed by the Government Printing Office for the Office of War Information NARA Still Picture Branch (NWDNS-44-PA-380)
Middle Level Samples
Life on the Homefront: Oregon Responds to WWII
http://arcweb.sos.state.or.us/pages/exhibits/ww2/services/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.
A Tree Grows in AmericaStudent 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 ProvidedDirections: 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 1 2 3 4 5Student view is clearly stated 1 2 3 4 5At least three references to the context 1 2 3 4 55 quotes 1 2 3 4 5Quotes were referenced 1 2 3 4 5Quotes were relevant 1 2 3 4 5Letter was to the point, but thoughtful 1 2 3 4 5Grammar 1 2 3 4 5Spelling 1 2 3 4 5The letter was pertinent and respectful 1 2 3 4 5 :
Photographs as Primary Documents
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?A
B
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.
Other Responses
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?
Stanford Universityhttp://sheg.stanford.edu/rlhDocument based lessonshttps://beyondthebubble.stanford.edu/assessments/langes-iconic-photograph/samples#response3-1 Examples
Library of Congress websitehttp://www.loc.gov/teachers/usingprimarysources/guides.html Teacher's Guide and Analysis Tool: Tons of lessons and ideas.
Historical Thinking Matterswww.historicalthinkingmatters.orgFour fabulous lessons
www.teachingchannel.orgVideos from classrooms using questions to source documents
Helpful Websites
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: mmiller@csd3.org 2. Angela Lake: alake@rsu73.org 3. Edith Berger: edith_berger@msad40.org 4. Kristie Littlefield: kristie.littlefield@maine.gov Please remember to complete the survey at the following link: https://www.surveymonkey.com/s/cdln-webinars-session3
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