Teaching with Primary Sources Illinois State University Slavery Divides the Nation-A Cause of Civil War Tracy Jolly Burns Middle School - DPS Spring 2012 http://hdl.loc.gov/loc.pnp/cph.3a29452 Working as a Special Education Middle School Resource Service Teacher, my primary role is to establish working academic relationships with general education teachers that support students. The Library of Congress: America’s Library for Educators Workshop via Wayne County RESA has proven to be a remarkable and easy to use resource that will allow me to actively engage students while collaborating with my teaching peers. The Library of Congress online tools bring learning to life by allowing pictures, text, articles, and endless historical information retrieved almost instantly. Educators, especially those with limited social studies experiences, can easily take tours through the Library of Congress without leaving their classrooms. This interactive online resource provides countless primary sources that make learning for student’s fun, interactive, relevant and memorable for years to come. In addition, these activates are aligned with required state educational expectations established by the latest Common Core and State Standards. Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension Overview – The Civil War is understood to be one of the most brutal and divisive events in the United States History. This lesson outlines important issues in the years preceding the Civil War. “Union! I can more easily conceive of the Lion and Lambs lying down together, than of a nation of the North and South.” Sarah Chase, Massachusetts teacher in the South (1866) Back to Navigation Bar
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Teaching with Primary Sources
Illinois State University
Slavery Divides the Nation-A Cause of Civil War
Tracy Jolly
Burns Middle School - DPS
Spring 2012
http://hdl.loc.gov/loc.pnp/cph.3a29452
Working as a Special Education Middle School Resource Service Teacher, my primary
role is to establish working academic relationships with general education teachers that
support students. The Library of Congress: America’s Library for Educators Workshop
via Wayne County RESA has proven to be a remarkable and easy to use resource that
will allow me to actively engage students while collaborating with my teaching peers.
The Library of Congress online tools bring learning to life by allowing pictures, text,
articles, and endless historical information retrieved almost instantly. Educators,
especially those with limited social studies experiences, can easily take tours through the
Library of Congress without leaving their classrooms. This interactive online resource
provides countless primary sources that make learning for student’s fun, interactive,
relevant and memorable for years to come. In addition, these activates are aligned with
required state educational expectations established by the latest Common Core and State
U5.1 The Coming of the Civil War 8 – U5.1.4 Describe how the following increased sectional tensions • the Missouri Compromise (1820) • the Wilmot Proviso (1846) • the Compromise of 1850 including the Fugitive Slave Act • the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas • the Dred Scott v. Sandford decision (1857)
Procedures Back to Navigation Bar Day One:
Activity 1 – Photo Analysis
Tell students to follow the suggestions below to
Observe photos provided by teacher hard copies and
gallery display using overhead using photo story.
Step 1: Observe
Students will study a photograph for 2 minutes; form an
overall impression of the photograph and then examine
individual items. Next, divide the photo into quadrants
and study each section to see what new details become
visible. Use the Photo Analysis Worksheet to list
People/Objects/Activities.
Step 2: Make Inferences
Students work with partner or in small groups 3-4 to
make inferences based on what they have observed
above, list three things they might infer from this
Party's presidential campaign shield] Digital ID: (digital file from b&w film copy neg.) cph
3a00674 http://hdl.loc.gov/loc.pnp/cph.3a00674
Reproduction Number: LC-USZ6-693 (b&w film copy neg.)
Repository: Library of Congress Prints and Photographs
Division Washington, D.C. 20540 USA
http://hdl.loc.gov//loc.pnp/cph.3a00674
General map of the United States, showing the area and extent of the free & slave-holding states, and the territories of the Union : also the boundary of the seceding states
Digital ID: (digital file from b&w film copy neg.) cph
3a00674 http://hdl.loc.gov/loc.pnp/cph.3a00674
Reproduction Number: LC-USZ6-693 (b&w film copy neg.)
Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
Collaboration with Peers Analyze and interpret one of the following worksheets; photo; cartoon; map; or written document Analysis Worksheets.
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together & completes related group worksheet.
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \\\\\\\"waves\\\\\\\" in the group & completes 80-90% of the related group worksheet.
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member & completes 70-60% of the related group worksheet.
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member & completes only 60-50% of the related group worksheet.
Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
Content Shows a full understanding of the topic.
Shows a good understanding of the topic.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Teaching with Primary Sources
Illinois State University
Analyze and interpret images from the LOC using Analysis Worksheet
Student is accurately able to observe, infer, and list questions related to images from LOC.
Student is able to accurately observe, made only one correct inferences, and list questions related to images from LOC.
Student displays some accurate ability to observe, made a few inferences, and list at least one question related to images from LOC.
Student is not able to observe, make any inferences or list any questions related to images from LOC.