Part III of IDM:
Sources
Dr. John Lee | NCSU
Dr. Kathy Swan | UKY
Arkansas
6.2015
PartThis
III: session
Sources
• What is the nature of sources?
• What are sources? What makes a source disciplinary? What
is the relationship between sources and tasks? How do
sources support work with knowledge and skills?
• What are the instructional uses of sources?
• Spark curiosity/Build knowledge/Construct arguments
• What should teachers think about when using sources?
• Selecting sources/Scaffolding /Adapting sources
This
What
aresession
sources?
What
are
sources?
• Sources provide information that is useful in answering questions.
• Three characteristics of sources
– Information contained in a source
– Composition of a source
– Perspective or bias of a source
What makes
a source
sessiondisciplinary?
What makes
aThis
source
disciplinary?
• Sources have features that are distinctive within the disciplines.
• Examples of disciplinary sources and processes include:
Political Science – Legislation
evaluating public policies
Economics – Data and statistics
quantitative reasoning
Geography - Maps and GIS data
spatial reasoning
History - Oral history and diaries
perspective
Supporting Question 1
What is the relationship
b/with sources & tasks?
• IDM tasks are
anchored by sources
• Sources and tasks
must work in tandem
How did Harriet Beecher
Stowe describe slavery in
Uncle Tom’s Cabin?
Formative
Performance Task
Summarize the plot of
Uncle Tom’s Cabin, and
identify main ideas and
supporting details from
Stowe’s description of
slavery in Uncle Tom’s
Cabin.
Featured Source
Source A: Summary of
Uncle Tom’s Cabin
Source B: Excerpts from
Uncle Tom’s Cabin
Source C: Illustrations from
Uncle Tom’s Cabin
Source work follows C3 Inquiry
Arc
If students are asked
a COMPELLING
question……
In the middle are the
FORMATIVE TASKS
(Content and Skills)
Students answer in the
form of a SUMMATIVE
ARGUMENT
Part
II: What
areInstructional
the instructional
Part
II – The
Usesuses
of
What makesThis
source
sessiondisciplinary?
ofaSources
sources?
Sources can be used to:
• Spark curiosity
• Build knowledge
• Construct arguments
Sparking
This session
Curiosity
Sparking
Curiosity
• Using sources for the purpose of curiosity &
engagement.
• Focus on relevance and what we know students
care about.
• Can be used throughout the tasks but often used
within Staging Activities in IDM.
Uncle Tom’s Cabin Inquiry
“Words – so innocent and
powerless as they are, as standing
in a dictionary, how potent for good
and evil they become in the hands
of one who knows how to combine
them.”
American Note-Books of Nathaniel
Uncle Tom’s Cabin Inquiry
http://www.speaktruthvideo.com/2014-winners.html
Kailash Satyarthi
Discussion:
Do you use sources to spark
students’ curiosity? If so, how?
If not, how might you start?
Building
ThisKnowledge
session
Knowledge
Building
• Sources in an inquiry contain the disciplinary
knowledge (content and concepts) students
need to complete tasks.
• Students use disciplinary skills when building
knowledge.
• Students gather information from the sources
during an inquiry.
How do the sources support the
building knowledge?
Constructing This
Arguments
Evidence
sessionwith
Constructing
Arguments
w/ Evidence
• Inquiries result in arguments.
• Sources contain information that can be used as
evidence in an argument.
• Students need support determining what
information should be used in an argument.
How do the sources support the
argument?
Featured Source from 4th Formative
Sources
PartWorking
III – Working
Thiswith
session
with
Sources
• When using sources in an inquiry teachers
should consider the following:
– Selecting sources
– Scaffolding
– Adapting sources
Selecting
This session
Sources
Selecting
Sources
• Selection of sources requires deep knowledge of
content.
• Where can we find the sources?
• Archives, libraries, collections
• Online
• Through collaboration and sharing
• Students should encounter a variety of source
Adapting
sources
Sources
Part IIIAdapting
– Working
This session
with Sources
• Excerpting: using just a portion of the source.
• Modifying: inserting definitions or changing
words in the text.
• Annotating: additional descriptions or notes
added alongside the text.
Discussion:
Where do you stand with
modifying, adapting, excerpting
sources?
Featured Source for Formative Task 1
Annotation
Excerpt
Summary: Fugitive slave Eliza is speaking with a friendly
white woman who has taken her in after escaping
Kentucky and crossing the Ohio River into the free state
of Ohio. Eliza left after she found out that her master was
going to sell her son Harry to an unscrupulous slave
trader. Eliza and Harry are eventually joined by her
husband George in Canada.
"I have lost two, one after another,--left 'em buried there
when I came away; and I had only this one left. I never
slept a night without him; he was all I had. He was my
comfort and pride, day and night; and, ma'am, they were
going to take him away from me,--to sell him,--sell him
down south, ma'am, to go all alone,--a baby that had
never been away from his mother in his life!"
Annotation
Summary: In this illustration, Eliza comes to tell Uncle Tom and his wife
Chloe, that Tom and Eliza’s son Harry have been sold to a slave trader.
Eliza had just overheard the news from her master Mr. Shelby that the
trader would arrive in the morning to take Tom and Harry away. In a panic,
Eliza plans that night to run away.
Sources
require
sources
scaffolding
Sources
require
scaffolding
Part
III Adapting
– Working
This
session
with
Sources
• Scaffolds provide novices with support for
complex academic work.
• Toolkit scaffolds were designed to support
formative and summative tasks.
• Analyzing sources in an inquiry involves literacy
work.
• Again, source work is not easy.
Scaffolds throughout
to help guide
students reading
7th Grade Uncle Tom’s Cabin Inquiry
Compelling
Question
New York
State Social
Studies
Framework
Key Idea(s) &
Practices
Staging the
Question
Can words lead to war?
7.7 REFORM MOVEMENTS: Social, political, and economic inequalities sparked various reform
movements and resistance efforts. Influenced by the Second Great Awakening, New York played a key
role in major reform efforts.
Gathering, Using, and Interpreting Evidence; Chronological Reasoning and Causation; Comparison and
Contextualization
Consider the power of words and examine a video of students using words to try and bring about
positive change.
Supporting Question 1
How did Harriet Beecher
Stowe describe slavery in
Uncle Tom’s Cabin?
Formative
Performance Task
Summarize the plot of
Uncle Tom’s Cabin, and
identify main ideas and
supporting details from
Stowe’s description of
slavery in Uncle Tom’s
Cabin.
Featured Source
Source A: Summary of
Uncle Tom’s Cabin
Source B: Excerpts from
Uncle Tom’s Cabin
Source C: Illustrations from
Uncle Tom’s Cabin
Summative
Performance
Task
Taking
Informed
Action
Supporting Question 2
What led Harriet Beecher
Stowe to write Uncle Tom’s
Cabin?
Formative
Performance Task
Identify four quotes in the
sources that point to
Stowe’s motivation and
write a paragraph explaining
her motivation.
Featured Source
Source A: Uncle Tom's
Cabin- Chapter XLV:
Concluding Remarks by
Harriet Beecher Stowe
Source B: Letter from
Harriet Beecher Stowe to
Lord Thomas Denman, 1853
Supporting Question 3
How did Northerners and
Southerners react to
Uncle Tom’s Cabin?
Formative
Performance Task
Compare the viewpoints
expressed in Northern
and Southern
newspapers using a Tchart and make a claim
about the differences.
Featured Source
Source A: The Morning
Post "W. B. S." Boston,
May, 1852
Source B: Southern Press
Review, Unsigned, 1852
Questions
Supporting Question 4
What was the impact of
Uncle Tom’s Cabin on
abolitionism?
Formative
Performance Task
Participate in a structured
discussion regarding the
impact Uncle Tom’s Cabin
had on abolitionism.
Tasks
Featured Source
Source A: Charles Sumner
quote from the Senate, 1852
Source B: The Liberator John
Ball, Jr. Boston: 8 September
1854
Source C: Sales of Uncle
Tom’s Cabin
Can words lead to war? Construct an argument (e.g., detailed outline, poster, essay) that discusses the
impact of Uncle Tom’s Cabin using specific claims and relevant evidence from historical sources while
acknowledging competing views.
Understand: Identify and describe a modern issue that needs reform (e.g. child labor, trafficking, or
poverty).
Assess: Create a list of possible actions that involve words. This may include letters, editorials, social
media, videos, and protests.
Act: Choose one of the options and implement it as an individual, small group, or class project.
Sources
Summary
Sources
of
require
Session
sources
scaffolding
3: Sources
Summary:
Sources
Part
III Adapting
– Working
This
session
with
• IDM features three instructional uses of sources.
– Sparking curiosity,
– Building knowledge, and
– Constructing arguments with evidence.
• When using sources in an inquiry teachers should consider the
following.
– Selecting sources
– Scaffolding
– Adapting sources
IDM Lab™
Your task
• Find a source that would help stage your compelling question.
• Find “featured sources” to help support your formative performance
tasks.
– Ask yourself: What sources would help students become
curious, build background knowledge, construct arguments?
• Modify/Excerpt/Scaffold sources to better engage students.
• Use the IDM Quick Guide to Gathering and Using Disciplinary
Sources.