Annotated Resource Set (ARS)
Phase I
1.Title / Content Area:
Who Settled Oklahoma? An Introduction to Guided Inquiry Using
Primary Sources
2. Developed by:
Mary J. Johnson
3. Grade Level:
4-adult
4. Essential Question:
How do I use an inquiry process to build primary source evidence about Oklahoma
settlement?
5. Contextual
Paragraph
Who settled Oklahoma? Native Americans? Whites? African Americans? Others?
When and why did they come to Oklahoma? What online primary sources will shed
light on the early Oklahoma settlers?
This activity illustrates an inquiry approach to primary source research. It is an
example of the first stages of the inquiry process, in which the learner:
1) collects primary sources to build an understanding of the historical context of
Oklahoma settlement.
2) considers how the primary sources fit together, how effectively they advance a
particular line of inquiry, and whether to select or reject them.
3) continues research based on questions raised by each primary source and the
connections between them.
4) connects research questions to individual interests that are personally meaningful
and relevant.
Teaching with Primary Sources - Annotated Resource Set
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6. Resource Set
Today in History
Cheyenne Sun Dancer
1909
Indian Territory Map
1889
Cherokee Nation
Denied Foreign
Nation Status
1838 Petition to
General Scott
Indian Removal
Interactive Map
“Today in History” is a
good starting point
with links.
Photographs can
answer questions
about groups that
settled a territory.
Maps often show
patterns of
settlement.
Legal documents build
historical background
for patterns of
settlement.
Were there other
points of view about
Native American
settlement?
Which point of view
won out?
American Treasures of
the Library of Congress
Cherokee Heritage
Center
PBS Series
http://www.loc.gov/exh
ibits/treasures/trr050.ht
ml
http://www.cherokeehe
ritage.org/cherokeeheri
tage/images/archive/pe
tition_to_general_scott.
pdf
http://memory.loc.gov/
ammem/today/nov16.h
tml
Panoramic Photographs, http://hdl.loc.gov/loc.g
Library of Congress,
md/g4021e.ct000225
American Memory
http://hdl.loc.gov/loc.p
np/pan.6a08724
Teaching with Primary Sources - Annotated Resource Set
Andrew Jackson: Good,
Evil & The Presidency
http://www.pbs.org/kce
t/andrewjackson/featur
es/
2
“We Shall Remain”
“On Fast Horses”
Where do I go from
here?
Where can I learn
more about how the
Native Americans
came to Oklahoma?
Were Native
Americans the only
people who settled
Oklahoma?
Personal interests and
curiosity continue to
guide the inquiry.
http://www.pbs.org/wg
bh/amex/weshallremain
/
Historical Newspapers
http://eagle.brooklynpu
bliclibrary.org/Repositor
y/ml.asp?Ref=QkVHLzE4
ODkvMDQvMjIjQXIwMD
QzMA==&Mode=Gif&Lo
cale=english-skincustom
Use secondary sources
in combination with
primary sources to build
background knowledge.
Notes/Comments:
Depending on the grade level of students in this inquiry, the two identified text documents may be too difficult for extended analysis, but the corresponding
websites offer explanations that will aid primary source analysis.
The teaching team will need to demonstrate how to locate, copy, and paste permanent URLs of items on the Library of Congress website.
The teaching team will need to demonstrate navigation tools and search strategies for historic newspaper collections.
The ARS does not have to be pretty, just functional! Assess the process rather than the design.
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Phase II
Foundations Annotations
7. Curriculum Connections
Social Studies, Language Arts, Information and Communications Technology (ICT)
8. Curriculum Standards
History Standards (Colorado). (Note: Identify similar curriculum standards by state as necessary.)
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test
hypotheses.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
9. Content & Thinking Objectives
Content Objectives:
Objective 1: Understand the differences between primary and secondary sources.
Objective 2: Identify primary source collections related to student-generated questions.
Objective 3: Search for, select, question, and analyze primary sources for relevance to a particular historical inquiry.
Thinking Objectives:
Objective 1: Recognize and define stages of inquiry.
Objective 2: Develop strong questions with potential to identify a focus and guide further inquiry.
Objective 3: Decide which primary sources to accept or reject based on relevance to topic and questions.
10. Learning Activities & Strategies
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Introduce lesson by asking learners to look around them and guess how their ancestors came to be residents of Oklahoma. What do they already know about Oklahoma
settlement?
Explain beginning stages of inquiry process based on Kuhlthau’s research on the information search process.
Demonstrate inquiry (both skills and thinking) using various online primary source collections linked through a wiki or another online tool.
Provide exploration time for primary source searching, working with the ARS template, and developing a beginning annotated resource set (ARS).
Use (1) Library of Congress “Thinking about Primary Sources” graphic organizer or (2) “Primary Source Analysis Tool” with teachers guide to guide next steps in developing the
ARS.
11. Assessment Strategies
“Timeline Reflection of My Inquiry Process” (Kuhlthau, Maniotes, Caspari, Guided Inquiry book, page 121)
Rubric for Annotated Resource Set (ARS)
Use (1) Library of Congress “Thinking about Primary Sources” graphic organizer or (2) “Primary Source Analysis Tool” with teachers guide to guide next steps in developing the
ARS.
AASL Standards for the 21st Century Learner
Self-Assessment Strategies:
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
2.4.1 Determine how to act on information (accept, reject, modify).
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Phase III
Inquiry & 21st Century Learning Annotations
12. 21st Century Learning
AASL Standards for the 21st Century Learner
1.1 Skills
1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
13. Inquiry Strategies
Model a beginning inquiry at the stages of connect, wonder, and investigate.
Use journaling or in-class discussion to consider the effectiveness of questions as well as the reasons for selecting or rejecting specific primary sources.
Allow ample time for exploration without pressure as students learn to navigate and search a variety of primary source collections and websites.
14. Literacy Strategies/Tools
Strategies:
Use strategies for determining importance in text to pull out the important ideas.
Use strategy of “recall summarize paraphrase extend” (Guided Inquiry p136) to take notes on and synthesize new information from texts
Use visual strategies to analyze images and documents.
Use journal to document process of inquiry and track own learning through writing and images.
Use inquiry strategies of 6 C’s to explore topic, formulate focus, and understand material (collaborate, converse, choose, continue, chart, compose) (Guided Inquiry p.137)
Create a logical argument with documents that back an idea.
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Tools:
At the beginning stages of this inquiry, students can use a variety of online interactive tools to gather and organize the primary sources that they identify for potential use. This
model uses the ARS, but students could also use Google Tools, blogs, or wikis to gather and record sources and ideas.
Other Resources
15. Web Resources
See “Primary Source Librarian” wiki as well as this ARS for links to primary source collections.
Consult bibliographies for text, newspaper, photograph & image, map, sound & film, and artifact & ephemera collections online in Primary Source Teaching the Web 2.0 Way-K12
(Johnson, Mary J.).
16. Secondary Sources
Students will absolutely need secondary sources to help them understand the primary sources identified in this activity and in their own beginning inquiries. It is vital that the
teaching team and the students work closely with the teacher/librarian to identify and access library reference sources (print and online), build effective searches using search
engines, and pre-identify specific websites related to their historical inquiries.
17. Print and Other Media Resources
See “Secondary Sources” above. Note that PBS programs played a role in the model inquiry in this lesson.
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