Nothin’ Like The Real Thing:
Primary Sources
for
Interdisciplinary Instruction
SSU
Trish Vlastnik, M. Ed, MLIS, Ed. S
Nia Malika Pole, Ed.D.
Georgia Department of Education
CCGPS Summit, Partners In Progress
July 17, 2013
Learning Objectives- The Teacher Will:
 Understand the foundational concepts of the CCGPS as
they relate to primary sources.
 Understand the philosophical justification, for
teaching with primary source materials.
 Review, access and navigate key digital repositories for
primary source materials found on Galileo and
numerous other free, content-rich digital repositories of
archival materials.
 Review, articulate and demonstrate best practices for
incorporating primary sources into lessons.
Learning Objectives-The Teacher Will:
 View collaborative instruction between an ESOL
teacher and a Media Specialist.
 View instructional activity demonstrating the
use of online, primary source materials.
 Explore e online resources for primary source
material.
 Receive materials for accessing resources for
primary source material and other useful
material to be used in classroom instruction.
Essential Questions
 How do I access primary resources?
 How do primary resources support explicit instruction?
 How can teachers utilize primary sources to implement
research-based differentiated instruction?
 What are DBQs and how should they be implemented
during instruction?
 How can DBQs foster critical thinking among students?
CCGPS
http://www.corestandards.org/images/map/transparentMap.gif
Gearing Up for the CCGPS
 Literacy Skills
for:
 College
 Career
 Citizenship
Bloom’s Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
IL 2.0
Blooms
http://www.schrockguide.net/bloomin-apps.html
Primary Sources
Why Primary Resources?
 Make pedagogical shift from traditional
to constructivist teaching model.
 Facilitate student driven inquiry vs.
teacher driven instruction.
 Present issues from multiple
perspectives.
 Allow for exploration through DBQs
(document-based questions).
Why Primary Resources?
Develop critical thinking skills
Address various learning styles
Engage students in active
learning
CCGPS Standard
Grades 6-8
Grades 9-10
Grades 11-12
Reading-Key Ideas & Details
Cite specific textual evidence to support analysis of primary and secondary sources
Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole.
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other information in print and digital texts.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
Integrate and evaluate multiple sources of
information presented in diverse formats and media (e.g., visually, quantitatively, as
well as in words) in order to address a question or solve a problem
Analyze the relationship between a primary and secondary source on the same topic
Compare and contrast treatments of the same topic in several primary and secondary
sources.
Integrate information from diverse sources,
both primary and secondary, into a coherent
understanding of an idea or event, noting
discrepancies among sources.
Conduct short research projects to answer a
question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of
exploration.
Conduct short as well as more sustained research projects to answer a question
(including a self generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Conduct short as well as more sustained research projects to answer a question
(including a self generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions
of others while avoiding plagiarism and following a standard format for citation.
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard
format for citation
Reading-Integration of Knowledge & Ideas
Writing-Research to Build and Present Knowledge
Integral Role of Primary Sources in CCGPS
 Support Discipline-Specific Skills
 Analysis, Comparison of Sources, Research
 Argument, Persuasive Writing, Oral
Communication, Speaking & Listening
 Support Inquiry –Based Activities
 Generate Questions, Take Notes, Organize Material,
Find, Analyze, Evaluate & Cite Sources
http://www.archives.gov/nae/education/pdf/primary-sources-and-historical-thinking-skills.pdf
DBQs??
Questions that ask students to look beyond the
primary source and engage in:
 Investigation
 Analysis
 Interpretation
To determine
 Source
 Meaning
 Point of view
http://www.fdrlibrary.marist.edu/education/resources/dbq.html
Scholarly Students
Interpreting
Events
Students Involved
in
Critical Thinking
& Inquiry
Online Institutional Resources
Library of Congress
LOC Home
American Memory
Project
Teacher Page
Classroom Materials
National Archive NARA
NARA Home
Teacher Resources
Activities
Documents
NARA- DocsTeach Tool
Building Background
DocsTeach Activity
Digital Public Library of America
DLA Home
Exhibitions
Digital Library of Georgia
Digital Library
of Georgia
Teacher
Resources
Primary Sources
Jimmy Carter Library and Museum
Jimmy Carter
Library and
Museum
Teacher
Resources
World Digital Library
WGL
Home
Teacher
Resources
Mary Johnson’s Livebinder
Primary
Sources
Livebinder
Additional Fine Art Resources
Chicago
High
Museum
Museum
of Art
of Art
National
Gallery
of Art
Web
Gallery of
Art
Web Gallery of Art
Online Database
Best Practices
http://www.architecture.com/LibraryDrawingsAndPhotographs/DrawingsAndArchives/ArchivesCollection.aspx
Part 2:
Classroom Implementation
THE DUST BOWL
Standards
 SS5H5 The student will explain how the
Great Depression and New Deal affected
the lives of millions of Americans.
 a. Discuss the Stock Market Crash of 1929, Herbert Hoover,
Franklin Roosevelt, the Dust Bowl, and soup kitchens.
Language Arts Integration
 ELA5R1
The student demonstrates comprehension
and shows evidence of a warranted and
responsible explanation of a variety of
literary and informational texts.
 For literary texts, the student identifies the characteristics of
various genres and produces evidence of reading.
Instruction Essential Question
 How did the Dust Bowl affect the
lives of Americans?
THE HOOK!
Generate discussion about
Dorothea Lange’s photo,
Migrant Mother and Children
Photo Analysis Tool
Dorothea Lange (1895–1965), Migrant Mother (Destitute
pea pickers in California. Mother of seven children. Age thirty-two.
Nipomo, California), February 1936. Black-and-white photograph.
Farm Security Administration, Office of War Information,
Photograph Collection. Library of Congress, Prints and
Photographs Division, Washington, D.C.
Other Ways to Hook Students!

•
Focus Activity
•
Brainstorming
Activity
•
Visualization Exercise
Build Background: K.I.M.
Key Word
Information/Definition
Cattle
Bovine animals, such as
cows
Memory
Clue/Pictures
http://chapters.westonaprice.org/chattanoogatn
/2012/08/08/3l-cattle-ranch/
Summary Sentence:
The ranch housed buffaloes, cattle and
goats.
Key Word
Information/Definition
Memory
Clue/Pictures
to go from one country, region,
or place to another.
Migration
Synonyms: move, resettle,
relocate.
Antonyms: remain.
http://thetechjournal.com/science/quantum
-mechanics-may-help-birds-migrate-southfor-the-winter.xhtml
Summary Sentence:
He migrates from New York to Florida each winter.
Thousands of birds migrate to this area each
winter.
Key Word
Information/Definition
Memory
Clue/Pictures
1.earth or other matter in fine, dry
particles
Dust
2. cloud of finely powdered earth
or other matter in the air
3. the ground; the earth's surface
http://en.wikipedia.org/wiki/File:Dust_Devil.jpe
g
Summary Sentence:
The region is prone to occasional, violent dust storms,
which can severely reduce visibility.
“DUST STORM”
an excerpt from
Out of the Dust
by
Karen Hesse
Dust Storm
Dust Storm
Dust Storm
Dust Storm
Dust Storm
Teacher Directed Activities
(Detail) Lucille Burroughs, daughter of a cotton sharecropper. Hale County, Alabama
http://www.loc.gov/pictures/item/fsa1998020950/PP
Images of the Great Depression
Study these images, then answer the following
questions.
Speculate as to when and where these photographs may have been taken.
Which image "speaks" to you and why?
If every picture tells a story, what story do these photographs convey?
What questions do these images evoke?
Guiding Reading Journal
•
•
•
•
school life
community life
family life
government
assistance
• agriculture
http://ecx.images-amazon.com/images
/I/71IiqyH-OpL._SL1000_.jpg
English Learner Connection
 Have students compare their migration to America
with Dust Bowl children who were migrants.

http://memory.loc.gov/ammem/afctshtml/tshome.html
Recordings: Voices of the Dust Bowl
Using Manuscripts to Compare and
Contrast

http://memory.loc.gov/ammem/wpaintro/wpahome.
html
Using Literature to Compare
Perspectives
http://en.wikipedia.org/wiki/Bud,_Not_Buddy
Sample Assessments/Evaluation
• Informal Teacher Observation
• Listen to the song “Over at the Government Camp sung
by 12 year olds Margaret Treat, Mary Campbell and her
sister Betty.
 You are a journalist, newspaper critic for the Camp
 newspaper: Write a review of this song as though it
 were to be read by the people living in
 the camp community.
Sample Assessments/Evaluation
• You are a producer of movies. Create a 5-10
documentary depicting Dust Bowl life from
different perspectives utilizing images and
recordings.
• Write a journal entry from the perspective of
(1) a child living during the Dust Bowl (2) a
migrant child traveling to California (3) a
child living in the refugee camp during the
Dust Bowl.
Complex Informational Texts
 Vocabulary
 Lexile Level
Additional Resources:
Smithsonian
Engaging Students with Primary Sources
www.thinkfinity.org
ReadWriteThink
Picturing America
Time To Explore
http://questgarden.com/86/00/1/090808115337/process.htm
Handouts Available

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




Guidelines for Using Primary Sources
Instructional Best Practices
Suggested Uses for Primary Source Material
Sample Lesson Plan
Explicit Instruction Lesson Plan Template
DBQ Template
KIM Template
Digital & Hard Copy of Online Resources for
Primary Source Material
 Primary Source Analysis Tool s
 NARA Bookmarks, Literature
CONTACT INFORMATION
 Trish Vlastnik
 tvlastnik34@gmail.com
 Twitter @masterrunner
 Dr. Nia Malika Pole
 niampole@gmail.com
That’s all Folks!
Questions?
Thank You !!!
Resources
 Hesse, K. 1997. Out of the Dust. N.Y.: Scholastic Press, p.142-
146.
 Image Slide 2
Chris Johns, National Geographic, Getty Images
 Image Slide 3
http://www.humanitiestexas.org/exhibits/list/dustbowl/dustbowl.php
 Image slide 4 (FSA, Getty Images)

http://www.gettyimages.com/detail/3231460/Hulton-Archive
Image Slide 5

http://media.web.britannica.com/eb-media/61/79961-004-14C26441.jpg
 Image Slide 6 (in public domain)
United States Department of Agriculture; Image Number: 00di0971