Advanced Primary Source Instruction

Lesson 1: Revisiting the Library of Congress

The Library of Congress is a rich resource for accessing primary resources. The following activities are designed to help you review and become more efficient at locating and managing primary sources for use in your classroom.

Objectives

• Navigate the Library of Congress website
• Manage resources
• Cite primary sources and copyright issues
• Save permanent URLs

Activity 1

1. Click on Lesson 1, Activity 1 - "Reviewing the Basics" to download the file. This file will direct you to the main
2. After completing the activity, save the file to your computer.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 2

To Complete Activity 2 you will need a way to manage your resources.

• Use a word processing application such as Microsoft Word to create a resource table with 4 columns and 6 rows and save it on your computer. Click on the link below to find the directions for setting up a table, finding citations, and locating permanent URLs.

Creating Resource Table

Click on Lesson 1, Activity 2 "Citation/URL Practice"

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Lesson 2: Advanced Search Strategies

There are many ways to search for information on the Library of Congress website and it varies depending on your topic, search terms and the kinds of resources you are looking for. In the Digital Collections section, digitized items have been gathered into collections making it easier to find resources on a particular topic/theme. There are currently over 100 collections and the number continues to grow. Besides searching in Digital Collections, the Library also provides "Research Centers". Items found when searching this way may or may not be included in the American Memory collections. As a teacher, starting on the link for Teachers will provide you a wealth of resources already gathered on topics frequently taught in K-12 curriculum. Regardless of what you are looking for, it is usually best to use several search strategies to locate the resources that you need. It is important to realize that this is different than using keyword searches on the Internet. The Library of Congress is a historical archive and you will need to think about subjects and terms used during the time period you are searching.

Objectives

• Search Digital Collections
• Search within collections
• Search the Library of Congress website using Google Advanced Search
• Use the Research/Reading Rooms

Activity 1

1. Click on "Lesson 2, Activity 1 - "Advanced Search Strategies" to download the file. This file will direct you to the main sections of the Library of Congress website. Save the file to your computer. The alternate way to download this file is to locate it in the list of assignments in the Assignments link on the left.
2. Complete this Activity. (You do not need to "Submit" this activity.)

Activity 2

1. When you have finished "Advanced Search Strategies", Click on Lesson 2, Activity 2 -"Advanced Search Strategies Questions"
2. Save "Lesson 2, Activity 2" to your desktop and complete the questions.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Lesson 3: Planning a Search in Digital Collections

Before you begin your search for "treasures" in Digital Collections, it is good to set up a plan. The following activities will further your knowledge about searching the Library of Congress and learning to search efficiently.

Objectives

1. Narrow a search topic
2. Create a synonym list
3. Choose the best search strategy
4. Create a search plan

Activity 1

1. What is the topic? Example: "Immigration". Now think about possible dates, people, places, and other facts that you already know about this topic. Examples: 1880s, Irish, Chinese, German, potato famine, building of the railroads, orphan trains, westward expansion in the U.S., Gold Rush, Ellis Island.
2. What are some other terms (key words) from that period of time? Where would you go to find additional subject terms or a synonym list?
   • Immigration
   • Emigration
   • Ellis Island
   • Angel Island
3. What kind of primary sources are you looking for? Can you narrow your search by choosing only one kind of primary source - photos, maps, documents, video, etc.
4. Which search strategy would be most effective -- browse by topic, time period, an advanced Google search, etc.
5. Click on Lesson 3, Activity 1 - "Practice Setting Up a Search Plan"
6. Save it to the desktop and complete the activity.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 2

1. When you have finished "Practicing Setting Up a Search Plan", Click on the Lesson 3, Activity 2 - "Questions"
2. Save this file to your computer and complete the questions.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 3

Using the TPS Teachers Network can help you organize your primary sources and share them with colleagues and students.
Click on the link to go to the TPS Teachers Network

Be sure to join the group TPS at Illinois State University . Use this group to post comments, ideas, and suggestions about teaching with primary sources.

• Click on the ? (Help) in the top navigation bar
• Click on Albums and learn more about how to create an Album.
• Click on the link to watch a video about creating an Album.
• Click on Album in the top navigation bar.
• Create your own Album with 3 related primary sources.
• Send the name of your Album to jbee@ilstu.edu

Lesson 4: Thinking about Primary Sources

How can I use primary sources in a meaningful way in my classroom? How do other educators use them in their classroom? What is historical thinking?
The following activities will help you think about the questions above.

Objectives

• Define primary sources and their importance
• Explore "Historical Thinking"
• Use Collection Connections from American Memory

Activity 1

Visit the following link to read suggestions for using primary sources in classroom instruction.

Activity 2

Click on the link to go to Edward S. Curtis and the North American Indian

How to find the blog post in the Teaching with the Library of Congress blog.

1. From the Library of Congress homepage, Click on Blogs
• From the Library of Congress Homepage click Blogs
• Click on Teaching with the Library of Congress Blog
• In the Search this blog type in Edward S. Curtis and the North American Indian
2. When you have finished reading the blog click on the Lesson 4, Activity 3-"Questions"
3. Save this file to your computer.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 3

1. Using analysis activities with your students will increase their critical thinking skills and also engage them in the activity. The Library of Congress website has analysis sheets for all types of primary sources. Click on the link to view the analysis sheets from the Library of Congress website
You can use theirs or make one of your own to fit your grade level or subject area. The following is a link to a lesson plan that uses a photo analysis activities. Note how the analysis sheet is used in this lesson. New Deal Programs: Brother Can You Spare a Dime look under "Procedure"
2. When you have finished reviewing this lesson, Click on Lesson 4, Activity 4 -"Questions"
3. Save the file to your desktop and complete the questions.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Lesson 5: Primary Sources as Informational Text

"Information literacy" is the term used to describe the skills needed to access, evaluate and use information from all types of media. "Visual literarcy"is the ability to read and interpret what we see. The Common Core State Standards require students to "read informational text". Informational text has been expanded to include all "visual" images (photos, maps, posters, cartoons, etc.) The Library of Congress provides a wealth of primary sources that can be used to develop these skills.

The following activities will introduce you to the importance of visual literacy by analyzing informational text and the use of inquiry to support the Common Core State Standards.

Objectives

• Understand the importance of visual literacy by reading informational text
• Understand how inquiry can engage students, develop critical thinking skills, and construct knowledge
• Use primary sources to support the teaching of the Common Core State Standards

Activity 1

Click on the link to read the article about visual literacy.

1. When you have finished reading the article, Click on "Lesson 5, Activity 1- "Questions"
2. Save it to the desktop and complete this activity.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 2

Click on the link to view the video Historical Detective Work from the Teaching Channel.
When you have finished reviewing these websites, Click on the Reset tool next to Assignments at the top of the page. Click on Lesson 5, Activity 2 - "Questions"
Save it to the desktop and complete this activity.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 3

Click on the link to view the Supporting Inquiry with Primary Sources module.
You do not need to submit anything for this activity.

Lesson 6: Lesson Design

In the past few years, much has been written about "effective practices". As good teachers know, there are some basic "effective" practices that should be incorporated into all lessons and some "best" practices that are appropriate to a specific subject area.

Objectives

• Identify effective practices in lessons that integrate primary sources
• Determine the most effective ways to assess prior knowledge for your grade level or subject area.

Activity 1

Following is a list of "effective" practices that summarize what we all know and strive to include in our lessons and activities:

• Students are actively engaged in problem solving, inquiry or exploration of a topic.
• Students are required to use critical thinking skills (analysis, drawing, conclusions, etc.)
• Students are involved in decision making or have an opportunity to actively participate in the classroom
• Lessons build on prior knowledge
• Lessons increase students' knowledge and awareness of global issues and/or local, national or international environment
• Students' understanding and skills are measured by multiple assessment tools
• Teachers use inquiry based approaches to lead students to understanding of concepts or time periods
• Primary sources used in this lesson are age appropriate (reading level, length and interest)
• Students are involved in activities which strengthen historical thinking skills (understanding bias and points of view)
• Accommodations are evident for learning styles and learning needs

1. Read the following article on effective practices and reflect on how well you include some of these practices, which ones you feel are more important and other things that you feel should be included when considering effective practices and lesson design.
Digital Natives, Digital Immigrants
2. Click on the link below to explore the interactive apps using primary sources to engage learners.

Choose one of the apps to explore. Once you have finished exploring the app complete the Activity below.

3. When you finish exploring the interactive app, click on "Lesson 6 Activity 1-PMI"
4. Save it to the desktop and complete this activity.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 2

1. Choose a lesson from the link below and complete the "Lesson 6, Activity 2 - "Effective Practices Checklist" activity. Please be sure to include the name of the lesson you are reviewing.
http://www.loc.gov/teachers/classroommaterials/lessons/
2. Save it to the desktop and complete this activity.

To Submit an Activity:
Send it to jbee@illinoisstate.edu

Activity 3

Before you begin to teach new subject matter it is a good idea to know what prior knowledge your students have about the subject. A simple inventory, KWL chart, or a pre-test can help you determine the range of knowledge within your classroom and help you structure appropriate activities.

Click on the Lesson 6, Activity 3 - "Questions"
Save it to the desktop and complete this activity.

To Submit an Activity:
Send it to jbee@illinoisstate.edu