Straight from the Sources Mouth
This Jog was created to accompany the presentation "Straight from the Sources Mouth: Critical Thinking with Primary Sources" - (The links on these pages are provided as a courtesy of Stevie Kline Intermediate Unit 1 and Joyce Mason. Stevie, Joyce, nor IU1 make no endorsement, express or implied, of any links to or from these sites, nor are they responsible for the content or activities of any linked sites.)
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1Straight from the Sources Mouth wiki
Here are all the resources used in our presentation plus many more. We hope they are useful to you. Stevie and Joyce
http://sourcesmouth.iu1.wikispaces.net/
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2Straight from the Sources Mouth Livebinder
Joyce created this Livebinder filled with our resources. Enjoy!
http://www.livebinders.com/play/play_or_edit?id=198329
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3TPACK – TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPACK framework builds on Shulman’s idea of Pedagogical Content Knowledge. A number of people have contributed to the development of this idea. Check out the “TPACK Bibliography” section for a growing list of contributors. The site, however, is provided and maintained free of charge by Dr. Matthew J. Koehler.
http://tpack.org/
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4Learning Activity Types Wiki - School of Education, College of William & Mary
This is a virtual place for folks interested in learning to "operationalize TPACK" (Technology, Pedagogy, and Content Knowledge) via curriculum-based learning activity types ('ATs') to get up-to-date information, and (more importantly) participate in the vetting and refining of the activity types in each of the curriculum areas in which activity type development is happening. The curricula in which we are developing and refining learning activity type taxonomies appear on the left. Those that have taxonomies available for your perusal have links to other pages in this wiki. Thanks for visiting, and please bookmark this site so that you can come back as this wiki grows. Judi Harris & Mark Hofer School of Education, College of William & Mary Williamsburg, Virginia USA
http://activitytypes.wmwikis.net/
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5Teaching Inquiry with Primary Sources - includes the Stripling Model
Inquiry is a process of active learning that is driven by questioning and critical thinking. The understandings that students develop through inquiry are deeper and longer lasting than any pre-packaged knowledge delivered by teachers to students. Inquiry-based learning follows a process that progresses through phases, but is recursive and reflective throughout.
http://www.loc.gov/teachers/tps/quarterly/inquiry_learning/article.html
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6Historical Inquiry - SCIM-C
Grounded within research on teaching and learning history (see Wineburg, 1991) and building upon Riley's layers of inference model to support teaching evidential understanding (1999), the SCIM-C strategy was developed to provide teachers with a tool to help students develop the knowledge and skills necessary to interpret historical primary sources and reconcile various historical accounts, in order to investigate meaningful historical questions. The SCIM-C strategy focuses on five broad phases: Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating. Further, when students examine an individual source, they move through the first four phases (i.e., summarizing, contextualizing, inferring, and monitoring) and then, after analyzing several individual sources, they compare the sources collectively in the fifth phase (i.e., corroborating).
http://www.historicalinquiry.com/scim/index.cfm
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7Webb's Depth of Knowledge Guide
Webb (1997) developed a process and criteria for systematically analyzing the alignment between standards and standardized assessments. Since then the process and criteria have demonstrated application to reviewing curricular alignment as well. This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). The model is based upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response. Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required to complete the task. It should be noted that the term knowledge, as it is used here, is intended to broadly encompass all forms of knowledge (i.e. procedural, declarative, etc.).
http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf
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8Common Core Standards
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
http://www.corestandards.org/
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9Teaching History Best Practices
Created by the Roy Rosenzweig Center for History and New Media at George Mason University, with funding from the U.S. Department of Education
http://teachinghistory.org/best-practices
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10Library of Congress Primary Source Sets
Sets of primary sources from the Library of Congress for teachers, including photos, maps, manuscripts, audio files, films, sheet music, and cartoons.
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/
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11Library of Congress Teacher's Guides and Analysis Tool
Analysis Tool for Students Primary Source Analysis Tool Teacher's Guides Analyzing Primary Sources Analyzing Books and Other Printed Texts Analyzing Manuscripts Analyzing Maps Analyzing Motion Pictures Analyzing Oral Histories Analyzing Photographs and Prints Analyzing Political Cartoons Analyzing Sheet Music and Song Sheets Analyzing Sound Recordings
http://www.loc.gov/teachers/usingprimarysources/guides.html
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12US National Archives Educator Tool Box
History in the Raw Guidelines for Using Primary Resources Primary Sources Help Teach and Reinforce Historical Thinking Skills Suggested Methods for Integrating Primary Sources into Classroom Instruction Universal Truths of Teaching with Documents What can I do with resources from the National Archives?
http://www.archives.gov/nae/education/tool-box.html
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13HSI: Historical Scene Investigation
The Historical Scene Investigation Project (HSI) was designed for social studies teachers who need a strong pedagogical mechanism for bringing primary sources into their classroom. With the advent and accessibility of the internet, many libraries, universities and government agencies are housing their historical documents online. Simultaneously, there has been a push in K-12 history education to give students experiences that more closely resemble the work of a real historian. In partnership with the College of William & Mary School of Education, University of Kentucky School of Education, and the Library of Congress Teaching with Primary Sources Program
http://web.wm.edu/hsi/?svr=www
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14The US National Archives Experience - Digital Vaults - Create a poster or movie
The National Archives "Digital Vaults" exhibit delivers an online experience that is unlike any other. With a database of some 1,200 documents, photographs, drawings, maps, and other materials and a keywording system that visually links records, the Digital Vaults enables visitors to customize their exhibit experience and to create posters, movies, and games that can be shared by e-mail.
http://www.digitalvaults.org/
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15Library of Congress Digital Map Collection
The Geography and Map Division of the Library of Congress holds more than 4.5 million items, of which Map Collections represents only a small fraction, those that have been converted to digital form. The focus of Map Collections is Americana and Cartographic Treasures of the Library of Congress. These images were created from maps and atlases and, in general, are restricted to items that are not covered by copyright protection. Map Collections is organized according to seven major categories. Because a map will be assigned to only one category, unless it is part of more than one core collection, searching Map Collections at this level will provide the most complete results since the indexes for all categories are searched simultaneously.
http://memory.loc.gov/ammem/gmdhtml/gmdhome.html
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16The National Archives - Teaching With Documents: U.S. Constitution Workshop
What does the light bulb have to do with the U. S. Constitution? Or the board game “Monopoly”? How about the letter you wrote to the president when you were in elementary school? The answer to all three questions is: plenty—if you know your Constitution. The education team of the National Archives and Records Administration is pleased to present, for the first time, a self-service online version of our popular U. S. Constitution Workshop! This activity is: Suitable for grades 4 through 12 Fully self-contained, requiring little advance prep time Correlated to the National History Standards and the National Standards for Civics and Government.
http://www.archives.gov/education/lessons/constitution-workshop/index.html
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17Apps for Primary Sources
Here are just a few examples - we will try to keep adding to the list (Stevie and Joyce).
http://sourcesmouth.iu1.wikispaces.net/APPS+FOR+PRIMARY+SOURCES
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18Library of Congress Copyright and Fair Use of Primary Sources Q&A
Guidelines for teachers and students.
http://www.loc.gov/teachers/usingprimarysources/copyright.html#