Teaching with Primary Sources Fulton County Schools Home与主要来源富尔顿县的学校里教

1、teaching with primary sourcesms teachers, august 5, 2011centennial hsintroductionso mike nance and adam smileyn alpharetta hsn ap u.s. history and european historyn u.s. history and forensicso group introductionsn name and where you teachn what you need todayresourceso me: o my

2、 webpage: /teacher/nance/o disclaimer: we arent ms teachers and we know it!why use primary sources?o ss8h2: causes of american revolution/french and indian war/seven years war o join or dien what could a ms student get from the visual?why use primary sources?o ss8h7b: ana

3、lyze how rights were denied to african americans throughracial violence o lynch law in georgian how do you analyze a book cover?why use primary sources?o five good reasonsn better understanding contentn challenging student assumptionsn fostering inquiryn making history “real” n differentiated instru

4、ctionbetter understanding contento ss8h7a: evaluate the impacttom watson and the populiststhe atlanta race riot of 1906had on georgia in this period (1877-1918) n depth v. summaryn nuanceschallenging student assumptionsoss8h4a: how weaknesses in the articles of confederation led to a need to revise

5、the articles.nthe anti-federalist paperso“mr. lowndes solemnly called on the house to consider whether it would not be better to add strength to the old confederation, instead of hastily adopting anotherhe could not understand with what propriety the convention proceeded to change the confederation;

6、 for every person with whom he had conversed on this subject concurred in opinion that the sole object of appointing a convention was to inquire what alterations were necessary in the confederation”naccount of the speech of rawling lowndes to the south carolina house of representatives, debating the

7、 adoption of the federal constitution, january 17, 1788.challenging student assumptionsoss8h4b: describereasons why georgia ratified the new constitution.nhow popular was the u.s. constitution?odecember 7, 1787: delaware ratifies. vote: 30 for, 0 against.odecember 12, 1787: pennsylvania ratifies. vo

8、te: 46 for, 23 against.odecember 18, 1787: new jersey ratifies. vote: 38 for, 0 against.ojanuary 2, 1788: georgia ratifies. vote: 26 for, 0 against.ojanuary 9, 1788: connecticut ratifies. vote: 128 for, 40 against.ofebruary 6, 1788: massachusetts ratifies. vote: 187 for, 168 against.omarch 24, 1788:

9、 rhode island popular referendum rejects. vote: 237 for, 2708 against.oapril 28, 1788: maryland ratifies. vote: 63 for, 11 against.omay 23, 1788: south carolina ratifies. vote: 149 for, 73 against.ojune 21, 1788: new hampshire ratifies. vote: 57 for, 47 against. (minimum requirement for ratification

10、 met)ojune 25, 1788: virginia ratifies. vote: 89 for, 79 against.ojuly 26, 1788: new york ratifies. vote: 30 for, 27 against.fostering inquiryo ss8h9b: evaluate the importance of bell aircraft1943 b-29 assembly linemaking history realo ss8h7c: explain the roles of booker t. washingtondifferentiated

11、instructiono need i say “step2achieve”?o adjusting instruction to meet the needs of all studentsn differentiating the contentn differentiating the processn differentiating the productrealities of differentiationo differentiation does take more planning timeo you need support to differentiateo differ

12、entiate at a pace you can live withn use some of the sample lessons from todayn choose some topics you know best and differentiate there (not vice-versa!)differentiating the contento use a set of primary sources that appeal to different student interests and abilitiesn use student learning styles in

13、ventory to create groups or allow students to self-select the kind of primary source they want to work withn http:/ the processo all students work with the same content, but engage in it differentlyo flexible groupingnstudents first self-select a partnernall pairs examine the image and asked to gene

14、rate an explanationo http:/ combine pairs into groups of four or reassemble pairs matching students of different abilities/interestsdifferentiating the producto whether content and process were differentiated or not, the product can be.nhow will students demonstrate learning?nproduct = assessmentnas

15、sessment can be formative or summativeo formative: ungraded; is the student “getting it”?o summative: graded assessment of what the student has learnedo differentiating summative assessments is/can be controversialassessment possibilities using primary sourceso essays, even “dbqs”o oral presentation

16、s, including debateso “museum” displays w/ captionso editorials, sermons, speecheso annotated timelineso journal entries or other periodic writing assessmentscreating lessons using primary sourcesofocus activities: use primary sources to introduce a topic or “re-engage” studentsoinquiry activities:

17、use primary sources to initiate research to corroborate or refute what they say or seem to sayoapplication activities: expand, alter or refute secondary sources (textbook, student/parent pov, etc.)georgia-specific resourceso uga hargett rare book and manuscript libraryn/hargret

18、t/maps/index.htmlo ngc&sun/content.php?pid=56589&sid=1438577o ksu, department of museums, archives & rare booksn/archives/researchers/georgia-historygeorgia-specific resourceso georgia state university digital collectionsnhttp:/resea

19、/content.php?pid=114774&sid=991598o digital library of georgian/o georgia historical societynhttp:/ catalog: http:/georgiahistory.pastperfect- resourcesolibrary of congressn/teachers/n/teachers/category/primary-source-starters/n/teachers/tps/quarterly/archive.htmln/exhibitions/naacp/prelude/pages/slob