Evaluating Instructional Materials

Using Primary Sources in the Classroom

- Prerequisite Tools and Skills
- Personal Computer (Windows or Macintosh) with Internet connectivity
- Familiarity with Internet browsing and searching using common web-browsers such as Microsoft Internet Explorer or Netscape Navigator
- Basic web browsing skills
- Ability to open and save files
- Right and Left click functions on the mouse
- URL (Uniform Resource Locator) familiarity
- Word processing software familiarity
- Ability to upload and download email attachments as well as files from the Web
- Video capabilities—recommended 256 MB RAM
- Latest version of Apple QuickTime http://www.apple.com/quicktime/download/ or Microsoft Windows Media Player
http://www.microsoft.com/windows/windowsmedia/
- Latest version of Adobe Reader http://www.adobe.com/products/acrobat/readstep2.html

Workshop 3

Using Primary Resources in the Classroom

Overview
This session covers methods for using online digitized primary source photos, manuscripts, sound recordings, movie clips, and maps together to promote higher-order thinking skills and problem-solving skills.
Objectives for Lesson 1:
• Searching primary sources within various subject matter
• Searching primary sources within Individual Collections
• Searching primary sources within Topics

Lesson 1 - Searching primary sources within various subject matter
American Memory is a gateway to rich primary source materials. The site offers more than 7 million digital items from more than 100 historical collections categorized within 13 topic areas.
Activity 1-1 • Searching Strategies

1. Open the LOC Website: http://www.loc.gov/
2. Click on the American Memory icon at the LOC home page: http://memory.loc.gov/
3. There are two ways to search within Topic Areas:

Research a Collection by Topic
1. Click on the “Technology, Industry” link located within the Browse Collections by Topic area. Notice the number of Collections within this topic.
2. Click on the Collection of your choice and review the information included within the Collection.

Research a Collection within All Collections
1. From the American Memory icon, click on the “List All Collections” link. This directs you to all of the Collections within the Library of Congress.
2. Click the Show Collection Description link located just above the list of Collections.
3. Notice the difference in how the Collections are displayed.

Research a Collection by Time Period
1. From the American Memory icon, click on the “More browse options” link.
2. Within the Browse Collections by Time Period area, click on several of the links and review the topics.
3. Notice how the Collections are grouped.

Research a Collection by Place
1. From the American Memory icon, click on the “More browse options” link.
2. Within the Browse Collections by Place area, click on “West U.S.” link.
3. Review the topics and descriptions for the different collections within that area.

Assignment:
Research an individual collection that you, as a teacher, would use in the classroom.

Part 1
Write a paragraph describing the collection that you researched using the Research a Collection by Topic searching strategy.
Part 2
Write a paragraph to describe the collection that you researched using the Research a Collection by Time Period searching strategy.

Objectives for Lesson 2
• Using primary source materials for Focus and Inquiry Activities
• Using audio, photographs and video as primary sources

Lesson 2 - Integrating different types of primary source materials into the classroom

Activity 2-1 – Focus Activity: Using a sound recording to introduce a topic
1. Open the LOC Website: http://www.loc.gov/
2. Click on the American Memory icon at the LOC home page: http://memory.loc.gov/
3. Click the “More browse options” link.
4. Within the Browse Collections Containing area, click the “Sound Recordings” link.
5. Locate and click on the collection “Slave Narratives – Audio Interviews – 1932-1975”.
6. Next to Browse Collection By, click on the “Audio Interviews” link.
7. Click on the first title, “Interview with Alice Gaston, Gee’s Bend, Alabama, 1941”.
8. Click on the first link, “Interview with Alice Gaston, Gee’s Bend, Alabama, 1941”.
9. Click on “Listen to this recording.(Real Audio Format - G2)” if using Real Audio Player, or
10. Click on “Listen to this recording. (MP3 Format)” if using Media Player.

Assignment:
Locate a sound recording of your choice and answer the following questions.

Part 1
Write a brief paragraph explaining how you could integrate a sound recording in a learning unit within a classroom.
Part 2
Answer the question: Is incorporating this type of technology into a learning unit beneficial? Explain why or why not?

Activity 2-2 – Focus Activity: Using a photo to develop inquiry skills
1. Open the LOC Website: http://www.loc.gov/
2. Click on the American Memory icon at the LOC home page: http://memory.loc.gov/
3. Click the “More browse options” link.
4. Within the Browse Collections Containing area, click the “Photos and Prints” link.
5. Locate and click on the collection “Slave Narratives – Federal Writer’s Project – Multiformat – 1936-1938”.
6. Next to Browse Photographs By, click on the “Subject” link.
7. Click on the link “James-John”.
8. Click on the link “Johanna, Lesley”.
9. Click on the image for a larger picture.
10. Click the BACK button.
11. Scroll down on the screen and beneath the Subjects section, click on the link “Portrait Photographs – 1930-1940” to display more photographs and introduce the topic.

Assignment:
Part 1
Locate a photo of your choice and write a brief description. Also, explain how you could use this photo to develop higher-level thinking skills in the classroom.
Part 2
Answer the question: Do you believe that incorporating this type of technology into a learning unit is beneficial? Explain why or why not?

Activity 2-3 – Inquiry Activity: Using a video to develop inquiry skills
(Analyzing messages in advertising)
1. Open the LOC Website: http://www.loc.gov/
2. Click on the American Memory icon at the LOC home page: http://memory.loc.gov/
3. Click the “More browse options” link.
4. Within the Browse Collections Containing area, click the “Motion Pictures” link.
5. Click on the link “Coca-Cola Advertising – Films – 1951-1999”.
6. Next to Browse By, click on the “Title Index” link.
7. Click on the Title link “Hilltop”. Click on the link “Hilltop”.
8. Click on the RealMedia Streaming Format icon to view the advertisement.
9. Click the BACK button, twice.
10. Click on the Title link “Polar Bear – Northern Lights”.
11. Click on the RealMedia Streaming Format icon.
12. Discuss the differences/similarities in advertising between the two videos. Notice the advertising dates.

Assignment:
Part 1
Write a brief paragraph describing the differences and similarities in advertising between the two videos (notice the advertising dates). HINT: What is the message being delivered and how is the message being delivered in both of these videos?
Part 2
How could you incorporate streaming video into a learning unit that you designed? Explain how students might develop higher-level thinking skills by incorporating the streaming video within the lesson framework.

Objectives for Lesson 3
• Using various primary source materials within one subject area

Lesson 3 - Using primary sources within different subjects

Activity 3-1 – Using primary source materials in a variety of subjects

1. Social Studies – “Santa Fe Trail"
http://aamcolorado.mscd.edu/richmedia.htm
Using the American Byways video on the Santa Fe Trail, students will obtain a glimpse of what it was like to travel on the Santa Fe Trail, and will understand the importance of Bent’s Fort in Colorado to travelers eager for a rest on the long journey to Santa Fe.

2. Science – “Thank You, Mr. Edison”
http://memory.loc.gov/ammem/ndlpedu/lessons/99/edison/intro.html
Using documents from American Memory, plus supplementary material, students investigate electrification as a technological and social process.

3. Literature – “The Grapes of Wrath: Scrapbooks and Artifacts” http://memory.loc.gov/ammem/ndlpedu/lessons/01/grapes/index.html
Students will show how cultural artifacts from The Grapes of Wrath support one of the book's many themes.

4. Arts – “Stand Up and Sing”
http://memory.loc.gov/ammem/ndlpedu/lessons/99/sing/intro.html
By exploring sheet music, students analyze issues related to industrialization and reform to answer the essential question, "How does society respond to change?" Students will have the opportunity to create original lyrics and song covers that reflect the Progressive Era.

5. Physical Education/Home Economics – “The Great American Potluck” http://memory.loc.gov/ammem/ndlpedu/features/immig/ckbk/index.html
Through food and recipes from a variety of different immigrant groups, students and teachers learn the impact that immigrant cultural traditions have on the United States.

Assignment:
Research one of the five (5) subject areas listed above. Gather the information needed to answer the following questions:
• What type of document is it? (newspaper, map, advertisement, letter, photo, etc.)
• Who is the Audience? (who was the document designed for in its time?)
• What is the Purpose of the document? (what did the document do or achieve?)
• What is the Subject of the document? (what is the basic story?)
• What Bias did you find in the document? (what or who did the creator leave out?)