Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Six Shifts In
Learning
1. Increase in non-fiction text
The
power
of
image
s
1932
A Primary Source:
A document or physical object which was
written or created during the time under study.
These sources were present during an
experience or time.
Original Documentation: Diaries, speeches,
manuscripts, letters, photos, film footage,
official records
Creative: Poetry, drama, novels, music, art
Relics/Artifacts: Pottery, furniture, clothing,
buildings
May or may not be factual/free from bias
A Secondary Source:
Interprets and analyzes primary
sources.
These sources are one or more steps
removed from the event.
Secondary sources may have
pictures, quotes or graphics of
primary sources in them.
May or may not be factual or free
from bias
http://www.eiu.edu/eiutps/childhood_set.php
Narrative history/
Textbooks
vs.
Students as receivers
Conclusions
of information
given to
students
Thinking often done
by others
Coverage
Content for content's
sake
Voice of the writer(s)
of the textbook is
prevalent
One or limited
perspective
Teacher centered
Evidence-Based/
Inquiry
Students as critical
thinkers
Students use evidence
Investigate
Inquire into issues,
questions
Voices of actual
participants in history
Multiple perspectives
Use/practice skills
essential for a
democratic society
Student and evidence
centered
Investigative Question
Social Studies
can be
SPECtacular
SPEC
Social
Political
Economic
Cultural
Lets
examine
some
primary
source
documents
for some
From SPECifics to
Generalizations
Step 1: Generate
the SPECific facts.
Step 2: Categorize
the facts into SPEC
categories
Step 3: Rank the
categories in the
order of the ones
you gather the
most facts for.
Continued
Make generalization
statements from
each category (Must
show the
connectivity of the
facts). Teacher then
grades the
generalization
statements.
Create a thesis
statement based on
their generalizations
and the connectivity
between them.
TOPIC
S
Informati
on
P
Informati
on
C
Informati
on
E
Informati
on
SPECulate
In need of a
conclusion that
doesnt tell me
what you told me
have the students
take a calculated
risk!
Strategies
What happened?
What was/is life like in _____
Let me tell what I saw (using images)
Let me tell you about my life (based on documents
and images
Creating a mini-documentary using images to tell
a story (Photo Story 3 free software from Microsoft)
Debate using evidence from Primary Sources
Role-playing based on images and some narrative
Then and Now
Placards
Topics
Child labor and Industrial Revolution
Westward movement and everyday life
Immigration - hope, opportunities, challenges, prejudice, change
Trip around the world - everyday life, use and availability of water,
similarities/differences
Situations in other parts of the world or at different historical times
Making a difference: understanding past situation (injustice,
decision, condition) using primary sources and literature, possible
solutions/actions, select action and create a plan, role play
action
Regions of the United States: images of what life is like,
environment, what people do for a living, then and now - using
images, diaries, children's literature, bulletin boards, display
boards, learning stations, placards, mini-documentary
Ways communities , transportation, occupations, and everyday life
have changed over time (Then and Now)
http://www.loc.gov/teachers/tps/
www.pinterest.com/usnatarchives/
www.youtube.com/usnationalarchives
www.docsteach.org
www.digitalvaults.org
www.fold3.com
www.flickr.com/usnationalarchives
www.presidentialtimeline.org