This is a presentation about the Library of Congress Teaching with Primary Sources program.

1. Primary Sources Critical Thinking**Inquiry-based Learning**Content Understanding Peggy O’Neill-Jones Regional Director oneilljp@mscd.edu

3. Professional Development

4. Access, use and produce primary source-based curriculum

5. Digital Collections from the Library of Congress

6. Library of Congress - http://www.loc.gov

7. Teaching with Primary Sources -http://tpscolorado.mscd.edu

8. Based out of Metropolitan State College of Denver

9. Western Region Teaching with Primary Sources

10. Agenda: Primary Sources – Why? Western Region Project Teaching with Primary Sources Fostering Historical Thinking Transferring the Learning

12. Letters

13. Journals

14. Official documents

15. Licenses

16. Bibles

17. Maps

18. Announcements

19. Movies

20. Audio

21. Sheet MusicWhy Primary Sources?

23. Evidence vs. Assertion

24. Compare/contrast

25. Analysis, synthesis and evaluation of evidence

26. Infer

28. Letters

29. Journals

30. Official documents

31. Licenses

32. Bibles

33. Maps

34. Announcements

35. Movies

36. Audio

37. Sheet MusicWhy Primary Sources?

39. Significance of the past to the present

40. Significance of personal character for good and ill

42. Letters

43. Journals

44. Official documents

45. Licenses

46. Bibles

47. Maps

48. Announcements

49. Movies

50. Audio

51. Sheet MusicWhy Primary Sources?

53. Letters

54. Journals

55. Official documents

56. Licenses

57. Bibles

58. Maps

59. Announcements

60. Movies

61. Audio

62. Sheet MusicWhy Primary Sources?

64. Letters

65. Journals

66. Official documents

67. Licenses

68. Bibles

69. Maps

70. Announcements

71. Movies

72. Audio

73. Sheet MusicWhy Primary Sources?

75. Letters

76. Journals

77. Official documents

78. Licenses

79. Bibles

80. Maps

81. Announcements

82. Movies

83. Audio

84. Sheet MusicWhy Primary Sources?

86. Letters

87. Journals

88. Official documents

89. Licenses

90. Bibles

91. Maps

92. Announcements

93. Movies

94. Audio

95. Sheet MusicWhy Primary Sources?

97. Letters

98. Journals

99. Official documents

100. Licenses

101. Bibles

102. Maps

103. Announcements

104. Movies

105. Audio

107. Teaching with Primary Sources Foundations Acquire a working knowledge of the American Memory website by examining and exploring the breadth and organization of the Library of Congress digital primary source collection. Gain an understanding of the value of primary sources in instruction and create an annotated resource set to use in your classroom and share with your colleagues.

108. Teaching with Primary Sources Inquiry and 21st Century Learning Discover the strategies used to create, teach, and evaluate inquiry-based learning experiences that use primary sources to integrate 21st century learning skills and literacy strategies from the Library of Congress.

109. Foundations: Search all collections Example Search by criteria Example Search by keyword Example Finding unique items Example Annotated Resource Sets Example

110. Fostering Historical Thinking

112. Utilize and draw upon visual data to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Thinking Standards 2f and 2g).

113. Compare and contrast differing sets of ideas and values by identifying likenesses and differences (Historical Thinking Standard 3b).

114. Consider multiple perspectives of various peoples in the past by demonstrating their different motives, beliefs, interests, hopes, and fears (Historical Thinking Standard 3d).

115. Interrogate historical data by uncovering the social, political, and economic context in which it was created (Historical Thinking Standard 4c).

116. Evaluate alternative courses of action in terms of ethical considerations, the interests of those affected by the decision, and the long- and short-term consequences of each (Historical Thinking Standard 5d). Historical Thinking

129. The consent of the governed is a good thing in theory, but very rare in fact. England has governed her colonies whether they consented or not. By not waiting for their consent she has greatly advance the world’s civilization. The U.S. must govern its new territories with or without their consent until they can govern themselves.

130. TITLE: School begins RIGHTS INFORMATION: No known restrictions on publication. SUMMARY: Caricature showing Uncle Sam lecturing 4 children labelled Philippines, Hawaii, Porto Rico and Cuba in front of children holding books labelled with various U.S. states. In the background is an American Indian holding book upside down and a Chinese boy at door. MEDIUM: 1 print : lithograph, color. CREATED/PUBLISHED: c1899. NOTES: Color lithograph by Louis Dalrymple, copyrighted by Keppler & Schwarzmann. Illus. in: Puck, (1899 Jan. 25), p. 8-9. This record contains unverified, old data from caption card, with subsequent revisions. Caption card tracings: Dalrymple, Louis, 1866-1905. DIGITAL ID: (color film copy slide) cph 3b48925 http://hdl.loc.gov/loc.pnp/cph.3b48925

133. Utilize and draw upon visual data to clarify, illustrate, or elaborate upon information presented in the historical narrative (Historical Thinking Standards 2f and 2g).

134. Compare and contrast differing sets of ideasand values by identifying likenesses and differences (Historical Thinking Standard 3b).

135. Consider multiple perspectives of various peoples in the past by demonstrating their different motives, beliefs, interests, hopes, and fears (Historical Thinking Standard 3d).

136. Interrogate historical data by uncovering the social, political, and economic context in which it was created (Historical Thinking Standard 4c).

138. http://nchs.ucla.edu/standards/k-4_thinking5.htmlTransfer the learning How does learning from the past influence the present?

139. TPS in my state? How?

141. Arizona

142. Hawaii

143. Idaho

144. Montana

145. Nevada

146. New Mexico

147. North Dakota

148. Oregon

149. South Dakota

150. Texas

151. Utah

152. Washington