Back To the Future!
Teaching with Primary Sources
Illinois State University
Charles Atteberry
Eureka High School
Summer 2011
Teaching with Primary Sources
Illinois State University
Library of Congress, Prints & Photographs Division,
Gottscho-Schleisner Collection [reproduction number,
e.g., LC-G612-T-45094]
After World War II, Americans entered a period of prosperity because of the country’s resources and the fact that the war didn’t affect the home front here as much as it did in many parts of the world. With prosperity came many changes to the cultural face of the nation, yet all the while the country still faced many fears from outside and within with the Cold War being an ever-present threatening menace. Through the execution of this lesson, students will take the knowledge they’ve gained from the preceding materials and gain a greater understanding of these 1950’s related topics and a better appreciation for the events which made up this time period.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· utilize the resources provided by the web sites of the Library of Congress and EHS EBSCO Student Research Center database to compose a pamphlet on one aspect of life in the 1950’s.
· understand the broader picture of the 1950’s through popular culture, politics, science and technology, and the experiences of women and minorities.
· have the importance of primary resources as well as the practice of analyzing them reinforced in their minds.
Recommended time frame / 7 days
Grade level / 11th -12th
Curriculum fit / Social Studies, US History
Materials / · overhead projector with connected computer, internet access and speakers
· computer lab
· Whiteboard, Smartboard or other projection screen
· primary source analysis tool worksheets for entire class.
· copies of photographs from the resource table
· computer lab with Microsoft PowerPoint program on each computer (or students may use web based presentation programs like Prezi.com.
· Danzer, Gerald A. The Americans. Evanston, IL: McDougal Littell, 2007. Print
· Back To The Future DVD
· Eureka High School Library brochures with electronic database resource passwords.
Illinois State Learning Standards Back to Navigation Bar
Social Studies:
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
· 16.A. Apply the skills of historical analysis and interpretation.
· 16A.5a Analyze historical and contemporary developments using methods of historical inquiry.
· 16.B. Understand the development of significant political events.
· 16.B.5c Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history.
AASL Standards For The 21st Century Learner:
(http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm)
· 1. Inquire, think critically, and gain knowledge.
· 1.1 Skills
· 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
· 1.1.2 Use prior and background knowledge as context for new learning.
· 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
· 1.2 Dispositions in Action
· 1.2.3 Demonstrate creativity by using multiple resources and formats.
· 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
· 2.1 Skills
· 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
· 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
· 2.4 Self-Assessment Strategies
· 2.4.4 Develop directions for future investigations.
· 3. Share knowledge and participate ethically and productively as members of our democratic society.
· 3.1 Skills
· 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
· 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
· 3.3 Responsibilities
· 3.3.7 Respect the principles of intellectual freedom.
Procedures Back to Navigation Bar
Day One:
· Begin class by showing a brief clip of the motion picture “Back ToThe Future” where the character Doc Brown is explaining his time machine car’s functionality to his protégé Marty McFly.
· Explain to them that we will be going ‘back to the future’ in our own way through this lesson and in the end creating travel guides (pamphlets) for Marty McFly so this time he knows better what he’s getting into!
· Inform the class after the conclusion of the film clip that we will be reviewing the importance of and the steps of analysis for primary resources. Then we will be looking at pictures from the 1950’s from different aspects of that time period (sports, politics, civil rights, pop culture, and science & technology).
· Distribute the photos from the Library of Congress web site in a serpentine fashion so hopefully students sitting next to each other don’t have the same photo.
· Repeat this process with the primary source analysis tool as well.
· Lead the class through the process of analyzing this kind of resource asking the questions provided by the teacher edition of this tool which is also provided by the LOC site. Explain to them that by analyzing these pictures we get a better understanding of what the times were like and we can almost see what it was like through the eyes of those who lived then. Completion of this sheet will result in 5 points homework credit if done well.
· At the conclusion of this activity explain that they will now be making the pamphlet which will serve as Marty McFly’s tour guide to the 1950’s. Whatever aspect of that decade they got a picture for from the previous activity will be there focus for the pamphlet.
· They will need 4 pictures for this assignment from the LOC site, the school’s databases, or from a web site approved by the teacher or the librarian who will also be working with the class over the next few days.
· They will also need their textbooks to use as a reference source. This assignment will also include a works cited page to be turned into me.
Day Two:
· Introduce the librarian who will show them how to access and best utilize the EBSCO Student Research Center, the LOC web site, and the Noodle Tools citation and research program.
· If time remains in the period students may begin their research. Remind them they may also use their textbooks and any print resources in the library.
Day Three:
· Students will continue with their research efforts.
Day Four:
· Students should be completing their pamphlets and works cited pages today.
Day Five:
· Today the class will take blank copies of the primary analysis tool and complete them for each of the pictures they’ve included in their pamphlet. Remind them that again, they will receive 5 points credit for each one completed well.
Day Six:
· Students will finish up their work with the primary source analysis tool and any other final details of their pamphlet.
Day Seven:
· Students will begin this period by sharing their pamphlet with one other student who had a different focus other than their own (allow 2 minutes for this exchange).
· They will fill in the blanks on the form you distribute at this point and they will receive 4 points homework credit for completing this sheet.
· Each student after receiving someone else’s work will then write down two facts or descriptions of pictures they found interesting with an explanation for each one of why it intrigued them. (15-20 minutes)
· For the second half of the class we will repeat the above exchange with another person who had a topic they haven’t had yet.
· In the final minutes of the period collect their pamphlets, works cited pages, and their analyses of other students pamphlets.
Evaluation Back to Navigation Bar
· Students will complete a primary source analysis tool during the first class session. Their verbal feedback and completion of the form will be graded.
· 1950’s time traveler’s pamphlet.
· Works cited page
· Analysis of other’s pamphlet page (2).
Extension Back to Navigation Bar
· Students locate different primary sources from this era from the LOC web site and they complete the appropriate primary resource tool for them or they explain how these new resources shed light on the aspect of the era examined.
· Students work in groups to put together a front page for a newspaper from the 1950’s which has articles that address the big news of the day from the respective societal areas addressed here.
· Similar group activity where students analyze a packet of primary resources from various forms of media (sound, political cartoons, music, etc…)
Primary Resources from the Library of Congress
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Images / Description / Citation / URL/ Hilda Kassell, E. 53rd St., New York City. Father reading newspaper, two children viewing television / Library of Congress, Prints & Photographs Division, Gottscho-Schleisner Collection, reproduction number, LC-G613-T01-57609 / http://www.loc.gov/pictures/item/gsc1994001401/PP/
/ Front cover of Jackie Robinson comic book / Library of Congress, By Popular Demand: Jackie Robinson and Other Baseball Highlights 1860s-1960s, LC-USZC4-6144 DLC / http://memory.loc.gov/cgi-bin/query/r?ammem/bbpix:@field(NUMBER+@band(cph+3g06144))
/ Presidential candidate Dwight Eisenhower speaking to a crowd at a whistle-stop event near a steel mill / Brooks, Charlotte, Presidential candidate Dwight Eisenhower speaking to a crowd at a whistle-stop event near a steel mill. 1952 Sept. 17. LOOK Magazine Photograph Collection (Library of Congress). 2011 July 8
http://www.loc.gov/pictures/item/2009632760/ / http://www.loc.gov/pictures/item/2009632760/
/ Clinton, TN. School integration conflicts / O'Halloran, Thomas J., Clinton, TN. School integration conflicts. 1956 Dec. 4. Miscellaneous Items in High Demand. Library of Congress. 2011 July 8. http://www.loc.gov/pictures/item/2003654353/ / http://www.loc.gov/pictures/item/2003654353/
/ Standing left to right alongside of Bell XS-1 are: Captain Charles E. Yeager, Major Gus Lundquist and Captain James Fitzgerald / U.S. Air Force. Standing left to right alongside of Bell XS-1 are: Captain Charles E. Yeager, Major Gus Lundquist and Captain James Fitzgerald., A.C. 34514.
Credit: U.S. Air Force photo., Wash. D.C. / http://www.loc.gov/pictures/item/2005677275/
Rubric
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Teacher Name:Student Name: ______Score: /25
CATEGORY / 4 / 3 / 2 / 1
Content - Accuracy / All facts in the brochure are accurate. / 99-90% of the facts in the brochure are accurate. / 89-80% of the facts in the brochure are accurate. / Fewer than 80% of the facts in the brochure are accurate.
Graphics/Pictures / Graphics go well with the text and there is a good mix of text and graphics. / Graphics go well with the text, but there are so many that they distract from the text. / Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\". / Graphics do not go with the accompanying text or appear to be randomly chosen.
Writing - Grammar / There are no grammatical mistakes in the brochure. / There are no grammatical mistakes in the brochure after feedback from an adult. / There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. / There are several grammatical mistakes in the brochure even after feedback from an adult.
Attractiveness & Organization / The brochure has exceptionally attractive formatting and well-organized information. / The brochure has attractive formatting and well-organized information. / The brochure has well-organized information. / The brochure\'s formatting and organization of material are confusing to the reader.
Spelling & Proofreading / No spelling errors remain after one person other than the typist reads and corrects the brochure. / No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. / No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. / Several spelling errors in the brochure.
Handouts
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Student Name:
Teacher:
Name of classmate: Focus of their pamphlet:
What I learned from their work or found especially interesting:
1.
2.
Name of classmate: Focus of their pamphlet:
What I learned from their work or found especially interesting:
1.
2.
Teaching with Primary Sources
Illinois State University
Library of Congress Primary Analysis Tool
http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf