Session #9 - Primary Sources I
Learning Outcomes:
CLO 5252.1 Identify and implement the California Board of Education Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies along with the California History-Social Studies Content Standards (TPE 1b, 8, 9, 12 & 13).
CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).
CLO 5252.3 Demonstrate an understanding of oral, written, and visual literacy and the ability to promote and instruct on oral, written, and visual literacy in the teaching of social studies and history (TPE 1b, 2, 4, 5, 7, 10).
CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).
CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).
CLO 5252.7 Explore and to research effective, current research-based methods and curricula that promote optimal learning environments for students (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).
Information:
1. We are meeting online on Tuesday, Oct 25. See instructions below.
2. Reading: Drake and Nelson chapter 7 "Using Primary Sources: The First, Second, and Third Order Approach"
3. The higher one's education, the higher the sources should be. At the college level, sources ought to be mostly primary source materials written by the persons or witnesses of events. At the high school and middle school levels, students read mostly secondary materials, peppered occasionally with a tantalizing primary source. Secondary sources are textbooks, books and articles written based on research of primary sources. At a primary level, sources tend to be written at a age-appropriate level. These are probably tertiary sources: encyclopedia articles, about.com, blogs, etc.
How to Analyze Primary Sources Video (Good for your students to watch.)
Primary and Secondary Sources of the Civil Rights Era. (Good for your students to watch)
Production:
1. Reading Log: For each chapter you read in Zevin and in Drake & Nelson, select at least ONE topic that stood out and tell HOW you will use it in your teaching.
2. LMU Lesson Plan Format #5: Design an lesson plan using student evaluation of primary sources. Please include/ link/upload the primary source you will use. Due Week 11
Next Steps:
DUE NEXT Week:
Group project - Lesson Plan #4 Design a Lesson using a Social Justice Theme. Design a single Lesson Plan in which you utilize a Social Justice theme applicable to your various classrooms. Here are some big themes you might think about: "equality," "fairness," "opportunity," "education opportunity," or "immigration."
Fill out the demographic info for yourself, but the rest could be generic for the group.
After you post your LMU Lesson Plan, do a self-evaluation of your Lesson Plan. I will also be providing feedback on your lesson plan via email.
Week 11 - LMU Lesson Plan Format #5: Design an lesson plan using student evaluation of primary sources. Please include/ link/upload the primary source you will use.
Week 15 - Unit Plan
Week 16 - Video Presentation of Unit Plan
