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= Welcome to Teaching Reading & Primary Sources Wiki =

Presenters:
Lynne Oakvik, Specialist, Learning Resources and Instructional Materials Margaret Rorhbach, Media Specialist, Atlantic Tech High School

Our model lesson today will illustrate the strategy of infusing primary and secondary sources with reading content to provide students with the opportunity to interpret, analyze, synthesize, and evaluate materials to form an educated opinion in response to inquiry through an essential question. Students will have the opportunity to gain exposure to a wide variety of text, distinguish between primary and secondary sources, and to synthesize information from multiple sources to draw a conclusion.

To begin we will first take a look at this video from an online module from the Library of Congress that explains the critical role inquiry plays in helping to construct meaning.

Barbara Stripling Chapter 2

We just heard from Barbara Stripling on the importance of Inquiry. Let's explore the Stripling Model of Inquiry. How is it similar or different from the FINDS Research Process Model?



FINDS Research Process Model



Practice with analyzing a primary source: We will use a photograph by Gordon Parks: []

To guide our analysis, we will review [|Using Primary Sources] at the Library of Congress website.

For a secondary source analysis of Parks's photograph, you can visit: []

Before we get started, let's review the connection between the reading benchmarks assessed for FCAT 2.0 Category 4: Information and Media Literacy, Standard 6 and Teaching with Primary Sources. In our model lesson, we will be using primary and secondary sources to deepen understanding and increase background knowledge for the play "The Crucible" by Arthur Miller.

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**What caused the Salem Witch Trial Hysteria 1692?**
1. First we take a few minutes to read the background article. **(Stripling Model - Connect to Self/Gain Background Knowledge**) (10 minutes)

2. Now we are going to take a look at some historical documents. You will want to divide the documents up within your group and use the the document analysis sheet to interpret your document. After you have completed your analysis as a group decide if some documents could be grouped together to support a cause for the Salem Witch Trial Hysteria of 1692. Be prepared to defend your conclusions. **(Stripling Model - Begin to develop questions/make a prediction) (FINDS: FOCUS) ** (15 minutes)

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3. Next, we add some additional online resources. As a group divide up the online resources. Based on your primary source documents and your secondary online resources, complete the student worksheet. **(Stripling Model - Find and Evaluate information to answer questions. Think about information to illuminate new questions and hypothesis.)** **(FINDS: INVESTIGATE/NOTE**) (15 minutes)

4. As a group use your research to an answer the question, "What caused the Salem Witch Trial Hysteria of 1692?" and share with the class.
 * (Stripling Model: Construct new understandings connected to previous models. Draw conclusions about questions and hypothesis.) (FINDS: DEVELOP) ** (10 minutes)

5. What conclusions can you draw between the allegory of "The Crucible" and McCarthyism and the Salem Witch Trail Hysteria? Are their "witch hunts" today and who are the victims?
 * (Stripling Model: Apply concepts to a new context, new situation. Express ideas and share learning with others and reflect on learning.) (FINDS: SELF-REFLECT) ** (10 minutes)

Additional Resources:

Don't forget about Discovery/United Streaming Resources! You can easily align multi-media resources to enhance background knowledge for fiction novels and non-fiction text. Take a look at the assignment I built for Salem Witch Trials. It took me less than 10 minutes and I can simply post the URL to a teacher webpage, so that students could access from home or school.

Discovery Video http://assignments.discoveryeducation.com/?cdPasscode=W69A4-413A

Read Aloud (portion of the play) from TeachingBooks.net Book Reading 9.23 minutes []


 * Want to try using primary sources with literature to deepen inquiry skills and understanding? Check out these resources!**

Addtional Resources: Library of Congress

To Kill a Mockingbird http://www.loc.gov/teachers/classroommaterials/lessons/mockingbird/

The Grapes of Wrath http://www.loc.gov/teachers/classroommaterials/lessons/grapes/

Primary Sources and Epic Poetry http://www.loc.gov/teachers/classroommaterials/lessons/1900america/

= = Found Poetry with Primary Sources: The Great Depression http://www.loc.gov/teachers/classroommaterials/lessons/poetry/

Mark Twain's Hannibal http://www.loc.gov/teachers/classroommaterials/lessons/twain/

The Great Gatsby http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/

Jacob Have I Loved http://www.loc.gov/teachers/classroommaterials/lessons/jacob/

Florida Units/Primary Sources aligned to NGSSS

NASA and the Space Program Change Florida [ http://www.floridamemory.com/OnlineClassroom/NASA/index.cfm ]http://www.floridamemory.com/OnlineClassroom/NASA/ This unit provides an introduction to Florida’s involvement in the Space Age through photographs, lesson plans, and exercises. It connects teachers and students to resources from the State Library and Archives, as well as other sites that help foster a deeper understanding of the changes NASA brought to Florida's landscape.

The Cigar Industry Changes Florida [ http://www.floridamemory.com/OnlineClassroom/cigar-industry/ ]http://www.floridamemory.com/OnlineClassroom/cigar-industry/ This unit provides an introduction to one of Florida's earliest industries, cigar making, through photographs, lesson plans, and exercises. It connects teachers and students to resources from the State Library and Archives, as well as other sites.

Florida and the Spanish-American War of 1898 [ http://www.floridamemory.com/OnlineClassroom/spanish-american-war/index.cfm ]http://www.floridamemory.com/OnlineClassroom/spanish-american-war/ This unit provides an introduction to Florida’s involvement in the Spanish-American War through photographs, lesson plans, and exercises. It connects teachers and students to resources from the State Library and Archives, as well as other sites that help foster a deeper understanding of that pivotal and often overlooked chapter of American and Florida history.