Congress to Create DBQs and Book Backdrops Daniel Armond Cowgill II Florida Council for the Social S tudies Annual Conference 2014 Agenda What is a book backdrop How do I implement a book backdrop ID: 605824
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Slide1
Using the Library of Congress to Create DBQ's and Book Backdrops
Daniel Armond Cowgill II
Florida Council for the Social
S
tudies Annual Conference 2014Slide2
AgendaWhat is a book backdrop?How do I implement a book backdrop?Where/how can I create them using the Library of Congress website? Why
should I use
Book Backdrops?
Common Core Tie In
Pros/Cons
Questions
Contact InfoSlide3
What is a book backdrop?A book backdrop activity centers around a piece of children’s literature that either focuses explicitly on a historical event or focuses on content that can be tied to other social studies themes
Students are then given the opportunity to analyze a set of primary and secondary documents that allow them to answer a question about the topic of studySlide4
Steps1. The first step in the implementation of a book backdrop lesson begins with the teacher reading a selected piece of literature aloud to the class. The text should be rich enough to provide students with enough context and background information to help students gain a detailed understanding of the topic to be
studied.
2.
Step two of the implementation of the book backdrop exercise requires that the instructor introduce students to the inquiry task.
The task should revolve around historical inquiry, requiring that students answer an overarching question that must be answered through the analysis of various primary and secondary
documents.Slide5
Steps3. Students should then begin the analysis of the documents.A good way of scaffolding the analysis process for students is to provide them with an analysis sheet to guide their inquiry. There are a variety of exceptional analysis sheets available for student analysis of primary documents
available from the Library of Congress, the National Archives and various other sources.
Another strategy to further scaffold student understanding of the documents is to anchor each document to guiding questions that focus on key content.
4.
The final step of the book backdrop activity is to require students to write a culminating essay.
T
his
essay should focus on the topic presented to students at the beginning of the book backdrop assignment and
should require that students utilize
information gathered from
their
document analysis
sheets.
Essays should be written in a way that students demonstrate their ability to form, and communicate, a
rational and cohesive argument regarding the topic of study. Slide6Slide7Slide8Slide9
How to Createhttp://www.loc.govhttp://www.loc.gov/teachershttp://www.loc.gov/teachers/classroommaterials
/
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/Slide10
Why? Common Core/Florida CoreCommon Core is a set of standards has been created in order to provide students with a “robust and relevant education reflecting the knowledge and skills that our young people need for success in college and careers. (Common Core State Standards Initiative, 2012)
The
types of skills needed to engage in historical thinking include understanding distortions in historical texts, bias, exaggeration, ideology, and partisanship (Vansledright, 2004).Slide11
Interaction with Common Core/Florida CoreCCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
.
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
.
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
.
CCSS.ELA-Literacy.RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text
.
CCSS.ELA-Literacy.RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account
.
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account
.
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
.
While Florida has adapted many of these standards, and at times has made them more content specific, Florida Core is asking students to demonstrate these same skills.Slide12
Sunshine State StandardsSS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical time periodSS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past
SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources
SS.912.W.1.3: Interpret and evaluate primary and secondary sources
LA.910.2.1.7: The student will analyze, interpret, and evaluate an author’s use of descriptive language
LA.910.6.2.2: The student will organize synthesize, analyze, and evaluate the validity and reliability of information from multiple sourcesSlide13
Why? The ResearchThe use of primary sources is strongly advocated as a means for completing historical inquiry and analysis (Hartzler-Miller, 2001), which then allows students to participate in the construction of historical knowledge (Wineburg, 2001). The use of historical inquiry allows teachers to break the pattern overly relying on the textbook and allows for students to synthesize information and engage in an authentic research activity (Whelan,
1997).
The use of historical inquiry allows students to
develop appropriate historical thinking skills and are able to understand the essential facts, concepts, and generalizations that underlie historical knowledge
(
Lee, Doolittle &
Hicks, 2006
). Slide14
The Pros and ConsPros:Requires students to think rather than regurgitate informationRequires students to be more engaged with the content areaRequires more student work than teacher work
Helps support the implementation of CCSS
Helps with teacher fulfillment of Marzano observation standards
Cons:
Students are not used to this type of thinking so we must lay the groundwork for their achievement
Students will struggle at first and will attempt to give up
Student work is more in-depth, so grading becomes a bit more difficultSlide15Slide16
Links/ContactDaniel CowgillDaniel.Cowgill@hotmail.comhttp://www.DanielCowgill.weebly.com
http://www.LOC.GOV
http://www.archives.gov/education/lessons/worksheets/Slide17
ReferencesCommon Core State Standards Initiative (2012). English/language arts standards. Retrieved from Common Core State Standards Initiative: Preparing America's Students For College and Career:
http://
www.corestandards.org/ELA-Literacy
Common Core State Standards Initiative (2012).
About the standards
. Retrieved from Common Core State Standards Initiative: Preparing America's Students for College and Career:
http://www.corestandards.org/about-the-standards
/
Hartzler-Miller, C. (2001). Making sense of “best practice” in teaching history.
Theory & Research in Social Education, 29(4), 672-695.
Lee, J.K., Doolittle, P.E., Hicks, D. (2006). Social studies history teachers’ use of non-digital and digital historical resources.
Social Studies Research and Practice, 1(3),
291-311
.
Teacher’s Guides and Analysis Tool. (
n.d.
).
Library of Congress.
Retrieved December 5, 2013
from
http://
www.loc.gov/teachers/usingprimarysources/guides.html
Document Analysis Worksheets
. (
n.d.
).
National Archives and Records Administration.
Retrieved
December 5, 2013 from
http://
www.archives.gov/education/lessons/worksheets/
VanSledright
, B. A. (2004). What does it mean to think historically… and how do you teach it.
Social Education, 68
(3), 230-233
.
Whelan, M. (1997). The historical subject matter that ultimately matters most.
Theory & Research in Social Education, 25
(4), 506-510
.
Winebrug
, S.S. (2001).
Historical thinking and other unnatural acts: Charting the future of teaching the past.
Philadelphia, PA: Temple University Press