Analyzing and Writing with Primary Sources [1 ed.] 9781425897512, 9781425814786
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Citation preview
Wendy Conklin
Author Wendy Conklin, M.A.
Publishing Credits Corinne Burton, M.A.Ed., Publisher; Kimberly Stockton, M.S.Ed., Vice President of Education; Conni Medina, Managing Editor; Sara Johnson M.S.Ed., Content Director; Kyleena Harper, Assistant Editor; Marissa Dunham, Editorial Assistant; Grace Alba Le, Multimedia Designer; Kevin Pham, Production Artist; Sue Hwang, Photo Editor
Image Credits Cover, LOC [LC_ct003085], Wikimedia Commons; pp.1,188 LOC [LC-USZCN4-122]; pp.14,48 (top) LOC [LCUSZC4-5025]; pp.14,25 (bottom) LOC [LC-USZ62-85652]; pp.14,26,261 Daniel Schwen/Wikimedia Commons; p.17 LOC [LC-USZ62-96753]; pp.30,33 LOC [LC-DIG-pga-03226]; pp.32,34 LOC [LC-USZ62-96753]; p.40 LOC [LC-DIGpga-02387]; p.41 LOC [LC-DIG-pga-03133]; p.42 LOC [LC-USZC2-3750]; p.44 iStock.com/wynnter; p.49 DEA/M. SEEMULLER/Getty Images; p.50 LOC [LC-H261- 4599]; p.51 LOC [LC-USZC4-11248]; pp.55,71 LOC [LC-2a13875u]; p.63 Courtesy of the Conklin family; p.69 National Archives at Atlanta; p.70 LOC [LC-USZC4-11039]; pp.86,122,156,208 Public domain; pp.91,108 National Archives [195515]; pp.105-107 Courtesy of the Tusko family; p.125 LOC [LC-DIGds-05458]; p.126 Corbis Images; pp.129,137 LOC [LC-USZ62-91453]; p.145 Reproduction by the Historical Documents Co.; p.154 From the Southern Historical Collection, Wilson Library, The University of North Carolina at Chapel Hill; p.155 PhotoQuest/Getty Images; p.162 Virginia Historical Society/LOC; pp.169,189 LOC [LC-DIGppmsca-25503]; p.176 The Granger Collection, New York; p.182 Tribune Media Services, Editorial Cartoons; p.190 LOC [LC-DIG-ppmsca-25951]; p.197 University of Florida George A. Smathers Libraries Digital Collections; p.198 LOC [LC_ct003085]; pp.201,229 LOC [LC_2006627255]; p.214 Courtesy of the Church Archives, The Church of Jesus Christ of Latter-day Saints/LOC; p.215 LOC [LC_ct000763]; p.221 Chicago, Newberry Library, Ayer 655.51.C8 1524b; p.228 Public domain; pp.233,240 travelstock44/LOOK-foto/Getty Images; p.247 Courtesy of the New Bedford Whaling Museum; p.248 LOC [LC-DIG-ppmsc-00057]; p.254 Oregon Historical Society, # OrHi 100142; p.262 Heritage Images/ Getty Images; p.289 LOC [cw0127p1]; All other images Shutterstock.
Standards © 2004 Mid-continent Research for Education and Learning (McREL) © 2006 Teachers of English to Speakers of Other Languages, Inc. (TESOL) © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)
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ISBN 978-1-4258-1478-6 © 2015 Shell Education Publishing, Inc.
The classroom teacher may reproduce copies of materials in this book and the content on the Digital Resource CD for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.
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Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 .
How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Correlation to the Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Paintings, Photographs, and Prints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Exemplar Lessons The Statue of Liberty (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 George Washington (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Christopher Columbus at Barcelona (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Russia for Justice (9–12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Official Documents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Exemplar Lessons Family Rules (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Babe Ruth’s Draft Card (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 The Hippocratic Oath (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 The Code of Hammurabi (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Personal Documents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Exemplar Lessons Grandma Taylor’s Cookies (K–2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 V-Mail Letters (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 A Letter to Mrs. Roosevelt (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 President Truman on Potsdam (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Posters, Signs, and Advertisements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Exemplar Lessons Homes Then and Now (K–2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Mind Your Manners (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Runaway Slaves (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 Thomas Jefferson and Slavery (9–12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159
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Political Cartoons and Comic Strips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Exemplar Lessons Bowery Boy Detective (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Little Orphan Annie (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Standard Oil (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 ABCs for Baby Patriots (9–12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Maps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Exemplar Lessons Belle Vue Zoological Gardens (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 The Mormon Trail (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Tenochtitlán (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Ptolemy (9–12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Exemplar Lessons Totem Poles (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Frederick Douglass Dolls (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Peace and Friendship Medal (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 The New Colossus (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Oral Histories, Interviews, Audio, and Video Recordings. . . . . . . . . . . . . . . . . . . . . . 265 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Exemplar Lessons “America the Beautiful” (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 The Great Depression (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 “Duck and Cover” Commercial (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 “A More Perfect Union” (9–12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 Appendices Appendix A: References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 Appendix B: Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 Appendix C: Analysis Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308 Appendix D: Contents of the Digital Resource CD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
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Introduction
Introduction A Look at Text in Today’s Classrooms Traditionally, text refers to any written words. We think of finding text in magazines, printed books, newspapers, textbooks, articles, and now even digital text. It has always been important in our education system for students to be able to read, interpret, and analyze written text. However, with the increasing prominence of visual media that permeates today’s society, it is more important than ever that students develop a strong understanding of and ability to analyze and interpret nonwritten text as well. These items can include things like political cartoons, posters, maps, diagrams, advertisements, photos, and paintings. Today’s standards reinforce for teachers the importance of attending to both written and visual text, as well. Students are expected to:
• Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts. (CCSS.ELA-Literacy.RH.6-8.7)
• Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (CCSS.ELA-Literacy.CCRA.R.7)
• Read a wide range of print and nonprint texts. (NCTE, Standard 1) • Use viewing skills and strategies to interpret visual media. (McREL, Language Arts Standard 9)
Primary sources are a natural way for students to explore both written and visual text and develop literacy and college and career ready skills. (Library of Congress 2015b, para. 5).
Analyzing Text through Close Reading Close reading is the act of carefully examining a short, complex text for its deep structures with the ultimate goal of helping students to examine similar texts independently (Conklin and Murphy 2014). Close reading includes multiple readings of the text in order to uncover the layers of meaning intended by the author with a keen focus on the text structure, author’s craft, and language. When students become proficient at close reading, they incorporate the academic vocabulary used in that text, along with other texts, into the discussions and offer thoughtful insights in response to questions about the text (McGee 1995). Students learn to be less concerned with literal details about the text and instead use the key details of the text to support inferences and analysis. There is not necessarily a formula for close reading; rather the key to close reading is to have real conversations about the text (Fisher and Frey 2012). When selecting text for a close reading, whether written or visual, look for significant texts that contain multiple layers of meaning. These texts tend to have more sophisticated structures, language, and imagery and lend themselves to deep questions.
Students construct knowledge as they form reasoned conclusions, base their conclusions on evidence, and connect primary sources to the context in which they were created, synthesizing information from multiple sources.
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Introduction
Introduction (cont.) Analyzing Text with Text-Dependent Questions Text-dependent questions are questions that prompt students to go back to the text to support their responses with text evidence independently (Conklin and Murphy 2014). Although this action can include literally finding the right answer in the text, it often requires students to use the text to support their inferential thinking. Using text-dependent questions requires that students keep their responses between the “four corners” of the text. This keeps conversations that rely solely on personal experiences and opinions at bay. Text‑dependent questions require that students become active, critical thinkers as they examine a text.
Using Primary Sources in the Classroom Primary sources are documents or items that give us a firsthand view of an event. According to the National Archives, primary sources are “actual, tangible evidence that exists today that links us to the past and to those individuals who came before us” (Potter 2015, 16). Primary source documents include, but are not limited to, photographs, paintings, artifacts, maps, letters, diary entries, cartoons, newspapers, advertising posters, wedding certificates, and audio recordings. These documents “speak” to us, telling us stories in unique formats. Instead of reading Dr. Martin Luther King’s “I Have a Dream” speech, imagine how the written words come to life viewing the actual video footage of King delivering that speech. Replacing dry text about World War II with actual photographs of that time showing prisoners being released from concentration camps brings “humanness” to that past event. Analyzing and closely reading a runaway slave advertisement written by a young Thomas Jefferson makes us question his motives and written words found in the Declaration of Independence. Primary source documents make the focus of study come alive in ways textbooks could never do. This resource focuses on a few different types of primary sources, most of which are common types we see in everyday life. Documents that are heavily visual include paintings, photographs, prints, posters, advertisements, signs, political cartoons, comic strips, maps, and artifacts. Other documents are text heavy, such as official documents like newspapers, government documents, laws, and rules, as well as personal documents like letters and diaries. And finally, auditory documents like oral histories, interviews, and sound and video recordings are also included.
Why Use Primary Sources For a moment, imagine how it would feel to analyze the first Incredible Hulk comic book cover, looking for clues to connect it to the Cold War and the public’s fear of the effects of radiation. Then, compare that with how public fears are materialized today. Primary sources help to connect our present world to the past world from long ago. In many ways, these documents help to bring a clear understanding of our present lives. In the ever-increasing advancement of technology, students need this simple connection to the past in order to fully understand the present and the future (Levstik and Barton 2005). If used effectively, primary sources can grab students’ attention, making them want to know about the past and helping them make connections to the present. History becomes more than just a bunch of events that happened long ago that are no longer relevant. It becomes an intertwined web of events, one event triggering another event, showing how we ended up where we are today (Percoco 2010, 4–5).
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Introduction
Introduction (cont.) Primary sources also provide ample opportunity to increase visual literacy. Visual literacy is the ability to understand communications composed of visual images and the ability to use visual imagery to communicate to others (Thibault and Walbert 2015). Many primary sources include documents with images that must be “read.” Proper critical reading of a picture requires analysis skills that are different than regular reading skills. A reader must look for clues within the images and design of a visual piece of text. Primary sources also increase critical-thinking skills (Wineburg 2010). These documents present ample opportunities to analyze and evaluate the information for better understanding. When teachers utilize strong questioning techniques, students naturally look for clues, support their reasoning with text evidence, and hypothesize about motives. All these actions are hallmarks of higher-order thinking, which trains students how to think critically, not only about the documents being analyzed, but also about the world around them (Conklin 2012). Finally, primary sources make learning more enjoyable and exciting. Merely reading dry text, while warranted at times, will not naturally encourage students’ curiosity. In primary sources, personalities from the past come to life, giving context to why those individuals made certain decisions. Analyzing biases from the time through primary source documents helps students understand why people acted in certain ways (Percoco 2010). By adding primary source documents within a unit of study, students experience something tangible from that time period that can make learning fun and feel like an adventure.
How to Effectively Use Primary Sources Perhaps the most important thing to do when utilizing primary sources in the classroom is to form the right questions. Questions that provoke thoughtful analysis of primary sources are the key to getting the most out of the documents. The questions should always drive the use of primary sources—for what good is a document if students don’t know how to look at it, analyze it for bias, or search for hidden agendas based on text evidence? By only looking at them, primary sources merely serve as pretty “artwork” to be hung around the room. One way for teachers to ensure that they form higher-order questions for specific document analysis is to follow a framework. Some popular frameworks include Webb’s Depth of Knowledge (2009), Bloom’s Taxonomy (1956), and Kaplan’s Depth and Complexity (2001). In this book, we follow a framework that is grounded in today’s standards and supports students in becoming college and career ready. This framework is comprised of three main categories: Key Ideas/Details, Craft and Structure, and Integration of Knowledge and Ideas. These represent the main categories in building literacy skills. Questions for each primary source provided in this resource are divided among these three categories. Texts that contain difficult vocabulary include a fourth category, Language, to promote proper understanding of the vocabulary. Questions under Key Ideas/Details ask students to look for the message found in the text and then make inferences based on that text. Students decide upon the theme of the text and summarize it. They look at how people, events, and ideas develop and change over the course of the text. With all of these, students support their answers by referencing the text. The questions under Key Ideas/Details encourage students to:
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Introduction
Introduction (cont.) • read closely and critically to determine what the text says explicitly and make logical inferences from it
• cite specific textual evidence when writing or speaking to support conclusions drawn from the text
• determine central ideas or themes of a text and analyze their development • summarize the key ideas and supporting details • analyze how and why individuals, events, and ideas develop and interact over the course of a text
Questions under Craft and Structure ask students to decipher the images and/or difficult words and phrases used both literally and figuratively. Students take the text apart to understand its structure and how the pieces work together to send the message. They analyze points of view and the author’s purpose for writing the text. Specifically, questions under Craft and Structure encourage students to:
• interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings
• analyze how specific images or word choices shape meaning or tone • analyze the structure of texts, including how specific images and/or sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole
• assess how point of view or purpose shapes the content and style of a text Questions under Integration of Knowledge and Ideas are based on the comparison of the primary source and other primary sources, looking at claims in the text, and comparing documents to see the approaches different authors take. Some of these primary sources are similar, as in the type of text. It might be two newspaper articles about different events in history, or two political cartoons about the same event but from different perspectives. Other primary sources are different, such as comparing a comic and a video about a similar event. Presenting texts that are from diverse media and formats helps students broaden their perspectives about an event and see how it can be connected to other events. Students are asked to make thoughtful evaluations of the arguments and claims found in the text based on evidence. Specifically, questions under Integration of Knowledge and Ideas encourage students to:
• integrate and evaluate content presented in diverse media and formats, including visually, quantitatively, orally, and in written words
• delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
• analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take
The actions in these three categories promote a careful analysis of the text, which encourages higher-order thinking in students (Conklin and Murphy 2014). This simple framework helps teachers to not only ensure they are asking the right kinds of questions to support college and career readiness, but also serves as a model to help teachers form their own higher-order questions with other primary sources not found in this book.
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Introduction
Introduction (cont.) Forming Higher-Order, Text-Dependent Questions Framework Anchors Key Ideas/Details
Question Stems
Text Evidence Stems
How might using _____ impact _____ ? Give examples based on text evidence. Could _____ ever actually “hurt” _____ ? How?
Give evidence from the text to support _____ .
What are some of the unusual things you noticed about _____ ? What are you thinking about this?
Justify your thinking using text evidence.
From the text, the reader can conclude _____ . Find evidence to support this conclusion.
Give text evidence from several sources to support your thinking.
Why did the author say _____ ? What did he mean by this? What is the purpose of the text feature on page _____ ? What conclusions can you make about _____ ? What factors might change the information in this text feature? Vocabulary Acquisition and Use (Language)
Craft and Structure
What does it mean when the author says _____ ? What could the phrase “_____ ” mean in this context?
Find evidence to support this conclusion.
What text evidence helps the reader understand the meaning of _____ on page _____ ?
What text evidence helps the reader understand _____ ?
_____ is a good character trait to describe the author. Give evidence from the text to support this trait.
Use the text to support your claim.
What does the author imply when he says _____ ?
How can you use the text and related texts to support _____ ?
Which details were critical to understanding this text? In what ways does the author use the symbol of _____ in the text? Is this effective? Why or why not? Do you think it is fair to _____ ? Why or why not? Use the text to support your claim. What do you think is the author’s intended message in writing this text? Justify your thinking using text evidence.
Integration of Knowledge and Ideas (Intertextuality)
Give examples based on text evidence.
How do we know that this document is historically important? How do you know that the author of _____ understood the _____ ? What kinds of experiences would he or she have needed? Give text evidence from several sources to support your thinking. How are these three texts the same? How are they different? How might the primary source make someone want to learn more? Based on your reading, what do you need to find out more about? What kind of graphic organizer/thinking map could you create to show _____ ? What does the _____ tell us about the people and events during the time in which it was created? In what ways do these texts tell _____ story? How can you use the text (and related texts) to support the idea that _____ ?
Show me in the text. Use the text to tell why. Support your answer with references to the text. Based on events in the historical time period, _____ ? Put a sticky note on the page(s) that show your thinking about _____ . Show me the part in the text that supports _____ . Use text evidence to tell why. I think _____ because in the text it states (says)…. Based on these events/ facts in the text, I think _____ . The text clues that make me infer _____ are _____ .
Adpated from Conklin and Murphy 2014
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Introduction
Introduction (cont.) A Link to Writing Primary sources have been described as being a “window to the past” (Percoco 2014, 4). Since primary sources are documents from the past that tell the story of what happened at that time, it makes sense for historians and historians-in-the-making, a.k.a. our students, to use these sources as a means to piece together and understand what happened long ago. Formulating analyses from these documents can be done in many ways, but one very challenging way is through writing. It is challenging because writing is committing ideas to paper (Fisher and Frey 2014). When writing about a text that they have read, students have to read the text as both readers and writers (Fisher and Frey 2014). To do this requires more of students cognitively (Flower 1990). In essence, students have to think about what they have read and then produce writing pieces that offer deep analyses. State and federal standards place a focus on writing because most forms of inquiry require strong writing skills, something students develop over time and through repeated practice (NGA and CCSS 2010a, 8). The Common Core State Standards offer a variety of writing types from which students are required to write from kindergarten through grade 12 and include opinion/argument, informative/explanatory, and narrative writing. Other next generation standards also offer different writing types, such as persuasive and expository. Writing about what one has learned from important documents like primary sources offers perfect opportunities for students to practice writing in order to improve those skills, and to think deeply about text. In this resource, each lesson includes a writing activity for students to help them show what they have learned about the topic and to apply what they have learned in writing different types of narrative, informative/explanatory, or opinion/argument texts. Students are expected to draw upon what they learned from the discussion and careful analysis of the primary source and respond to it in writing. These writing types take a detour from the traditional essays to other types of writing in an effort to give students opportunities for creative outlets. Students might write “how to” booklets, advertisements, editorials, or dialogues, among other mediums.
Not only do students have to be strong at the craft of writing, they have to think deeply about the text and then communicate their thoughts on paper.
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#51478—Analyzing and Writing with Primary Sources
© Shell Education
Introduction
Introduction (cont.) Assessment Assessment is key for teachers in order for them to see how well students are learning the content that is being taught. It is essentially the gathering and reviewing of data (Rice 2013). Assessment can come in many forms, including quizzes, tests, short answers, oral discussions, and reflective writing pieces, among others. Formative assessment is important because it provides teachers with valuable information of student progress (Rice 2013). Teachers use formative assessments to decide what needs to be retaught if they see students are not “getting it.” The discussions that occur in the lessons included in this resource allow teachers to assess student understanding based on the responses to the questions. These discussions can be expanded and explored more as student responses merit the need for that. Flexibility based on student responses is the key. The writing piece in every lesson is the means by which students communicate their final thinking and understanding about the primary source(s). These writing pieces also offer the opportunity for students to practice and improve their communication skills (Rice 2013). Additionally, they show the analysis of what students learned during careful examination of the primary source. Rubrics provide a clear way for teachers to objectively assess student learning on these writing pieces through the evaluation of specific criteria. In this resource, rubrics are provided for the three genres of writing: narrative, informative/explanatory, and opinion/ argument. The rubrics are also categorized according to grade level range: K–2 (rubric 1), 3–5 (rubric 2), and secondary (rubric 3). These rubrics provide a base for assessing the various student writing products from this resource but can also be modified using the files found on the Digital Resource CD.
© Shell Education
#51478—Analyzing and Writing with Primary Sources
11
How to Use This Book
How to Use This Book Analyzing and Writing with Primary Sources is a resource that can be used to support deeper thinking in the K–12 classroom. This resource provides teachers with specific, thought‑provoking questions to help students perform deep analysis of various types of primary sources. Each lesson begins with students closely reading with a purpose, followed by a series of text-dependent questions that help students to build meaning. At the conclusion of the lesson, students create a written product to demonstrate their understanding and show what they have learned.
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21 Grades
Paintings
3–5
George W ashington
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Exemplar Lessons—An exemplar lesson is provided for each of the following grade ranges: K–2, 3–5, 6–8, and 9–12. Each lesson includes a section for close reading of the primary source, leading to a discussion using text-dependent questions, and a writing task or project that allows students to show what they have learned.
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•
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George Was hington Pain (page 34) ting Two Georges (page 35) George Was hington Que (page 36) stions • Informative/Exp Rubric 2 (pag lanatory Writing e 303 • magnifying glas ) ses (optiona l)
• •
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#51478—Analyzing and Writing with Primary Sources
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Informati on
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Reading Clo 1. Distribute
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ation #51478— Anal
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Quick Ideas—This page offers additional ideas arranged by grade range to support students as they analyze primary sources.
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ation #51478— Anal
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© Shell Educ
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The old sayi Cla ssroom? understand ng is, “A picture is wor th a tho commun imager y to commun ications composed usand words.” Visu al literacy of visu commun icate to oth icat is the abil ers. Painting al images and ity to people valu e visually with us the ability s, photog today how to use visu study thes ed in that society people onc raphs, and prints al as from the e past and what visual documents, well as a visual ima e lived. They give us they valu they gain ge of thei ed r living con insights into wha an of the pas t and the as a group. This kno appreciation of ditio ns. As stud t past societie pres many way wledge help ents s what peo ent, realizing that s, strong visu , while time s students expand their struggles, ple value has stayed al s and surr their glob information readers. Having oundings al well-develo the same. At the might cha view found in same ped visual other visu nge al images literacy skill time, students bec , in like charts, s ome graphs, and helps students dec ode maps.
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Paintings, Over Tim photograph e? 200 years s, and prin ago and ts have evo tech our world. lved over Today, we nology advances time. Pho in of a seco nd, compare have high-tech cam photography hav tographs came abo e cha Civil War. eras on our ut Paintings d to how painstak phones that nged the way we only ing it was and prints paints hav view take a pict to take ima have cha e ure in a frac nge ges during paint such come in and out tion of style, but d over time, too the time pieces as . Method of the comparing por traits even artis s, styles, and ts these item today are s from long landscapes. There experimenti mediums, and are countle ago with ng with how ss opportu current one nities to lear to s valued Where Ca today. n by n I Find Th em ? Paintings, photograph prints and s, photograph and prints can be scrapbooks found at s division stat , of the Libr might first and other online ary of Con e historical societie data have the introduc tion bases in the form gress, antique sho s, museums, the histories. Sea ps, of viewed and rching certain top to these visual doc digitized docume books, family ics can turn nts. Students uments in division of projected for the the form up a plet class. Ano of their the Library hor a of images ther reso of Congres online that own family s at http://w urce to search can be is the ww.loc.gov /pic tures/. prints and photog Why Shou raphs ld
Photograph
Ideas for
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Photograph
Pai nti ng s,
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Grades 3–5
ints Overv iew
Paintings, photograph what life was like dur s, and prints are primary sou how peo ing the time ple rce sources incl dressed, what they they were created. documents that give us uded in the valued, and Thro Liberty, por the way that ugh these docume a visual of traits of Geo exemplar lessons nts we lear they live propagand are a draw n a print from rge Washington, ing and pho d. Some of the primary paintings included tograph Wor ld War in the cate of gor y of pain I. These are only Christopher Colu of the Statue of mb a tings, pho very sma us, and a ll samplin Russian tographs, g and of wha prin How Have t can be ts.
Overview—This section explains the importance of the specific type of primary source and how it has changed over time. It explains where these types of primary sources can be found, why they should be used in the classroom, and how to use them effectively, as well as provides scaffolding ideas as needed, and strategies for examining the primary sources.
tings, ining Pain s for Exam ts Quick Ideaotog raphs, and Pr in Ph Secondary Ideas for
phs, and Pr
nce?
Pai nti ng s,
Paintings , Photog ra
What Is Th eir Importa
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Writing with
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© Shell Education
How to Use This Book
How to Use This Book (cont.) 3–5 Exem
plar Lesso
Discu ssio Key Ideas/
•
Discussion Questions—This section provides all the questions used in the lesson and includes sample student responses. The questions are divided into three sections: Key Ideas/Details, Craft and Structure, and Integration of Knowledge and Ideas. When applicable, a vocabulary section, Language, is also included.
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George W ashington (con n Quest ion
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Prints
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Details
ation #51478— Anal
, Photogra
, Photogra
What are som Vocabu lar noticed abo e of the unusual things you y Acquis ut this por trait? Answers will • The seal at the ition and Use top of the the artifacts vary, but students mig medallion with 13 strip chair shows a the portrait. surrounding George ht mention all on it. Wha Washington t could this es and 13 stars in important? mean and • Why does Geo why is it rge Was open and hington hav The stars and ano e one han stripes repr What is this ther hand with imp d esen ortant beca a sword in saying? use it repr t the 13 colonies. It it? of America is Answers will when 13 colo esents the beginni independen ng nies came it means he vary. Some students ce. toge mig ther for is open and defensive inviting, but ht say Cra ft and and ready also for war if Str ucture needed. • What do the How • would and a rain clues of clouds in bow in ano one change if the message of the the backgro ther window window painting The clouds und were mean? could mea Answers will on a farm there hav ? vary e been dark n dark days ahead farm backgro , but students shou or that days. The mean ther ld say that rainbow cou e is relaxed and und would make the the forward to. promise and goo ld not seem d days to background as importa portrait more look nt. The curr • The picture of Washington of the portrait mak es George ent seem/app George Was clues abo ear more hington give ut his job. Is • imp the ortant. author’s s What wou description ld be his this por trait intended purpos based on job these clue e in painting Washington pride? How to show embarra s? ssment or do we kno shown by would write or sign w this? important the ink well Answers will things, . He war, show n by the swo would be ready purpose is vary, but students for shou of peace, to rd, but also show the painting show pride. We kno ld say the knowledgea n by his gestures a person w this beca shows all . He has to valu ble about use the e: thin boo be gs people the books. ks, things, whi would He ch is show and a prou beautiful clothing , nice furn must be imp is also dressed up n by d man. iture, nicely, so ortant. his job
© Shell Educ
Paintings
Paintings
t.)
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Writing with
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31
Justice
Primary Sources Page—This section provides the primary source(s) used in the lesson. A digital version is also found on the Digital Resource CD.
© Shell Educ
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Analyzing #51478—
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Name: ___ _________
_________
Paintings
_________
_________
Columbus Bef Ferdinand ore and Isabella at Barcel ona
, Photogra
_ Date: _________
Comparing Th
ree Painting Direction s: How do s organizer to record the three painting s compar your observ e? How do ations. they differ? Use
phs, and
Prints
_________
______
this graphi
c
Christophe the Royal r Columbus at Court of Spain
Document Comparison Graphic Organizer—Here, students integrate their understanding of the primary sources used in the lesson to compare and contrast them. Retour de
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Christophe
ation #51478— Anal
© Shell Education
Colomb
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Writing with
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#51478—Analyzing and Writing with Primary Sources
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How to Use This Book
How to Use This Book (cont.) Name: ___ ______
_________
Direction
the photos
_________
© Shell Educ
and lithogr
phs, and
phs, and
Prints
_________
______
s
_________
ation #51478— Anal
, Photogra
, Photogra
____ Dat e: ______ ___
Justice Qu estion
the picture s of the two
_________
Paintings
Paintings
_________
aphs. The n answer the questio ns. men relate to Russia for Justice? _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _ 2. How doe s the ima ge of Brita in Needs You _________ at Once com _________ pare to the _________ Russia for _________ _________ Justice ima _________ _________ ge? _________ _________ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ ___ _________ _________ _________ _________ _________ _ _________ _________ _________ _________ _________ _________ _________ _______ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _ 3. How doe s the icon ic image of St. Geo _________ rge slaying _________ the dragon _________ compare _________ to these ima _________ _________ _________ ges? _________ _________ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _________ _________ _________ _ _________ _________ _________ _ 1. How do
Text-Dependent Question Activity—Students provide written responses to text-dependent questions from the class discussion.
_________
Russia for s: Review
yzing and
Writing with
Primary Sour
ces
53
Prints
y rty Toda of Libe Statue
Paintings
rty D of Libe Statue
, Photogra
phs, and
Prints
rawing
Digital Resource CD—The CD contains digital versions of the student resources and primary sources used in all of the exemplar lessons. It also includes additional resources to use when closely reading and analyzing the various primary sources from the lessons. © Shell Educ
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#51478—Analyzing and Writing with Primary Sources
© Shell Education
Correlation to the Standards
Correlation to the Standards Shell Education is committed to producing educational materials that are research- and standards-based. In this effort, we have correlated all of our products to the academic standards of all 50 United States, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian provinces. We have also correlated to the Common Core State Standards (standards.pdf).
How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-877-777-3450.
Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state.
McREL Compendium The Mid-continent Research for Education and Learning (McREL) Compendium was used to create standard correlations. Each year, McREL analyzes state standard and revises the compendium. By following this procedure, McREL is able to produce a general compilation of national standards.
TESOL and WIDA Standards The lessons in this book promote English language development for English language learners. The standards listed on the Digital Resource CD (standards.pdf) support the language objectives.
© Shell Education
#51478—Analyzing and Writing with Primary Sources
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Correlation to the Standards
Correlation to the Standards (cont.) The correlation charts for this resource can be found on the Digital Resource CD (standards.pdf)
Common Core Correlation Correlation Charts
Correlation Charts
Correlations to Standards
Correlations to Standards
(cont.)
Common Core Standard s
English Language Arts Grade Standard
Grade
Lesson
and support, ask and answer RI.K.1—With prompting in a text. questions about key details
The Statue of Liberty (page Homes Then and Now
(page 134)
The Great Depression (page
#51478—Analy zing and
Fifth Grade
Writing with Primary Sources
(page 111)
Tenochtitlán (page 218)
Sixth Grade
First Grade Second Grade Third Grade Fourth Grade
(page 205)
Family Rules (page 60) 173) Bowery Boy Detective (page such questions as who, RI.2.1— Ask and answer and how to demonstrate what where, when, why in a text. 173) understanding of key details Bowery Boy Detective (page in which they introduce W.2.1—Write opinion pieces an state about, (page 269) writing are “America the Beautiful” the topic or book they use that support the opinion, opinion, supply reasons 211) linking words. The Mormon Trail (page questions to demonstrate RI.3.1— Ask and answer text the to explicitly 29) (page referring George Washington understanding of a text, 29) as a basis for the answers. George Washington (page planatory texts to W.3.2—Write informative/exideas and information examine a topic and convey 211) clearly. The Mormon Trail (page to develop real or imagined W.3.3—Write narratives effective technique, experiences or events using event sequences. clear Dolls (page 244) descriptive details, and Douglass Frederick when and examples in a text RI.4.1—Refer to details says explicitly and when V-mail Letters (page 102) explaining what the text the text. drawing inferences from 142) Mind Your Manners (page (page 244) Frederick Douglass Dolls on topics or texts, W.4.1—Write opinion pieces reasons and with supporting a point of view information. V-mail Letters (page 102) to develop real or imagined W.4.3—Write narratives 142) effective technique, Mind Your Manners (page experiences or events using event sequences. clear descriptive details, and
179)
Christopher Columbus at Barcelona (page 37) A Letter to Mrs. Roosevelt
(page 96) Grandma Taylor’s Cookies (page 96) Grandma Taylor’s Cookies Belle Vue Zoological Gardens
(page 66)
Little Orphan Annie (page
(page 205)
Peace and Friendship Medal (page 251) Peace and Friendship Medal (page 251) Tenochtitlán (page 218)
W.6.2—Write informative/ex examine a topic and convey planatory texts to ideas, concepts, and information through the selection, organization, and analysis of relevant content.
(page 269)
Seventh Grade
“America the Beautiful”
planatory texts in which W.1.2— Write informative/ex facts about the topic, some they name a topic, supply of closure. and provide some sense
Babe Ruth’s Draft Card
Family Rules (page 60)
Belle Vue Zoological Gardens
275)
Babe Ruth’s Draft Card (page 66) The Great Depression (page 275)
W.5.2—Write informative/ex examine a topic and convey planatory texts to ideas and information clearly.
RI.6.1—Cite textual evidence of what the text says explicitly to support analysis as well as inferences drawn from the text.
Eighth Grade
Kindergarten
Totem Poles (page 237) 22) The Statue of Liberty (page of drawing, dictating, W.K.2— Use a combination texts informative/explanatory and writing to compose and they are writing about in which they name what about the topic. (page 134) supply some information Homes Then and Now of drawing, dictating, W.K.3—Use a combination event or several loosely single and writing to narrate a in the events in the order linked events tell about what to reaction a provide which they occurred, and happened. questions about key details RI.1.1— Ask and answer in a text.
Standard Lesson RI.5.1—Quote accurately from a text when explaining what the text says explicitly Little Orphan Annie (page and when drawing 179) inferences from the text.
22)
W.6.3—Write narratives to develop real or imagined experiences or events using relevant descriptive details, effective technique, and well-structured event sequences.
Christopher Columbus at Barcelona (page 37)
A Letter to Mrs. Roosevelt RI.7.1—Cite several pieces (page 111) of textual evidence to support analysis of what Standard Oil (page 185) the text says explicitly as well as inferences drawn from the text. “Duck and Cover” Commercial W.7.1—Write arguments (page 280) to support claims with clear Standard Oil (page reasons and relevant evidence. 185) W.7.2—Write informative/ex examine a topic and convey planatory texts to “Duck and Cover” Commercial ideas, concepts, and (page 280) information through the selection, organization, and analysis of relevant content.
RI.8.1—Cite the textual evidence that most strongly supports an analysis explicitly as well as inferencesof what the text says drawn from the text. W.8.1—Write arguments to clear reasons and relevant support claims with evidence.
W.8.3—Write narratives to develop real or imagined experiences or events technique, relevant descriptive using effective structured event sequences. details, and well-
#51478—Analy zing and
The Hippocratic Oath (page
74)
Runaway Slaves (page 150) The Hippocratic Oath (page
74)
Runaway Slaves (page 150)
Writing with Primary Sources
© Shell Education
© Shell Education
McREL Standards Correlation Charts
Correlation Charts
Correlations to Standards
Correlations to Standards McREL Standard s
Content
Lesson
Content
Standard 193) Social Studies Content ABCs for Baby Patriots (page relationships between 16.IV.1—Understands the colonization, and resources and exploration, regions of the world. settlement of different Ptolemy (page 225) people’s changing 17.IV.2¾Unders tands how features have led to perceptions of geographic changes in human societies. (page 257) and The New Colossus ideas specific 2.IV.2¾Analyzes the influences and specifics 9–12 of history beliefs had on a period been different in the how events might have and beliefs. (page 286) absence of those ideas “A More Perfect Union” the consequences of 2.IV.5¾Understands that by the means of human intentions are influenced 22) carrying them out. The Statue of Liberty (page buildings, statues, and 3.I.6—Knows important K–2 history. monuments in the state’s Family Rules (page 60) life in a community of 1.I.4—Understands family of the present (page the past and life in a community Grandma Taylor’s Cookies life today and how it 96) 1.I.2¾Understands family the recent past and in compares with family life 134) family life long ago. (page Home Then and Now similarities and 1.I.3¾Knows the cultural food, differences in clothes, homes,and cultural communication, technology,now and in the past. 173) traditions between families Bowery Boy Detective (page in community life 2.I.1¾Understands changes Gardens Zoological Belle Vue over time. (page 205) Totem Poles (page 237) daily life and values of 2.I.3¾Understands the cultures. American Native or (page 269) early Hawaiian “America the Beautiful” symbols, slogans, and 3.I.5¾Understands how state. 29) mottoes represent the George Washington (page figures who 4.II.6¾Unders tands historicaldemocratic values 3–4 believed in the fundamental people both in their these and the significance of historical context and today. V-Mail Letters (page 102) life of a farm family 1.II.3¾Unders tands daily 142) from long ago. Mind Your Manners (page historical development the tands 2.II.3¾Unders community. 211) and daily life of a colonial The Mormon Trail (page of the local 2.II.7¾Knows the history the people who community since its founding, and significant brought, came, the changes they events over time.
Grades 5–6
Grades
K-4 History
#51478—Analy zing and
© Shell Education
Writing with Primary Sources
Standard 21.II.3¾Understands U.S. involvement in World War I. 23.II.1¾Understands economic aspects of the Great Depression. 23.II.2¾Understands the environmental and social impact of the Great Depression.
United States History
7–8
9–12
5–6
7–8 World History
Historical Understanding
Geography
9–12
Social Studies Content
9–12
5.II.3¾Unders tands elements of African slavery during the colonial period in North America. 2.III.1¾Understands the immediate and longterm impact of Columbus’ voyages populations and on colonization on Native in the Americas (e.g., Columbus’ interactions with indigenous peoples, the Columbian Exchange, religious influences).
(cont.)
Lesson Babe Ruth’s Draft Card
(page 66)
A Letter to Mrs. Roosevelt (page 111) Little Orphan Annie (page
179)
The Great Depression (page 275) Frederick Douglass Dolls (page 244) Christopher Columbus at Barcelona (page 37)
10.III.5¾Understands different cultural, and social characteristicseconomic, of slavery after 1800.
Runaway Slaves (page 150)
18.III.2¾Understands reactions to developments in labor in late 19th century America.
Standard Oil (page 185)
9.III.3¾Understands the social impact of the idea of Manifest and political Peace and Friendship Medal (page Destiny. 251) 27.III.1¾Understands major events in U.S. foreign policy during the “Duck and Cover” Commercial early Cold War period. (page 280) 25.IV.5¾Understands characteristics of the end of World War II President Truman on Potsdam (page 119) 5.IV.3¾Understands elements colonies in the 17th century. of slavery in the Thomas Jefferson and Slavery (page 159) 24.II.1¾Understands how the Aztec Empire arose in the 14th century Tenochtitlán (page 218) (e.g., major aspects of the Aztec government, society, religion and culture; the construction of “Foundation of Heaven”) Tenochtitlán, the 8.III.5¾Understands the impact achievements of the Hellenistic and The Hippocratic Oath (page 74) period. 39.IV.2¾Understands the extent to which different sources supported Russia for Justice (page 45) the war effort. 3.IV.2¾Understands how written codes and stories reflect social conditions The Code of Hammurabi (page 81) in Mesopotamia, Egypt, and the Indus Valley.
© Shell Education #51478—Analy zing and
Writing with Primary Sources
TESOL and WIDA Correlation Charts
Correlation Charts
Correlations to Standards
Correlations to Standards Standard
Lesson Standard
and for social, intercultural, learners communicate Standard 1: English languagethe school setting. within concepts instructional purposes information, ideas, and learners communicate Standard 2: English language in the area of language arts. success concepts necessary for academic information, ideas, and learners communicate Standard 5: English language in the area of social studies. success necessary for academic
#51478—Analy zing and
16
Writing with Primary Sources
(cont.)
WIDA Standard s
TESOL Standard s
All lessons All lessons All lessons
© Shell Education
#51478—Analyzing and Writing with Primary Sources
Standard 1: English language learners communicate instructional purposes for social, intercultural, within the school setting. and Standard 2: English language learners communicate concepts necessary for information, ideas, and academic success in the area of language arts. Standard 5: English language learners communicate concepts necessary for information, ideas, and academic success in the content area of Social Studies.
Lesson All lessons All lessons All lessons
© Shell Education #51478—Analy zing and
Writing with Primary Sources
© Shell Education
Paintings, Photographs, and Prints
Table of Contents
Paintings, Photographs, and Prints Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Quick Ideas for Examining Paintings, Photographs, and Prints. . . . . . . . . . . . . . . . 21 Exemplar Lessons The Statue of Liberty (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 George Washington (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Christopher Columbus at Barcelona (6–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Russia for Justice (9–12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
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What Is Their Importance? Paintings, photographs, and prints are primary source documents that give us a visual of what life was like during the time they were created. Through these documents we learn how people dressed, what they valued, and the way that they lived. Some of the primary sources included in the exemplar lessons are a drawing and photograph of the Statue of Liberty, portraits of George Washington, paintings of Christopher Columbus, and a Russian propaganda print from World War I. These are only a very small sampling of what can be included in the category of paintings, photographs, and prints.
How Have They Changed Over Time?
Paintings, Photographs, and Prints
Paintings, Photographs, and Prints Overview
Paintings, photographs, and prints have evolved over time. Photographs came about only 200 years ago, and technological advances in photography have changed the way we view our world. Today, we have high-tech cameras on our phones that take a picture in a fraction of a second, compared to how painstaking it was to take images during the American Civil War. Paintings and prints have changed over time, too. Methods, styles, mediums, and paints have come in and out of style, but even artists today are experimenting with how to paint such pieces as portraits and landscapes. There are countless opportunities to learn by comparing these items from long ago with current ones valued today.
Where Can I Find Them? Paintings, photographs, and prints can be found at state historical societies, museums, the prints and photographs division of the Library of Congress, antique shops, books, family scrapbooks, and online databases in the form of digitized documents. Students might first have the introduction to these visual documents in the form of their own family histories. Searching certain topics can turn up a plethora of images online that can be viewed and projected for the class. Another resource to search is the prints and photographs division of the Library of Congress at http://www.loc.gov/pictures/.
Why Should I Use Them in the Classroom? The old saying is, “A picture is worth a thousand words.” Visual literacy is the ability to understand communications composed of visual images and the ability to use visual imagery to communicate to others. Paintings, photographs, and prints from the past communicate visually with us today how people once lived. They give us insights into what people valued in that society as well as a visual image of their living conditions. As students study these visual documents, they gain an appreciation of past societies, their struggles, and what they valued as a group. This knowledge helps students expand their global view of the past and the present, realizing that, while times and surroundings might change, in many ways what people value has stayed the same. At the same time, students become strong visual readers. Having well-developed visual literacy skills helps students decode information found in other visual images like charts, graphs, and maps.
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Paintings, Photographs, and Prints
Paintings, Photographs, and Prints Overview (cont.) How Do I Use Them for Instruction? Many images in this category were created long ago and can contain unfamiliar objects. To fully comprehend an image, students need to approach it with good questions. Use the questions in the Craft and Structure section of the lesson to get students thinking about the author’s intentions. Encourage students to think like a photographer, painter, or artist. To really begin to understand an image, students should first ask why the picture was taken, portrait was painted, or print was made. The author’s intention is foremost to understanding the image. What information did the author intend for us to know through this image? Just as we do when we read written words, we should interpret the image within its context for it to make sense. Then, students can ask these questions to further understand the image and its accurate meaning. Teach students to examine the following:
• What is included in the image and what is excluded from the image?
• Why are certain elements emphasized and other elements not emphasized?
Scaffolding for Elementary Students Grades K–2: These activities can be used in a whole-group setting that is teacher-led. Grades 3–5: Be sure to provide strong models for students so that they know how to read a visual image properly. You will have to model this for students several times before they can do it appropriately.
• Why is timing of this image important? • How does the angle/viewpoint of the image affect its impact?
If it is a large image or one with many details, divide it into sections to make analysis easier for students to look for details. While looking for details, it’s helpful for all ages of students to examine the image closely using magnifying lenses. This helps them focus on one small part of the image as well as gives them a closer look at fine details. Ask students to examine how the author uses the image to affect their emotions. Have students look at point of view and the messages the author intended to send with the image.
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Ideas for Grades K–2 Have students…
Ideas for Grades 3–5
Have students…
Have students…
• re-enact the image using • make suggestions for their physical bodies.
• add speech bubbles to the image.
• re-create the image through their own drawings.
• role-play what is being said in the image with partners.
using the image in today’s society.
• compare and contrast the image to similar images today.
• write dialogues between • write dialogues the people, objects, or landscapes to show the author’s purpose.
• provide explanatory
notes about the image for understanding at a museum exhibit.
captions to • make three-column lists • write accompany the image. of the people, objects, and activities in the image.
Ideas for Secondary
Paintings, Photographs, and Prints
Quick Ideas for Examining Paintings, Photographs, and Prints
between the people, objects, or landscapes to show historical relevance.
• write about the event
from the point of view of someone in the image.
• write newspaper reports about the image.
• compare and contrast similar images to this image.
• write letters to an editor about the image.
• write prequels or sequels • critique the image by to the image.
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writing a critical review.
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Grades
K–2
Paintings, Photographs, and Prints
The Statue of Liberty Teacher Background Information
Overview Students closely read a drawing of the Statue of Liberty and answer questions about the drawing, supporting their answers with references to the drawing. Then, students plan a party to celebrate the Statue of Liberty, using the texts as references for creating their own ideas.
Standards • With prompting and support, ask and answer questions about key details in a text.
• Use a combination of drawing,
dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
• Know important buildings, statues,
Statue of Liberty Drawing
• This wood engraving details the unveiling of the
Bartholdi Statue of Liberty on October 28th, 1886 in New York. President Cleveland is passing through the fleet of assembled vessels in the launch Vixen, on his way to Liberty Island. Four sailors are standing on the foreground, while the Statue of Liberty is in the background.
Statue of Liberty Today
• Daniel Schwen took this photograph on May 28, 2008, showing what the Statue of Liberty looks like today.
Reading Closely 1. Distribute copies of the Statue of Liberty Drawing
to students and display one for the whole class. Have students look at the drawing with a partner. If possible, give students magnifying glasses to see the drawing up close.
2. Conduct an interactive think-aloud of the drawing for students, talking about what you wonder as you look at the drawing without giving away any information.
and monuments in the state’s history.
Materials • Statue of Liberty Drawing (page 25) • Statue of Liberty Today (page 26) • A Drawing and a Photo (page 27) • Statue of Liberty Questions (page 28) • Informative/Explanatory Writing
Using Text-Dependent Questions 3. Ask students why they think this drawing was
created. Use the Key Ideas/Details discussion questions on page 24 to further this discussion.
4. After those questions have been discussed, stop
Rubric 1 (page 302)
• magnifying glasses (optional)
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and have students look at the drawing again with their partners. Challenge students to find something new in the drawing. Then, continue discussing the drawing using the Craft and Structure questions.
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K–2 Exemplar Lesson
Paintings, Photographs, and Prints
The Statue of Liberty (cont.) 5. Display the Statue of Liberty Today photo and distribute copies of the photo to students. Also distribute copies of A Drawing and a Photo to students. Have them compare the two images using the graphic organizer.
6. Discuss the Integration of Knowledge and Ideas questions.
7. Distribute copies of Statue of Liberty Questions to students and have them work in pairs to record answers to the questions.
Writing for Understanding (Informative/Explanatory)
1. Tell students that when something is new,
there is usually a party to celebrate it. Display the Statue of Liberty Drawing or have students view their copies from earlier in the lesson. Explain that the drawing shows a celebration of the Statue of Liberty.
2. Have students share observations from
the photo that prove there is a celebration occurring.
3. Tell students that they are going to plan their own party to celebrate the Statue of Liberty. They will need to make a list of the things they will do to celebrate it. This list can be in words and/or in pictures. Students should use what they have learned in the discussion to help them plan this celebration.
4. Use Informative/Explanatory Writing Rubric 1 to assess student writing.
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Paintings, Photographs, and Prints
K–2 Exemplar Lesson
The Statue of Liberty (cont.) Discussion Questions Key Ideas/Details
Integration of Knowledge and Ideas
• What do you notice about this drawing? Answers will vary, but students will most likely
(Show the two primary sources together.)
notice the Statue of Liberty and sailors.
• How are these two pictures alike? How are they different?
• How do we know that this drawing is old? Students might see the date in the top corner that
Sample answers: Alike—Both show the Statue
• What clues tell you that this is a special event? There are many boats with flags in the water. The
• How do these pictures tell us that the Statue of
tells it is from 1886. They might mention that the uniforms look old-fashioned, the boats look old, or that the picture itself just looks old.
boys seem to be watching something.
Craft and Structure
• What is the one thing in this drawing that seems unusual?
Answers may vary. Students should mention that
of Liberty; Both show water around the statue; Different—One is a drawing and one is a photo; One shows boats and the other one doesn’t; One shows people visiting the statue and the other one doesn’t; One is older and one is newer. Liberty is important?
In the drawing, people are watching and boats
with flags are parading in the water. In the photo, people are visiting the statue. The statue stands out in both images, so we know it is important.
the statue looks different.
• What is the main thing the artist wants us to see? How do we know this?
The artist wants us to see the statue in the background. We know this because it stands out.
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Paintings, Photographs, and Prints
Statue of Liberty Drawing
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Paintings, Photographs, and Prints
Statue of Liberty Today
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Paintings, Photographs, and Prints
Name:____________________________________________ Date: _________________________
A Drawing and a Photo
Drawing of the Statue of Liberty
Photo of the Statue of Liberty
Directions: Compare and contrast the drawing and the photo. How are they alike? How are they different?
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Paintings, Photographs, and Prints
Name:____________________________________________ Date: _________________________
Statue of Liberty Questions Directions: Think about the drawing and the photo. Answer the questions.
1. How are these two pictures alike? __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. How are these two pictures different? __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. How do these pictures tell us that the Statue of Liberty is important? __________________________________________________________ __________________________________________________________ __________________________________________________________
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Grades
3–5
Paintings, Photographs, and Prints
George Washington Teacher Background Information
Overview Students closely read a portrait painting and answer questions about the picture, supporting their answers with references to the picture. Then students write an informational key code to help people understand a portrait.
Standards • Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Understand historical figures who believed in the fundamental democratic values and the significance of these people both in their historical context and today.
Materials • George Washington Portrait (page 33)
George Washington Portrait
• Gilbert Stuart created this oil on canvas painting
in 1796. It is known as the Lansdowne portrait because it was a gift to the Marquis of Lansdowne, an English supporter of American independence, from Senator and Mrs. William Bingham of Pennsylvania. In this painting, George Washington is turning down the option to be president for a third term.
George Washington Painting
• Charles Willson Peale created this oil on canvas
painting in 1776. This painting shows Washington on Dorchester Heights after the siege of Boston. Peale painted Washington several times during his lifetime, from his time spent in the military, to his time as President.
Reading Closely 1. Distribute copies of George Washington Portrait to
students and display it for the class. If possible, give students magnifying glasses so they can look closely at the image.
2. Tell students to look closely at the portrait and
make notes in the margins about what they observe as well as questions they have about the picture. Encourage students to look closely at each of the sections of the portrait, noting the items the artist has chosen to include.
• George Washington Painting (page 34)
• Two Georges (page 35) • George Washington Questions (page 36)
• Informative/Explanatory Writing Rubric 2 (page 303)
• magnifying glasses (optional)
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Paintings, Photographs, and Prints
3–5 Exemplar Lesson
George Washington (cont.) Using Text-Dependent Questions 3. Ask students to share their observations from the close reading.
4. Continue this discussion by asking students the Key Ideas/Details and Vocabulary Acquisition and Use questions on page 31.
5. Have students examine the painting and
make specific notes in the margin about the setting and the message it conveys. Then ask students the Craft and Structure questions.
6. Distribute copies of the George Washington
Painting to the class and have students follow the analysis process from steps 1 and 2.
7. Distribute copies of the Two Georges graphic
organizer to students and have them use it to compare the images.
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will be writing a
key code, similar to a map legend, to help people to understand whichever of the two portraits they prefer. Explain that their key code should have at least four “help” notes that will help others understand how to read the portrait. Students should number at least four spots on the picture and then provide a code on another sheet of paper that explains each of the four spots.
2. Post these portraits around the room next to their respective key codes and let students view them gallery style.
3. Use Informative/Explanatory Writing Rubric 2 to assess student writing.
8. Discuss the questions listed under
Integration of Knowledge and Ideas from page 32. Then, distribute copies of George Washington Questions to students and have them work independently to record answers to the questions.
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3–5 Exemplar Lesson
Paintings, Photographs, and Prints
George Washington (cont.) Discussion Questions
Vocabulary Acquisition and Use
Key Ideas/Details
• The seal at the top of the chair shows a
What are some of the unusual things you noticed about this portrait?
medallion with 13 stripes and 13 stars on it. What could this mean and why is it important?
Answers will vary, but students might mention all
The stars and stripes represent the 13 colonies. It is
•
the artifacts surrounding George Washington in the portrait.
• Why does George Washington have one hand open and another hand with a sword in it? What is this saying?
Answers will vary. Some students might say it means he is open and inviting, but also defensive and ready for war if needed.
• What do the clues of clouds in one window and a rainbow in another window mean?
The clouds could mean dark days ahead or that there have been dark days. The rainbow could mean there is promise and good days to look forward to.
• The picture of George Washington gives
clues about his job. What would be his job description based on these clues?
Washington would write or sign important things, shown by the inkwell. He would be ready for war, shown by the sword, but also a person of peace, shown by his gestures. He has to be knowledgeable about things, which is shown by the books. He is also dressed nicely, so his job must be important.
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important because it represents the beginning of America when 13 colonies came together for independence.
Craft and Structure
• How would the message of the painting
change if the background were on a farm?
Answers will vary, but students should say that the farm background would make the portrait more relaxed and not seem as important. The current background of the portrait makes George Washington seem/appear more important.
• Is the author’s intended purpose in painting this portrait to show embarrassment or pride? How do we know this?
Answers will vary, but students should say the
purpose is to show pride. We know this because the painting shows all the things people would value: books, beautiful clothing, nice furniture, and a proud man.
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Paintings, Photographs, and Prints
3–5 Exemplar Lesson
George Washington (cont.) Integration of Knowledge and Ideas (Show the two primary sources together.)
• How do the two portraits compare to one another?
Answers will vary but should include the
following: One shows him younger, while the other shows him older. He is an important statesman in one, and a soldier in the other. One is inside, and the other is outside.
• What do these portraits tell us about George Washington’s life? Give specific evidence.
These portraits tell us that he has had different
jobs. When he was young, he was a soldier in a war. As an older man, he still carries that sword, but he is concerned more with book learning and offering peace as a leader. You know this by the books in the painting and his body language.
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Paintings, Photographs, and Prints
George Washington Portrait By Gilbert Stuart
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Paintings, Photographs, and Prints
George Washington Painting By Charles Wilson Peale
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Paintings, Photographs, and Prints
Name:_____________________________________ Date: _______________________
Two Georges
Stuart’s Painting
Peale’s Painting
Directions: Use this graphic organizer to compare and contrast the portraits. How are they alike and how are they different?
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Paintings, Photographs, and Prints
Name:_____________________________________ Date: _______________________
George Washington Questions Directions: Examine the two portraits and answer the questions.
1. How do the two portraits compare to one another? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
2. What do these portraits tell us about George Washington’s life? Give specific evidence. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Grades
6–8
Paintings, Photographs, and Prints
Christopher Columbus at Barcelona Teacher Background Information
Overview Students closely read a painting and answer questions about the painting, supporting their answers with references to the painting. Then, students write narratives in the form of scripts showing what the people in the painting are saying based on what they learned about the painting.
Columbus at the Court of Barcelona
• This chromolithograph was published by The Prang Educational Company in 1893. Columbus is at the Court of Barcelona before Ferdinand II of Aragon and Isabella of Castile on his return from his first voyage to the New World in February 1493. He is presenting treasures and Native Americans to the king and queen.
Christopher Columbus at the Royal Court of Spain
Standards • Cite textual evidence to support
• This chromolithograph print was created by Vaclav
• Write narratives to develop real or
Retour de Christophe Colomb
analysis of what the text says explicitly as well as inferences drawn from the text.
imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
• Understand the immediate and
long-term impact of Columbus’s voyages on Native populations and on colonization in the Americas.
Materials • Columbus at the Court of Barcelona (page 40)
• Christopher Columbus at the Royal Court of Spain (page 41)
• Retour de Christophe Colomb (page 42)
• Comparing Three Paintings (page 43) • Christopher Columbus Questions
Brozik in 1884. The print shows Christopher Columbus presenting his request to Queen Isabella I, King Ferdinand V, and a gathering of courtiers.
• This color print was created between 1850 and
1900. It shows Christopher Columbus being greeted by King Ferdinand and Queen Isabella on his return to Spain.
Reading Closely Preparation Note: Make copies of Columbus at the Court of Barcelona, and cut them in half. Each student should receive one half of the painting.
1. Distribute the pieces of the painting, one part to
one side of the class and the other part to the other side of the class. If possible, give students magnifying glasses so they can look closely at the painting.
2. Tell students to look closely at the one section
of the painting and make notes on a separate sheet of paper about what they observe as well as questions they have about the painting.
(page 44)
• Narrative Writing Rubric 3 (page 301) • magnifying glasses (optional) © Shell Education
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Paintings, Photographs, and Prints
6–8 Exemplar Lesson
Christopher Columbus at Barcelona (cont.) 3. Have the students switch with another
student in the class and look at the other side of the painting. Tell students to make notes on their paper about what they see as well as additional questions they may have.
Using Text-Dependent Questions 4. Ask students to share their observations from the close reading. Continue this discussion using the questions on page 39 as a guide.
5. After a few questions have been discussed,
stop and do an interactive think-aloud about the painting to the class. To do this, simply look at the details of the painting and talk about what you are thinking about as you look closely at it. This models how students should think when looking at a painting. Then continue discussing the questions in the first two sections of the list.
Writing for Understanding (Narrative)
1. Tell students that they will be writing a script
detailing a dialogue between the people in the painting of their choice from this lesson. They should use what they have learned about the painting as well as information from the discussion to incorporate in the painting. These scripts should be at least one page in length.
2. Once students have written their scripts,
allow students to share them in small groups. If possible, the groups can do a reader’s theater with these scripts or even act them out for the class.
3. Use Narrative Writing Rubric 3 to assess student writing.
6. Distribute copies of the Christopher Columbus at the Royal Court of Spain and Retour de Christophe Colomb paintings to students and examine them as a class.
7. Distribute copies of the Comparing Three
Paintings graphic organizer and have students compare these paintings in pairs or independently.
8. As a class, discuss the questions listed under
Integration of Knowledge and Ideas on page 39. Have students record information from the discussion on the Christopher Columbus Questions.
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6–8 Exemplar Lesson
Paintings, Photographs, and Prints
Christopher Columbus at Barcelona (cont.) Discussion Questions
Craft and Structure
Key Ideas/Details
• How would the message of the painting
•
What are some of the unusual things you noticed about this painting?
Answers will vary, but students may say that they noticed the native people and the treasures strewn on the floor. • Why would Columbus be shown as so white compared to the natives in the painting and what could this mean?
The painter wanted to show a stark difference
between Columbus and the natives, who have barely any clothes on. It shows a higher status in society than the natives.
change if Columbus and the other Spaniards were shown with darker skin?
It would be hard to contrast them from the
natives. It would take away from the superiority of the white people.
• What is the author’s intended purpose in
creating this painting? How do we know this?
The intended purpose of the painting is to show
what can be accomplished in the New World. It shows that there are benefits for exploring there. It also shows that Columbus was successful. We know these things because of the gold, submissive natives, and his body language.
• What is the significance of Columbus’s body
• How would the painting change if it were
Columbus is showing that he is in charge of
Answers will vary, but students will most likely
language before the king and queen?
the natives and confident of what he has accomplished. He either wants to show off to them so they will trust him with future exploits, or he wants to show them he was successful in what they asked.
• The woman behind the queen is unique in this painting. What could be her job description based on the clues in the picture?
The woman is a servant to the queen. We know this because her eyes are focused on the queen as if she is waiting for orders or the chance to help her.
shown from the viewpoint of the natives?
say that the painting would have a negative connotation instead of a positive one.
Integration of Knowledge and Ideas (Examine the three paintings.)
• How do the three paintings compare to one another?
Answers will vary. Students should say that all
three paintings are about the same topic. Two of the other paintings show natives and gold, while one painting does not show either of those things. One of them only shows Queen Isabella and not the king.
• Which of these paintings shows a scene before the expedition? How do you know this?
The Chistopher Columbus at the Royal Court of Spain painting shows Columbus before going on his expedition. He is showing his plans for what he will accomplish along with a map on the desk. He is asking for permission and funding.
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Paintings, Photographs, and Prints
Columbus at the Court of Barcelona
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Paintings, Photographs, and Prints
Christopher Columbus at the Royal Court of Spain
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Paintings, Photographs, and Prints
Retour de Christophe Colomb
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Paintings, Photographs, and Prints
Name:_________________________________________ Date: _________________________
Comparing Three Paintings Directions: How do the three paintings compare? How do they differ? Use this graphic organizer to record your observations. Columbus at the Court of Barcelona
Christopher Columbus at the Royal Court of Spain
Retour de Christophe Colomb
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Paintings, Photographs, and Prints
Name:_________________________________________ Date: _________________________
Christopher Columbus Questions Directions: Look at the three paintings and answer the questions.
1. How do the three paintings compare to one another? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Which of these paintings shows a scene before the expedition? How do you know? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Grades
9–12
Paintings, Photographs, and Prints
Russia for Justice Teacher Background Information
Overview Students closely read a lithograph and answer questions about it, supporting their answers with references to the lithograph. Then students write and record informative/explanatory commentaries on the lithograph for a museum tour.
Standards • Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
•
Understand the extent to which different sources supported the war effort.
Materials • Russia for Justice (page 48) • Kaiser Wilhelm II (page 49) • Franz Joseph I (page 50) • Britain Needs You at Once Lithograph (page 51)
• Comparing Lithographs (page 52) • Russia for Justice Questions (page 53) • Informative/Explanatory Writing Rubric 3 (page 304)
Russia for Justice
• Printed in 1914, this poster was a part of a
propaganda effort to produce patriotic sentiment among the Russian people. Posters were among the most effective propaganda because it took only seconds to send the message to the viewer. These works were meant to establish a reminder of why the government joined the war and why patriotism was necessary.
Kaiser Wilhelm II
• Kaiser Wilhelm II was the last German Emperor
and King of Prussia. He lent his support to Austria‑Hungary after the assassination of Archduke Franz Ferdinand, which led to World War I. He was considered impulsive and allowed his generals to dictate policy during the war. Because of this, Kaiser Wilhelm II eventually lost the support of his own army. He had no choice but to abdicate his throne in 1918 and flee to exile in the Netherlands.
Franz Joseph I
• Franz Joseph I was the Emperor of Austria and the king of Hungary during the beginning of World War I until his death in 1916. After the death of Crown Prince Rudolf, Franz Joseph’s nephew, Archduke Franz Ferdinand became heir to the throne. However, he was assassinated, causing Austria-Hungary to declare war on Serbia, and then Russia. Within weeks, the French and British joined, and World War I began.
Britain Needs You at Once
• This is a World War I recruitment poster. Printed by Spottiswoode & Co. Ltd in London in 1915, this poster shows a scene of St. George slaying the dragon. The scene is in roundel format. St. George and the Dragon served as a national symbol for several parties in the conflict, including Germany.
• Images of St. George slaying the dragon
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Paintings, Photographs, and Prints
9–12 Exemplar Lesson
Russia for Justice (cont.) Reading Closely 1. Distribute copies of the Russia for Justice
lithograph and display it at the front of the classroom.
2. Tell students to look closely at the woman
in the image and make notes in the margins about what they observe as well as questions they have about the image.
3. Have students focus on the other “creatures/
people” in the image and repeat the process in step 2.
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will write and record
a script that explains the Russia for Justice lithograph for a museum tour. Encourage students to make these recordings as interesting as possible, while also being factually correct. They should use what they have learned about the lithograph as well as information from the discussion in what they write. The written scripts should be at least one page in length.
4. Have students look closely at all the symbols
2. Once students have written and recorded
Using Text-Dependent Questions
3. Use Informative/Explanatory Writing Rubric 3
in the image and repeat the process in step 2.
5. Ask students to share their observations
their scripts, allow them to share the recordings in small groups as the students view the lithograph. to assess student writing.
from the close reading and any thoughts they have about why certain symbols were included. Continue this discussion using the questions on page 47.
6. After a few questions have been discussed,
stop and tell students to take another close look at the image, looking for any unnoticed details. Then, continue discussing the image using the Key Ideas/Details and Craft and Structure questions in the first two sections of the list.
7. Distribute the photos of Kaiser Wilhelm II,
Franz Joseph I and the Britain Needs You at Once lithograph to students and examine them as a class.
8. Distribute copies of the Comparing
Lithographs graphic organizer and have students compare these documents in pairs or independently.
9. As a class, discuss the questions listed under Integration of Knowledge and Ideas on page 47. Have students record information from the discussion on the Russia for Justice Questions.
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9–12 Exemplar Lesson
Paintings, Photographs, and Prints
Russia for Justice (cont.) Discussion Questions
• Would the painting have a different feeling or
Key Ideas/Details
Answers will vary. Some students might think it
•
What are some of the unusual things you noticed about this image?
Answers will vary, but students might select the image of the two-headed dragon as being unusual.
• What event from history does this image
portray? Use the image to justify your answer.
Students should gather that it is a war from
the early 20th century. They would know this because of the zeppelin in the background, the types of planes in the sky, and the uniforms of the men.
• What is the significance of the dragon in this image and how does this relate to history?
The dragon is an image of evil and is defeated by the warrior. This gives the viewer the idea that the subject is facing a formidable foe, but can overcome it in a valiant way. Students might make the connection of St. George slaying the dragon.
•
How does the image of a woman impact the message?
Answers will vary, but students might say the woman is strong and a symbol of strength. She pulls on the heartstrings of the viewer to support her endeavors. Craft and Structure
• What is the author’s intended purpose in
creating this image? Use the image to justify your thinking.
The author’s intended message is to encourage
message if a man replaced the woman?
is more powerful to have a woman, and others will think the image would be more powerful with a man.
• Is the title Russia for Justice appropriate for this image?
Answers will vary, but students should describe how the woman represents Russia, and that through this battle justice will be found, just as she has defeated the dragon.
Integration of Knowledge and Ideas (Use the Russia for Justice image, photos of Kasier Wilhelm II and Franz Joseph I, Britain Needs You at Once lithograph, and images of St. George slaying the dragon)
• How do the pictures of the two men relate to Russia for Justice?
Students should be able to see the faces of the men in the faces of the dragon.
• How does the image of Britain Needs You at
Once compare to the Russia for Justice image?
The two images show the dragon being defeated. It is the same scene, but one image has a dragon with two heads, the other has only one head. One image shows a man on a white horse while the other image shows a woman standing over the dragon.
• How does the iconic image of St. George
slaying the dragon compare to these images?
Answers will vary depending on the image students select to view.
the people as war approaches or is underway. We know this because dying people and chaos surround the main image and chaos. In the midst of that, the woman stands strong over the two-headed dragon.
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Paintings, Photographs, and Prints
Russia for Justice
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Paintings, Photographs, and Prints
Kaiser Wilhelm II
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Paintings, Photographs, and Prints
Franz Joseph I
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Paintings, Photographs, and Prints
Britain Needs You at Once
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Paintings, Photographs, and Prints
Name:_________________________________________ Date: _________________________
Comparing Lithographs
Russia for Justice
Britain Needs You at Once
Directions: How do the two lithographs compare to one another? Write your answers in each part below.
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Paintings, Photographs, and Prints
Name:_________________________________________ Date: _________________________
Russia for Justice Questions Directions: Review the photos and lithographs. Then answer the questions. 1. How do the pictures of the two men relate to Russia for Justice? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. How does the image of Britain Needs You at Once compare to the Russia for Justice image? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. How does the iconic image of St. George slaying the dragon compare to these images? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Official Documents
Table of Contents Official Documents Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Quick Ideas for Examining Official Documents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Exemplar Lessons Family Rules (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Babe Ruth’s Draft Card (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 The Hippocratic Oath (6–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 The Code of Hammurabi (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
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What Is Their Importance? Official documents are either published or recognized by public officials. These can include photo identifications, treaties, oaths, court decisions, rules, and proclamations, among others. Some of the primary sources included in the exemplar lessons are family rules, a draft card, the original Hippocratic Oath, and the Code of Hammurabi. These are only a small sampling of what can be included in the category of official documents.
Official Documents
Official Documents Overview
How Have They Changed Over Time? Back in ancient times, people carried clay seals to sign documents. Since the 1800s, cattle were branded as a sign of ownership. In basic ways, these identifications served as official documents for the people of the times. One of the oldest laws that we know about is the Code of Hammurabi, which dates to 18th century bc. These laws give us clues into the lifestyle and societal concerns of people at that time. With technological advances, official documents are needed to support new ways of doing things and our society’s changing needs. For example, it is against the law to be on the phone in a school zone. Many states have adopted laws that prohibit texting while driving. Official documents give us clues into the technology of the time and the decisions that were made to deal with issues in that society.
Where Can I Find Them? Official documents can be found at government agencies; state, county and city archives; business archives; and online databases in the form of digitized documents. Many adults carry official documents such as passports, driver’s licenses, and other forms of photo identification. Official court documents tell us today how a case is argued. Some official documents and laws can be viewed online at www.nara.gov. Court documents can be found online at www.archives.gov/research/court-records/.
Why Should I Use Them in the Classroom? These documents communicate detailed information about people long ago and how they once lived. They give us insights into what was important to that society as well as what problems they had to curtail. They can tell us to whom a person was married or promises people made. As students study these documents, they gain an appreciation of past societies, their problems, and what people valued. This knowledge helps students expand their global view, realizing that people have recorded pieces of their lives and responded to their specific needs in these official documents. Students also need to study official documents, such as laws and rules, so that they can become responsible citizens.
How Do I Use Them for Instruction? Official documents can be short and to the point (such as photo identifications) or lengthy and in technical form (such as oaths or laws). Many of these documents were written long ago and contain unfamiliar language for students. And, since some of these documents © Shell Education
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Official Documents
Official Documents Overview (cont.) were created long before the invention of the printing press, manuscript writing is also commonly found. Because of these factors, many of these types of documents in their entirety are best suited for middle and high school students. However, with appropriate scaffolding, even elementary school students can learn to analyze some of them. Use these texts to introduce a topic and get students excited. Teach students to think like detectives when looking at texts, even ones that appear straightforward, so that they can examine details to help them understand the topic better. Before examining the document, entice students to decide whether the document would still be useful today and explain why. First, have students determine the purpose of the text. Students should scan the document looking for dates, titles, names, and images. To manage the language, teach students to look for context clues to define difficult words. If the document has many sections, have students write brief captions for each section to remind themselves of that information at a glance.
1. Scan the text, looking for details that explain its purpose.
2. Manage difficult language using context clues. 3. Write captions for each section of the text. For lengthy texts, such as laws or rulings, have students scan the document looking for things that are familiar. Then, break apart the text into small sections. Have students circle unknown vocabulary and then define it, either to the side of the text or by placing a familiar synonym above the word for easy access. Once students glean the necessary information, have them write a onesentence summary to the side of that section. Finally, have students repeat this process with the other sections of the text. Here are the steps:
1. Scan the text. 2. Divide the text into sections. 3. Define difficult vocabulary.
Scaffolding for Elementary Students
Grades K–2: Start with everyday documents that students encounter, such as class rules. While these are not necessarily official documents by law, they do provide a scaffold into difficult text. Alternatively, select simple documents that have basic information, such as an ID card. Grades 3–5: Provide a typed copy of the text for students to analyze so that they can clearly read it.
4. Write a short summary of the text. 5. Read the original text again. Students can also write translations of the text to help them decipher it. However after making their translations, it is important for students to go back and read the original text with their translations in mind to help them understand it. The original text will never change, so it is important for students to go back to the original text after scaffolding it for understanding.
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Ideas for K–2
Ideas for 3–5
Ideas for Secondary
Have students…
Have students…
• talk about a person
• make predictions about • compare and contrast
• create a class word
• make Venn diagrams
• make suggestions for
• rewrite important parts
• create simplified
connected to the document with friends. wall using key vocabulary found in a key paragraph of the document.
• write a story as a class
that involves the people associated with the document.
• draw pictures based on the information in a key paragraph of the document.
• talk about how the laws or rules affect the way we live today.
• act out people obeying and disobeying these laws and rules, and show the consequences.
• discuss the design and look of the document.
Have students…
the people associated with the document. comparing the document with a document today.
of the document in their own words.
• make vocabulary
definition sheets for key words.
• write historical fiction
accounts of how and why the document was written.
• write fictional accounts
of what would have happened if this document did not exist.
• write newspaper reports on the importance of the document.
Official Documents
Quick Ideas for Examining Official Documents
the document with a similar document today. improvement to the document that fit today’s societal needs. explanations of the document for younger learners.
• make picture
dictionaries for key terms from the document.
• edit the document using today’s grammatical rules.
• provide commentary for each part of the document to make it easier to understand.
• rewrite the document in their own words.
• write letters to an editor • write newspaper about the document.
• complete anticipation guides about the document.
editorials on the effectiveness of the document.
• make debate points for and against the document.
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Official Documents
Family Rules
Grades
K–2
Teacher Background Information Overview Students closely read a family rules poster and answer questions about the text, supporting their answers with references to the text. Then students write sets of rules that can apply to their lives.
Standards • Ask and answer questions about key details in a text.
Family Rules Poster
• This is a list of official rules that one family came
up with for their household. The family members talked together to make a list of their ideas about what was important to keep them safe and help them work together. They chose the seven rules on the poster from the list of their ideas. They each signed the poster as a way to show their commitment to keeping the rules.
Reading Closely 1. Distribute copies of the Family Rules Poster to
groups of students and display one for the whole class. Encourage groups of students to examine the poster before reading it.
• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
• Understand family life in a
community of the past and life in a community of the present.
Materials • Family Rules Poster (page 63) • Your class/school rules • Comparing Rules (page 64) • Family Rules Questions (page 65) • Informative/Explanatory Writing
2. Read the text on the poster aloud to the class as students follow along.
3. Encourage students to first share their thoughts about what you read.
4. As a class, identify any difficult vocabulary (e.g.,
respect, conserve, energy, compliment) and use context clues and/or other resources to define those terms.
Rubric 1 (page 302)
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K–2 Exemplar Lesson
Official Documents
Family Rules (cont.) Using Text-Dependent Questions 5. Use the discussion questions on page 62 to guide a discussion about the official family rules.
6. After a few questions have been discussed,
stop and read the poster again to the class. Then, continue discussing the poster using the questions in the first two sections of the list.
7. Display your official class rules or another list of rules found in your school. Have students compare the Family Rules Poster and the new documents using the Comparing Rules graphic organizer.
8. Discuss the questions listed under Integration of Knowledge and Ideas. Then, distribute copies of Family Rules Questions and have students record their responses in pairs.
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Writing for Understanding (Informative/Explanatory)
1. After students have spent time discussing the documents, keep the documents on display or within reach so that students can use them for the writing assignment.
2. Tell students that they will write lists of rules for their families using words and pictures. These rules can be general rules like the example, or they can apply to one part of their homes (like the bathroom, pool, or play area). Posters should include at least five rules, a place for signatures of family members, and a title.
3. Allow students to share their family rules and place them on display.
4. Use Informative/Explanatory Writing Rubric 1 to assess student writing.
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Official Documents
K–2 Exemplar Lesson
Family Rules (cont.) Discussion Questions Key Ideas/Details
Integration of Knowledge and Ideas (Show the other rules found around your school.)
• What do you know about this family based on
• How are these rules the same? How are they
We know that they care about the environment
Answers will vary, but students should be able to
these rules?
because one rule says to conserve energy. We know they have to do chores. We know they make messes.
• Why does this family need a set of family rules? Use the poster to help answer this question.
They need rules so that they can have a clean home and get along.
Craft and Structure
• What clues tell us that this poster is important? The family members had to sign it at the bottom
different?
find some similarities and differences between the rules.
• How do you know that the writers of these rules understand how people act? Point to the text that shows this.
Answers will vary, but students can point to the fact that the Family Rules Poster talks about respecting each other’s property. This rule was created because certain people don’t respect other’s property. In essence, students should understand that rules are created because they are needed.
of the page.
• If you could put these rules into categories, what categories would you choose? Why?
Answers will vary, but students might say there are rules that help us know how to treat one another and there are rules about respecting property.
• Use the poster to tell what the writer cares about the most. How do we know this?
The writer cares most about the family getting along and doing the right thing. We know this because of the rules the writer chose to put on the poster.
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Official Documents
Family Rules Poster
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Official Documents
Name:____________________________________________ Date: _________________________
Comparing Rules
Family Rules Poster
Other Rules
Directions: How are the rules the same? How are they different? Write at least two details in each section on the Venn diagram.
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Official Documents
Name:____________________________________________ Date: _________________________
Family Rules Questions Directions: Think about the family rules poster and the other set of rules. Answer these questions.
1. How are these rules the same? __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. How are these rules different? __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. How do you know that the writers of these rules understand how people act? Write the text that shows this. __________________________________________________________ __________________________________________________________ __________________________________________________________
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Grades
3–5
Official Documents
Babe Ruth’s Draft Card Teacher Background Information
Overview Students closely read a draft card and answer questions about the text, supporting their answers with references to the texts. Then students write informative/explanatory pieces to show what they have learned about the draft.
Standards • Quote accurately from a text when
Babe Ruth Draft Card
• George Herman ‘Babe’ Ruth, although a famous
baseball player, was not exempt from the military draft during World War I. However, the Great Bambino’s draft number was never called. Babe Ruth still served his country by enlisting in the 104th Field Artillery Division of the New York Army National Guard.
Draft Poster
• This draft poster, titled “Military Service Act 1916,” was printed by David Allen & Sons Ld in 1916. When Great Britain declared war on Germany in August 1914, most believed the war would be over by Christmas of that year. However, it soon became clear that the war would not be won in a matter of months, and so public and political attention quickly turned toward maintaining the war effort. In 1916, the Military Service Act was passed, which imposed conscription on all single men aged 18 to 41, with exemptions for those in essential wartime employment, those deemed medically unfit, religious ministers, and conscientious objectors.
explaining what the text says explicitly and when drawing inferences from the text.
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Understand US involvement in World War I.
Materials • Babe Ruth’s Draft Card (page 69) • Draft Poster (page 70) • Draft Cartoon (page 71) • Comparing Draft Documents (page 72)
• Babe Ruth Questions (page 73) • Informative/Explanatory Writing
Draft Cartoon
• John T. McCutcheon drew this cartoon, using pen and ink in approximately 1917. This cartoon is titled “A tragedy of the draft.”
Reading Closely 1. Distribute copies of the Babe Ruth Draft Card and
magnifying glasses to students. Encourage them to explore the card for interesting clues using the magnifying glasses.
Rubric 2 (page 303)
• magnifying glasses (optional) • index cards (4–6 per student)
2. Have students read the text on the card with
partners. Instruct students to share their thoughts about what they read with their partners.
3. Allow students time to write any questions they have in the margins.
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3–5 Exemplar Lesson
Official Documents
Babe Ruth’s Draft Card (cont.) Using Text-Dependent Questions 4. Use the discussion questions on page 68 to guide a whole-class discussion about Babe Ruth’s draft card.
5. After a few questions have been discussed,
stop and reread Babe Ruth’s Draft Card to the class. Then, continue discussing the document using the rest of the questions in the first two sections of the list.
6. Distribute copies of Babe Ruth Questions to students and have them respond to the questions independently.
7. Distribute copies of the Draft Poster and
the Draft Cartoon and display them for the class. Read them aloud to the class or have them read the text in pairs. Then, discuss the questions listed under Integration of Knowledge and Ideas.
8. Have students compare these documents
using the Comparing Draft Documents graphic organizer.
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Writing for Understanding (Informative/Explanatory)
1. Distribute 4–6 index cards to each student and have them staple the cards to form a booklet.
2. Tell students that they will use index cards
to write a how-to booklet that explains what a person must do to be drafted in the military during World War I. Each booklet should be 4–6 pages in length and explain the information a person has to provide to be drafted and the benefits of being drafted. The booklet should also explain the things that can prevent a person from being drafted into the war. Encourage students to use what they have learned from the documents.
3. Allow students to share their booklets in small groups.
4. Use Informative/Explanatory Writing Rubric 2 to assess student writing.
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Official Documents
3–5 Exemplar Lesson
Babe Ruth’s Draft Card (cont.) Discussion Questions Key Ideas/Details
• What do you know about the person shown on this card?
Answers will vary but should include that we
know that he is tall, of average weight, he has brown eyes, brown hair, is 23 years old, lives in Boston, and is married.
“Solely dependent on you for support” means that a person listed there needs the person on the card to help them live. This includes things like paying for food or helping pay for a place to live. Why does it make sense that “wife” is written there as the answer?
Wife makes sense for a person dependent for
support because they are part of the family and need help paying bills.
• What clues tell you that this is a professional
• The card is a draft card. The draft has to do
He works at Fenway Park, his occupation is
Answers might vary, but students might look at
baseball player?
baseball, Boston American employs him, and his last name is Ruth.
• Why would a person fill out a card like this? Point to things on the card to show your answers.
A person would fill out a card like this to give information about their personal life.
Craft and Structure
• What clues tell us that this card is important? Answers may vary. It has the person sign on the
bottom verifying that he or she has told the truth on the card. It also asks about details that matter, like who depends on this person, is he or she a citizen, where does he or she work, and it says something about military service.
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with serving in the army during a war. Use the card to explain what that means. the question about years of military service.
Integration of Knowledge and Ideas (Use all three primary sources)
• How do the card, the cartoon, and the poster explain what was happening at that time?
The card, poster, and cartoon tell how men had to be in the war. The poster tells how old a person would be in order to be drafted. The cartoon explains how men were drafted and what they did before going to war. It also shows how the doctor did not approve this man, so he did not go to war. The draft card shows the information a person had to fill out to be in the war.
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Official Documents
Babe Ruth’s Draft Card
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Official Documents
Draft Poster
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Official Documents
Draft Cartoon
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Official Documents
Name:_____________________________________ Date: _______________________
Comparing Draft Documents
Draft Poster
Draft Cartoon
Draft Card
Directions: How do the card, the cartoon, and the poster explain what was happening at that time? Write your answers in each part below.
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Official Documents
Name:_____________________________________ Date: _______________________
Babe Ruth Questions Directions: Read the draft card and answer the questions. 1. What do you know about the person shown on this card? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
2. What clues tell you that this is a professional baseball player? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
3. Why would a person fill out a card like this? Point to things on the card to show your answers. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Grades
6–8
Official Documents
The Hippocratic Oath Teacher Background Information
Overview Students closely read a translation of the Hippocratic Oath and answer questions about the text, supporting their answers with references to the texts. Then students write argument pieces that either defend the Hippocratic Oath as a moral guide or refute it as a meaningless ritual.
Standards • Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• Write arguments to support claims with clear reasons and relevant evidence.
• Understand the impact and
achievements of the Hellenistic period.
Materials • The Hippocratic Oath (Classic Version) (page 77)
• The Hippocratic Oath (Modern
Hippocratic Oath
• Hippocrates, the father of medicine, taught his
followers of the obligation physicians had to protect their patients and conduct a morally sound business. An unknown author wrote down Hippocrates’s teachings a century after the Greek philosopher lived.
Modern Translation of the Hippocratic Oath
• Written by an unknown author a century after
Hippocrates lived, a modern translation of the Hippocratic Oath, like this one, is recited by most graduating medical students today.
Reading Closely 1. Distribute copies of The Hippocratic Oath (Classic Version) to students. Have students number the paragraphs of the text for easy reference.
2. Have students read the text silently and make
notes in the margins about what they observe in the text and any confusing vocabulary.
3. Discuss as a class any confusing vocabulary and use context clues and/or other means (e.g., a dictionary) to define those terms.
4. In pairs or small groups, have students write
Version) (page 78)
• Comparing Modern and Old
captions/summaries in the margins for each paragraph. Then, discuss these as a class.
(page 79)
• Hippocratic Oath Questions (page 80)
• Opinion/Argument Writing Rubric 3 (page 307)
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The Hippocratic Oath (cont.) Using Text-Dependent Questions 5. Use the discussion questions on page 76 as a guide to continue your discussion about the classic version of the Hippocratic Oath.
6. After a few questions have been discussed, stop and reread The Hippocratic Oath aloud to the class. Then, continue discussing the document using the questions in the first two sections of the list.
7. Display The Hippocratic Oath (Modern Version) and read it together as a class.
8. Have students compare these documents
using the Comparing Modern and Old graphic organizer.
Writing for Understanding (Opinion/Argument)
1. Tell students that they will be using the
documents and the discussion about the documents to help them argue whether the Hippocratic Oath is a meaningless ritual or a moral guide for those in the health profession today. Student arguments should be at least two pages long and cite evidence from the text.
2. Once students have written their arguments
have them debate their ideas in small groups.
3. Use Opinion/Argument Writing Rubric 3 to assess student work.
9. Discuss the questions listed under Integration of Knowledge and Ideas. Then distribute the Hippocratic Oath Questions and have students record their responses.
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The Hippocratic Oath (cont.) Discussion Questions
• What things make this oath out of date for
Key Ideas/Details
The names of the gods and goddesses at the
•
Cite the evidence that implies that a doctor would not prescribe harmful antidotes to a patient.
It says that a doctor will do no harm to a patient. • What in the text leads you to believe that doctors were not trained to perform surgery?
The paragraph that talks about not taking up a knife to use it on a patient, even if he has stones (kidney stones) suggests the doctors were not trained to perform surgery.
Craft and Structure
• What does the word lineage mean and how do you know based on the text?
Lineage means relative or descendant. We know this because the sentence also talks about offspring and uses the word “male” before lineage.
• Why does the writer of the oath refer to this as “my life and my art”?
Answers can vary, but most students will say that the person practicing medicine would view it as art because no patient is the same. The doctor must use all his knowledge to know how to help the person, and in this respect, it can be viewed as an art form.
today’s world?
beginning of the oath. It only talks about teaching sons, not daughters. A doctor would teach others medicine without pay, and we know that medical school does cost money. Many doctors are trained in surgery and can perform that task. Although information is private to the outside world, doctors have to share this information on a person’s medical record.
Integration of Knowledge and Ideas (Use the classic version and the modern version.)
• Based on the things that make this document dated for today’s world, should doctors still take this oath? Use the text to support your answers.
Answers will vary, but students most likely will say it should not be used, citing the answers above.
• How does the classic version of the Hippocratic Oath compare to the modern version?
Answers will vary but should include the
following: The modern version does not include the gods. It has clearer and more sophisticated language used more today than the language used long ago. It specifically mentions sicknesses like cancer and fevers.
• What things in the text are still applicable to today’s practice of medicine?
To teach others one’s knowledge of medicine.
Keeping medical information private from the outside world. Treating a patient as best as one can without the intention to harm the patient.
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The Hippocratic Oath (Classic Version)
I swear by Apollo Physician and Asclepius and Hygieia and Panaceia and all the gods and goddesses, making them my witnesses, that I will fulfill according to my ability and judgment this oath and this covenant: To hold him who has taught me this art as equal to my parents and to live my life in partnership with him, and if he is in need of money to give him a share of mine, and to regard his offspring as equal to my brothers in male lineage and to teach them this art—if they desire to learn it—without fee and covenant; to give a share of precepts and oral instruction and all the other learning to my sons and to the sons of him who has instructed me and to pupils who have signed the covenant and have taken an oath according to the medical law, but no one else. I will apply dietetic measures for the benefit of the sick according to my ability and judgment; I will keep them from harm and injustice. I will neither give a deadly drug to anybody who asked for it, nor will I make a suggestion to this effect. Similarly I will not give to a woman an abortive remedy. In purity and holiness I will guard my life and my art. I will not use the knife, not even on sufferers from stone, but will withdraw in favor of such men as are engaged in this work. Whatever houses I may visit, I will come for the benefit of the sick, remaining free of all intentional injustice, of all mischief and in particular of sexual relations with both female and male persons, be they free or slaves. What I may see or hear in the course of the treatment or even outside of the treatment in regard to the life of men, which on no account one must spread abroad, I will keep to myself, holding such things shameful to be spoken about. If I fulfill this oath and do not violate it, may it be granted to me to enjoy life and art, being honored with fame among all men for all time to come; if I transgress it and swear falsely, may the opposite of all this be my lot. —Translation from the Greek by Ludwig Edelstein. (From “The Hippocratic Oath: Text, Translation, and Interpretation,” by Ludwig Edelstein. Baltimore: Johns Hopkins Press, 1943.)
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The Hippocratic Oath (Modern Version)
I swear to fulfill, to the best of my ability and judgment, this covenant: I will respect the hard-won scientific gains of those physicians in whose steps I walk, and gladly share such knowledge as is mine with those who are to follow. I will apply, for the benefit of the sick, all measures (that) are required, avoiding those twin traps of overtreatment and therapeutic nihilism. I will remember that there is art to medicine as well as science, and that warmth, sympathy, and understanding may outweigh the surgeon’s knife or the chemist’s drug. I will not be ashamed to say “I know not,” nor will I fail to call in my colleagues when the skills of another are needed for a patient’s recovery. I will respect the privacy of my patients, for their problems are not disclosed to me that the world may know. Most especially must I tread with care in matters of life and death. If it is given me to save a life, all thanks. But it may also be within my power to take a life; this awesome responsibility must be faced with great humbleness and awareness of my own frailty. Above all, I must not play at God. I will remember that I do not treat a fever chart, a cancerous growth, but a sick human being, whose illness my affect the person’s family and economic stability. My responsibility includes these related problems, if I am to care adequately for the sick. I will prevent disease whenever I can, for prevention is preferable to cure. I will remember that I remain a member of society, with special obligations to all my fellow human beings, those sound of mind and body as well as the infirm. If I do not violate this oath, may I enjoy life and art, respected while I live and remembered with affection thereafter. May I always act so as to preserve the finest traditions of my calling and may I long experience the joy of healing those who seek my help. Written by Louis Lasagna, Academic Dean of the School of Medicine at Tufts University, in 1964, and used today in many medical schools.
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Name:_________________________________________ Date: _________________________
Comparing Modern and Old
Modern Version
Classic Version
Directions: How does the modern version of the Hippocratic Oath compare to the classic version? Use the Venn diagram below to show your answers.
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Name:_________________________________________ Date: _________________________
Hippocratic Oath Questions Directions: Read the document and answer the questions below.
1. Cite evidence from the text that implies that a doctor would not prescribe harmful antidotes to a patient. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Based on the things that make this document dated for today’s world, should doctors still take this oath? Use the text to support your answers. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Grades
9–12
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The Code of Hammurabi Teacher Background Information
Overview Students closely read excerpts from the Code of Hammurabi and answer questions about the text, supporting their answers with references to the texts. Then students will write argument pieces to show what they have learned about the Code of Hammurabi.
Standards • Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• Understand how written codes and stories reflect social conditions in Mesopotamia, Egypt, and the Indus Valley.
Materials • Code of Hammurabi Excerpts (page 84)
• Ducking Stool (page 86) • Mosaic Law Excerpts (page 87) • Comparing Mosaic Law and Hammurabi’s Code (page 88)
• Code of Hammurabi Questions (page 89)
Code of Hammurabi Excerpts
• The Code of Hammurabi is the most complete
record of Babylonian law available. It was set down by Hammurabi during Babylon’s first dynasty and etched into a stone slab in a Babylonian temple. The laws include an “eye for an eye, a tooth for a tooth” as well as instructions on marriage and the right to own slaves.
Ducking Stool Image
• A ducking stool was a form of punishment in
17th Century England. The punishment involved strapping the offender to a wooden chair. The chair would then be extended over a pond or river and dunked repeatedly into the cold water. The offender would often die of shock or drown as a result of this form of punishment.
Mosaic Law Excerpts
• Mosaic Law, also known as the Torah, is the first
five books of the Old Testament in the Hebrew Bible. Those books are Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. Moses is credited for writing them.
Reading Closely 1. Distribute copies of the Code of Hammurabi Excerpts to students.
2. Have students read the text silently and make
notes in the margins about unfamiliar vocabulary.
3. Encourage students to first share their thoughts
about what they read with a few students sitting nearby.
4. In pairs, have students summarize each rule of the
• Opinion/Argument Writing Rubric 3
code into one word or a short phrase and write those in the margins (e.g., debt, theft, retribution). Allow students to share those words and phrases with the class.
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9–12 Exemplar Lesson
The Code of Hammurabi (cont.) Using Text-Dependent Questions 5. Use the discussion questions on page 83 as a guide for a whole-class discussion on the Code of Hammurabi.
6. After a few questions have been discussed,
stop and reread the Code of Hammurabi Excerpts aloud to the class. Then, continue discussing the document using the questions in the first two sections of the list.
7. Distribute copies of the Code of Hammurabi
Questions and allow students time to respond to them. You may consider allowing students to work in pairs.
8. Distribute copies of the Ducking Stool
image and discuss the first question under Integration of Knowledge and Ideas on page 83.
Writing for Understanding (Opinion/Argument)
1. Tell students that they will take the viewpoint of a particular person mentioned in the Code of Hammurabi Excerpts. For example, they could take the viewpoint of the tavern owner, a physician, a barber, slave, etc. From this viewpoint, they will write a letter to the editor of the Babylonian Times newspaper expressing their opinion about the laws. Students should cite evidence from the law excerpts.
2. Once students have written these letters to the editor, let them share these letters with others in the class.
3. Use Opinion/Argument Writing Rubric 3 to assess student writing.
9. Distribute copies of the Mosaic Law Excerpts and have students follow the same close reading procedure as found in steps 2–4.
10. Using the Comparing Mosaic Law and
Hammurabi’s Code graphic organizer, have students compare the two sets of laws and then discuss them using the second question under Integration of Knowledge and Ideas on page 83.
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The Code of Hammurabi (cont.) Discussion Questions
• What does ensnare mean, and how can you
Key Ideas/Details
Ensnare means to accuse someone of
•
What conclusions can you make about Babylonian society based on the text?
People owned animals, they had slaves, they paid with silver, they drank in taverns, they accumulated debts, and doctors performed operations.
• What categories of laws do you see based on these excerpts?
Laws based on guilt and innocence for crime,
personal property protection, harboring criminals, debts, and harm to a person’s body.
•
From the excerpts, the reader can conclude that this society believed in “an eye for an eye.” Find evidence to support this conclusion.
Laws 196, 197, and 200 explicitly say that the
person will pay for the wrong by losing parts of his own body.
• What can the reader conclude about healthcare in Babylonia?
The reader can conclude that the doctor is held responsible for the death of a patient and will pay for it by losing his hands. Conversely, if he is successful, then the patient pays him money. There is no room for error.
Craft and Structure
• Use the law excerpts to explain the common thread found in all of them (with the exception of law 2). Give evidence from the document.
The common thread is that people are responsible for what they do. There is no room for error. A person will be paid or will pay for what they do.
figure it out using the text?
wrongdoing, and we can know this because the law also talks about proving it.
• Where can you find superstition in these laws? Law 2 is superstitious because it says a person’s innocence or guilt is determined by whether or not he drowns or survives after jumping in the river.
• How would a doctor view these laws
differently than someone else in society? Justify your thinking using text evidence.
Answers can vary. Some may say that the
doctor would view these laws in a favorable way because he is paid well for helping cure someone. However, most students might feel that the physicians would view these laws as unfair because if he makes a mistake, then he is punished severely by losing his hands.
Integration of Knowledge and Ideas (Use all three documents.)
• Look at the ducking stool image. To test for
being a witch during the 1600s, a person was tied down with weights and thrown into the river. If the person floated, he or she was deemed a witch. If drowned, the person was innocent. How does this practice compare to law number 2 in Hammurabi’s Code?
Both laws are superstitious and do not take into
account whether a person can swim. In the witches test, unfortunately, the innocent person dies. In Hammurabi’s Code, the innocent person survives. However, neither of these tests have anything to do with a person’s innocence or guilt in a matter.
• In what ways do the Mosaic Law excerpts and the Hammurabi Code excerpts compare to one another?
Answers will vary but should focus on the ideas of theft, retribution, and interacting with others.
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Code of Hammurabi Excerpts
1.
If any one ensnare another, putting a ban upon him, but he cannot prove it, then he that ensnared him shall be put to death.
2.
If any one bring an accusation against a man, and the accused go to the river and leap into the river, if he sink in the river his accuser shall take possession of his house. But if the river prove that the accused is not guilty, and he escape unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall take possession of the house that had belonged to his accuser.
8.
If any one steal cattle or sheep, or an ass, or a pig or a goat, if it belong to a god or to the court, the thief shall pay thirtyfold therefor; if they belonged to a freed man of the king he shall pay tenfold; if the thief has nothing with which to pay he shall be put to death.
14. If any one steal the minor son of another, he shall be put to death. 21. If any one break a hole into a house (break in to steal), he shall be put to death before that hole and be buried. 24. If persons are stolen, then shall the community and ... pay one mina of silver to their relatives. 109. If conspirators meet in the house of a tavern-keeper, and these conspirators are not captured and delivered to the court, the tavern-keeper shall be put to death. 117. If any one fail to meet a claim for debt, and sell himself, his wife, his son, and daughter for money or give them away to forced labor: they shall work for three years in the house of the man who bought them, or the proprietor, and in the fourth year they shall be set free. 118. If he give a male or female slave away for forced labor, and the merchant sublease them, or sell them for money, no objection can be raised. 119. If any one fail to meet a claim for debt, and he sell the maid servant who has borne him children, for money, the money which the merchant has paid shall be repaid to him by the owner of the slave and she shall be freed.
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Code of Hammurabi Excerpts (cont.)
196. If a man put out the eye of another man, his eye shall be put out. 197. If he break another man’s bone, his bone shall be broken. 200. If a man knock out the teeth of his equal, his teeth shall be knocked out. 215. If a physician make a large incision with an operating knife and cure it, or if he open a tumor (over the eye) with an operating knife, and saves the eye, he shall receive ten shekels in money. 218. If a physician make a large incision with the operating knife, and kill him, or open a tumor with the operating knife, and cut out the eye, his hands shall be cut off. 221. If a physician heal the broken bone or diseased soft part of a man, the patient shall pay the physician five shekels in money. 224. If a veterinary surgeon perform a serious operation on an ass or an ox, and cure it, the owner shall pay the surgeon one-sixth of a shekel as a fee. 227. If any one deceive a barber, and have him mark a slave not for sale with the sign of a slave, he shall be put to death, and buried in his house. The barber shall swear: “I did not mark him wittingly,” and shall be guiltless. 229. If a builder build a house for some one, and does not construct it properly, and the house which he built fall in and kill its owner, then that builder shall be put to death.
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Ducking Stool
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Mosaic Law Excerpts
Deuteronomy 5:20 You shalt not give false testimony against your neighbor.
Deuteronomy 22:1–3 If you see your brother’s ox or sheep straying, do not ignore it but be sure to take it back to him. If the brother does not live near you or if you do not know who he is, take it home with you and keep it until he comes looking for it. Then give it back to him. Do the same if you find your brother’s donkey or his cloak or anything he loses. Do not ignore it.
Exodus 21:16 Anyone who kidnaps another and either sells him or still has him when he is caught must be put to death. If a thief is caught breaking in and is struck so that he dies, the defender is not guilty of bloodshed; but if it happens after sunrise, he is guilty of bloodshed. A thief must certainly make restitution, but if he has nothing, he must be sold to pay for his theft.
Deuteronomy 19:21 Show no pity: life for life, eye for eye, tooth for tooth, hand for hand, foot for foot. —Translation from King James Bible
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Name:_________________________________________ Date: _________________________
Comparing Mosaic Law and Hammurabi’s Code Directions: Find laws in Hammurabi’s Code that compare to the Mosaic Laws written below. Then reflect on how they compare to one another in the third column. Mosaic Law
Hammurabi’s Code
My Thoughts
You shalt not give false testimony against your neighbor. Deuteronomy 5:20 If you see your brother’s ox or sheep straying, do not ignore it but be sure to take it back to him. If the brother does not live near you or if you do not know who he is, take it home with you and keep it until he comes looking for it. Then give it back to him. Do the same if you find your brother’s donkey or his cloak or anything he loses. Do not ignore it. Deuteronomy 22:1–3 Anyone who kidnaps another and either sells him or still has him when he is caught must be put to death. Exodus 21:16 If a thief is caught breaking in and is struck so that he dies, the defender is not guilty of bloodshed; but if it happens after sunrise, he is guilty of bloodshed. A thief must certainly make restitution, but if he has nothing, he must be sold to pay for his theft. Exodus 22:2–3 Show no pity: life for life, eye for eye, tooth for tooth, hand for hand, foot for foot. Deuteronomy 19:21
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Name:_________________________________________ Date: _________________________
Code of Hammurabi Questions Directions: Read the text and answer the questions below.
1. What conclusions can you make about Babylonian society based on the text? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. What categories of laws do you see based on these excerpts? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. From the excerpts, the reader can conclude that this society believed in “an eye for an eye.” Find evidence to support this conclusion. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
4. What can the reader conclude about healthcare in Babylonia? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Personal Documents
Table of Contents Personal Documents Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Quick Ideas for Examining Personal Documents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Exemplar Lessons Grandma Taylor’s Cookies (K–2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 V-Mail Letters (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 A Letter to Mrs. Roosevelt (6–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 President Truman on Potsdam (9–12). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
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What Is Their Importance? Personal documents provide details that show the “human side” of history and often demonstrate the impact that events through time have had on people’s lives. They are what give color to the lives of the past and help us today to relate to people’s trials, successes, sorrows, and joys. Personal documents can include things like recipes, family Bibles, letters, diaries, journals, and notes. Some of the primary sources included in the exemplar lessons are a recipe for cookies, V-mail letters, letters to Mrs. Roosevelt, and a diary entry written by President Truman. These are only a very small sampling of what can be included in the category of personal documents.
Personal Documents
Personal Documents Overview
How Have They Changed Over Time? Up until recently, personal documents were usually always handwritten. The advent of the telegraph and the typewriter allowed people to record letters, messages, and notes more quickly and efficiently, but even during that time most people still physically wrote correspondence and reflective writing such as journals or diaries. When possible, reading these primary sources in the personal handwriting gives them a more real sense, but even the typed text from long ago can reach us with interesting facts about the time. With the new age of technology, personal documents are changing. For example, many people text, write on social network pages, and email instead of write letters. Some express concern that today’s documents will not be as accessible 100 years from now because they are digital, but others argue that we will be better able to preserve them because they are. Only time will tell.
Where Can I Find Them? Personal documents can be found at estate sales, antique shops, museums, online, and in personal collections. Most students can even look in their personal family heirlooms to locate old letters, diaries, recipes, and notes. The Library of Congress has some personal documents of well-known individuals. These can be found online at http://www.loc.gov/. Personal letters written by presidents can be found at their respective presidential libraries. For example, love letters from President Truman to his wife can be found online at http:// www.trumanlibrary.org/bessltr.htm.
Why Should I Use Them in the Classroom? Personal documents tell us thoughts, ideas, and information about individual lives. Whether we glean information from personal diaries or letters or read recipes in their personal handwriting, these documents tell us things about the people who created them. As students study these documents, they understand that although times have changed, people tend to stay the same with regards to what they worry about, how they show their love, and what makes them happy. This knowledge helps students expand their global view of the past and the present, realizing that people have recorded pieces of their lives in these personal documents.
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Personal Documents
Personal Documents Overview (cont.) How Do I Use Them for Instruction? Personal documents can be entertaining pieces for students to read. When students know that they are looking into the lives of a person who lived long ago to see what he or she was like, reading becomes more interesting. Use these texts to introduce a topic and get students excited about learning. Teach students to think like detectives when looking at texts, even ones that appear straightforward, so that they can examine details to help them understand the time and the people better. First, have students read the text in its entirety to gain an understanding of the purpose for the text. They should write notes in the margins or underline and circle interesting parts of the text. Next, students should take a closer look at the details of the text with the goal of gleaning information about the individual who created the text. For example, what did this person eat, what did this person talk about, and what was important to him or her? Finally, students should reread the document to learn what the document might reveal about the time in which it was written.
1. Read the entire text. 2. Write notes in the margins and circle interesting parts.
3. Read the text again, looking for details about the person.
4. Use that information to garner a true
Scaffolding for Elementary Students Grades K–2: Select simple documents such as postcards, recipe cards, or short notes. Grades 3–5: Select longer documents such as diary entries and letters that spur them on to do additional historical research to build their context clues for the time period/historical event.
picture of what this person was like.
5. Use that information to analyze what life was like at that time.
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Ideas for K–2 Have students…
Ideas for 3–5
Have students…
Have students…
• compare the document • compare and contrast with a similar document today as a class.
• act out the personal document in small groups.
• write a class fictional story about the document.
• draw pictures to
illustrate the document.
• write questions you have about the document or the life of the person who created it.
Ideas for Secondary
the document with a similar document today.
• describe the person who created the document in writing.
• create summaries that
tell why the document is still important today.
• make vocabulary
definition sheets for the document.
• edit the document using grammar and spelling rules from today.
• compare and contrast
Personal Documents
Quick Ideas for Examining Personal Documents
specific aspects of the document with a similar document today.
• create summaries that
tell what makes the document important to people today.
• write fictional stories
about how and why the document was written.
• make predictions about the people associated with the document and what else they did in their lives.
• write responses to the document.
• conduct research to find out more about the people, places, and events mentioned in the document.
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Grades
K–2
Personal Documents
Grandma Taylor’s Cookies Teacher Background Information
Overview Students closely read a recipe card and answer questions about the text, supporting their answers with references to the texts. Then students write informative/explanatory texts to show what they have learned about how to read recipe cards.
Standards • Ask and answer questions about key details in a text.
• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
• Understand family life today and
Grandma Taylor’s German Cookies Recipe
• One family tradition common to most families is
sharing food and family recipes. Most families have recipes that have been part of family meals and celebrations for generations. Some families have recipes that are kept just within the family and never shared outside the family. This recipe card was written by Linda Maloof. It shares a German cookie recipe that has been in her family for many years.
Reading Closely 1. Distribute copies of Grandma Taylor’s German Cookies Recipe to students.
2. Read the text aloud to the class as students follow along.
3. Encourage students to share their thoughts
how it compares with family life in the recent past and family life long ago.
about what you read. Underline and discuss any important information that gives background information about who wrote this recipe.
Materials • Grandma Taylor’s German Cookies Recipe (page 99)
• personal recipe cards or recipes from cookbooks
• Comparing Recipes (page 100) • Recipe Questions (page 101) • Informative/Explanatory Writing Rubric 1 (page 302)
• writing paper
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K–2 Exemplar Lesson
Personal Documents
Grandma Taylor’s Cookies (cont.) Using Text-Dependent Questions 4. Use the discussion questions on page 98 as a guide to discuss the cookie recipe.
5. After a few questions have been discussed,
stop and reread the recipe card to the class. Then, continue discussing the recipe card using the questions in the first two sections of the list.
6. Distribute copies of personal recipe cards
or recipes from various cookbooks and read them together or in small groups.
7. Have students compare these documents using the Comparing Recipes graphic organizer.
Writing for Understanding (Informative/Explanatory)
1. Distribute writing paper to students and tell them that they will be writing about how to follow a recipe card. Encourage students to use the recipe cards from this lesson to explain how a person would learn to read one. Allow students to show you in words and pictures.
2. Display these informative texts for the class. Talk about each one and how they are helpful in learning to read a recipe card.
3. Use Informative/Explanatory Writing Rubric 1 to assess student writing.
8. Discuss the questions listed under Integration of Knowledge and Ideas. Then distribute copies of Recipe Questions and have students work in pairs to respond to the questions.
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Grandma Taylor’s Cookies (cont.) Discussion Questions
Craft and Structure
Key Ideas/Details
• Why are the ingredients listed in this order?
• Answers will vary. Some students might enjoy What do you think about this recipe?
a cookie recipe while others might not like the idea of German cookies based on their experience with eating German cake or maybe other German food.
• Why would these cookies taste good or bad? Point to things in the recipe for your reasons.
The sour milk might make some students not
want to eat these cookies. Other students might point to the other ingredients for reasons that the cookies will taste good.
• Why does the recipe say to mix in more flour as needed?
The recipe says to mix in more flour as needed because it might not be easy to roll out the dough.
• Why is the order on this recipe important?
Show your answer using the recipe card.
The ingredients are listed in this order because it is the order that you mix the recipe.
• What does it mean to “blend” the ingredients? Blend means the same as “mix” which is used later in the instructions.
• Why do you think the recipe card has two parts: the list of ingredients and the directions?
The recipe has two parts to make it easy to follow and read by the baker.
Integration of Knowledge and Ideas (Use the other recipe cards.)
• How are these recipes the same? How are they different?
Answers will vary depending on the recipes chosen.
Show me on the recipe.
The order is important when mixing ingredients because if you start with flour, you won’t know if you need to add more flour until all the ingredients are in the mix.
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Personal Documents
Grandma Taylor’s German Cookies Recipe
Grandma Taylor’s German Cookies 4 cups sugar 2 cups shortening or butter 2 cups sour milk 8 eggs 1 tablespoon vanilla 1 teaspoon baking soda 2 teaspoons baking power 8 to 10 cups flour Blend sugar, butter, milk & eggs. Stir in vanilla, baking soda, baking power & flour. Mix in more flour as needed. Roll out dough. Cut with cookie cutters. Bake at 350° for 15 minutes. Decorate with colored frosting. © Shell Education
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Name:____________________________________________ Date: _________________________
Comparing Recipes
Grandma Taylor’s German Cookies
Alike
The Other Recipe
Directions: How are the recipes alike? How are the recipes different? Write your answers on the Venn diagram.
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Name:____________________________________________ Date: _________________________
Recipe Questions Directions: Look at the recipe card. Answer the questions.
1. Why are the ingredients listed in this order? Show your answer using the recipe card. __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. What does it mean to “blend” the ingredients? __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. Why do you think the recipe card has two parts: the list of ingredients and the directions? __________________________________________________________ __________________________________________________________ __________________________________________________________
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Grades
3–5
Personal Documents
V-Mail Letters Teacher Background Information
Overview Students closely read a set of V-mail letters and answer questions about the text, supporting their answers with references to the texts. Then students write narratives from a soldier’s perspective to show how he really felt.
V-Mail Letter from Bernie/Elmer
• These are copies of letters from an American soldier who served in World War II. These small notes were called V-Mail, for Victory Mail. At home, families were asked to write short letters, a few times per week to the soldiers. These letters were collected by the post office and photographed onto tiny microfilm. The microfilm was then flown across the ocean to the battlefields. Once at the battlefields, the microfilm was reproduced onto paper, and the letters were delivered to the servicemen and servicewomen. V-mail was a major advance in wartime communication.
Standards • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Write narratives to develop real
Western Union Telegram
• The Western Union Telegram records the death of an American soldier in France during World War II. The certificate, signed by President Roosevelt, commemorates the death of the soldier. The certificate of award of the Purple Heart honors him as a brave soldier. This solider, Elmer Tusko, is the same one whose V-mail letters are shared in this lesson. During World War II, the War Department notified families of the deaths of their sons, fathers, daughters, or husbands. These telegrams were delivered by army personnel and not simply mailed. The telegram would be the initial notification. A follow-up letter would arrive, generally written by the soldier’s commanding officer. This letter would give details of the soldier’s death.
or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• Understand daily life of a farm family from long ago.
Materials • V-Mail Letter from Bernie (page 105) • V-Mail Letter from Elmer (page 106) • Western Union Telegram (page 107) • Normandy Landing (page 108) • Comparing World War II (page 109) • V-Mail Questions (page 110) • Narrative Writing Rubric 2 (page 300)
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Normandy Landing Picture
• The invasion of Normandy began at dawn on June
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6, 1944. The first men to land on the beaches faced heavy German fire. Thousands of men were killed. The forces kept arriving and eventually overpowered the Germans.
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3–5 Exemplar Lesson
Personal Documents
V-Mail Letters (cont.) Reading Closely
Using Text-Dependent Questions
1. Distribute copies of the V-Mail Letter from
7. Use the discussion questions on page 104 to
2. Instruct students to read the text silently and
8. After a few questions have been discussed,
3. Have students reread the text and then
9. Distribute copies of the Western Union
Bernie to students.
make notes in the margins about what they observe in the text as well as what other information they need to know to make the content of the text understandable.
underline specific details about the person to understand what he was like and what life was like at the time.
4. Distribute copies of the V-Mail Letter from Elmer to students.
guide a discussion about the two letters.
stop and reread both V-mail letters aloud to the class. Then, continue discussing the letters using the remaining questions in the first two sections of page 104. Telegram and the Normandy Landing image. Examine these documents as a class.
10. Have students compare these documents using the Comparing World War II graphic organizer.
5. Have students read the text silently and
11. Discuss the questions listed under Integration
6. Have students reread the second text and
Writing for Understanding
note where their questions are answered using this second letter. They should also make notes in the margins about what they observe in the text. repeat step 3.
of Knowledge and Ideas. Then distribute copies of V-Mail Questions and have students work in pairs to respond to the questions.
(Narrative)
1. Tell students that they will be using the
documents and the discussion about the documents to help them write a narrative from Elmer’s perspective. Remind students that the letter Elmer wrote does not really tell the truth of how he felt or what he was facing. He wanted to protect his family. This narrative will fill in the gap between the time Elmer wrote his V-mail letter and the time the Western Union telegram arrived. The narrative should be at least one page in length.
2. Once students have written their narratives, have them share these in small groups.
3. Use Narrative Writing Rubric 2 to assess student work.
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V-Mail Letters (cont.) Discussion Questions Key Ideas and Details
sure to fix the money so his mother can withdraw it?
• What conclusions can you make about Bernie?
Elmer is implying that he is going into a
Bernie is a kid and most likely a brother to Elmer.
• What do you think is Elmer’s intended message
Support your answer with evidence from the text. He makes references to the carnival and movies as well as calling his parents Mom and Pop when talking to Elmer. Elmer also jokes about Bernie working too hard.
•
Why did Elmer say to fix the money in the bank so that his mother could draw the money too? What did he mean by this?
Elmer is concerned about his family’s finances.
He asks if Pop is still working. He also is in a war and could be concerned that he might die, so he wants his parents to be able to draw the money out.
•
From the letters, the reader can conclude that Elmer and Bernie’s letters passed in the air. Find evidence to support this conclusion.
Elmer makes a statement that he has not heard
from Bernie in a while. Bernie writes as though he has not heard from his older brother, asking him about the movies and not answering any of Elmer’s questions.
Craft and Structure
• Use the letters to explain the dynamics in this family. Give evidence from the document.
The children are concerned about their father
working, as Bernie mentions how much Pop is getting paid and Elmer asks if he is still working. Bernie and his brother have a good relationship, and the joking in Elmer’s letter shows this. The family cares for one another as they talk about how to fix the money so the mother can draw it out too.
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• What does Elmer imply when he says to be
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dangerous situation in war and might not make it back. in writing his letter? Justify your thinking using text evidence.
In a way, Elmer is trying to calm his family’s fears by telling them everything is fine and that it is a beautiful day. He is also tying up loose ends so that if anything does happen, his family will be okay financially.
Integration of Knowledge and Ideas (Show all three documents.)
• How do you know that Elmer understood
the realities of war? Give text evidence from several sources to support your thinking.
Men knew the dangers they faced as seen in
the Western Union Telegram and the image. Although he did not share specific war information with his family in the letter, it is clear that he was experiencing the hardship of being away from his family and knew that he was going to be facing dangerous situations in the time to come.
• How are these three texts the same? How are they different?
The texts all address the realities of war; some are subtle like the letter, and some are explicit like the telegram. The photo shows the realities of what these men faced. These documents are different in how they tell the story of the soldiers. The letter makes the soldier seem very human as he asks about his little brother. The telegram is impersonal and removes the emotion from the man. The photo imposes the harsh realities of war.
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Personal Documents
V-Mail Letter from Bernie
To S/SGT Elmer Tusko From Bernard Tusko 748 Main St. Vandling, Pennsylvania July 12, 1944 Dear Elmer, I received your letter today and was very glad to hear from you. There is a carnival in Forest City now, but it only lasts six days, It’s over Saturday. And it started Monday, July 10. There is an acrobat with the carnival too, but he doesn’t act until 11:00 o’clock at night, I saw him Monday night. He was pretty good. Mom went to the carnival last night, and Pop went Monday. He’s getting paid tonight, around $80.00. I was glad to hear that everythings okay where you are. Are the movies O.K. there? The’re all right up here. Everything is getting along find. Well that’s all for now. I’ll write more later. So long, Bernie P.S. Andy was promoted to staff sergeant the first of July. © Shell Education
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V-Mail Letter from Elmer
To Mrs. Andrew Tusko 748 Main St. Vandling, Pennsylvania From S/SGT Elmer Tusko 10th Repl. Dep APO 874 NY, NY July 18, 1944 Dear Mom and All, It’s a beautiful day here, and all is well, I’m feeling fine. How is everyone at home? I haven’t received a letter from Bernie in quite a while, is he working too hard (ha ha). It must be hot back home now, isn’t it? Is pop still working? I got a letter from Joe the other day, he seems to be in a good place now. Mom, when you put money in the bank for me, be sure to fix it so that you can draw the money too. I’ll write again soon. As ever, Elmer.
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Personal Documents
Western Union Telegram
11SC JO 43 GOVT WUX-WASHINGTON DC 1013 PM SEP 11, 1944 MRS MARY TUSCO 10 CLINTON ST VANDLING PENN THE SECRETARY OF WAR ASKS THAT I ASSURE YOU OF HIS DEEP SYMPATHY IN THE LOSS OF YOUR SON STAFF SERGEANT ELMER T TUSKO REPORT RECEIVED STATES THAT HE DIED TWENTY SEVEN AUGUST IN FRANCE AS RESULT OF WOUNDS RECEIVED IN ACTION LETTER FOLLOWS J A ULIO THE ADJUTANT GENERAL 1123 PM
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Name:_____________________________________ Date: _______________________
Normandy Landing
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Personal Documents
Name:_____________________________________ Date: _______________________
Comparing World War II Directions: Use this graphic organizer to explore the similarities and differences between the documents. V-Mail Letters
World War II Telegram
Normandy Landing
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Name:_____________________________________ Date: _______________________
V-Mail Questions Directions: Read the documents and answer the questions below.
1. What conclusions can you make about Bernie? Support your answer with evidence from the text. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Why did Elmer say to fix the money in the bank so that his mother could draw the money too? What did he mean by this? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. From the letters, the reader can conclude that Elmer and Bernie’s letters passed in the air. Find evidence to support this conclusion. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Grades
6–8
Personal Documents
A Letter to Mrs. Roosevelt Teacher Background Information
Overview Students closely read a letter addressed to Mrs. Roosevelt and answer questions about the text, supporting their answers with references to the text. Then students write narratives to show what they have learned from the documents.
Standards • Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Letter to Mrs. Roosevelt/Child Letter to Mrs. Roosevelt
• Eleanor Roosevelt was a much sought after public
figure during the Depression. People from all over the country wrote the first lady asking for advice, help, and offering their opinions. The first year in the White House alone she received 300,000 pieces of mail. Out of the 800 letters that came on a daily basis, she would personally read 50. Her secretary’s full-time job was to open and respond to the first lady’s mail. These letters make clear that most people wanted to borrow money and only took aid as a last resort.
Reading Closely
• Write narratives to develop real or
Preparation Note: Prior to beginning this lesson, search online to find images from the Great Depression that will showcase what life was like during that time period, particularly for women, children, and families.
• Understand economic aspects of
1. Distribute copies of the Letter to Mrs. Roosevelt.
imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. the Great Depression.
Materials • Letter to Mrs. Roosevelt (page 115) • Child Letter to Mrs. Roosevelt (page 116)
• Life in the Great Depression (page 117) • Letter Questions (page 118) • Great Depression images • Narrative Writing Rubric 3 (page 301)
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2. Instruct students to read it silently and to make
notes in the margins about what they observe in the text as well as what other information they need to know to make the content of the text understandable.
3. Read the text of the letter aloud to the class. Have
students underline important details about the person who wrote the letter and what her life was like at the time.
4. Begin a discussion of the text by asking students
to share something that struck them the most about the letter. Then discuss details from the text that share information about the person who wrote the letter.
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6–8 Exemplar Lesson
A Letter to Mrs. Roosevelt (cont.) Using Text-Dependent Questions 5. Use the discussion questions on page 113 to
continue a whole-class discussion of the text.
6. After a few questions have been discussed, stop and reread the letter aloud for a third time to the class, having them pay special attention to the way that the author wrote the letter. Then, continue discussing the letter using the remaining questions in the first two sections of the list.
7. Distribute copies of Letter Questions to
students and allow them time to respond to the questions based on the information shared in the whole-class discussion.
8. Distribute copies of the Child Letter to Mrs.
Roosevelt and show images from the Great Depression. Examine those together as a class.
9. Discuss the questions listed under Integration of Knowledge and Ideas on page 114.
Writing for Understanding (Narrative)
1. Tell students that they will write letters on
behalf of Mrs. Roosevelt to a needy person, such as a response to this woman, the child, or someone in the photos. What would she say based on what we know about Mrs. Roosevelt from the letters? How would she address their needs? In the letters, be sure to give information about the needy person that you gleaned from the letters or the photos.
2. Once students complete this activity, post
the letters around the room and allow students to walk around and read them. Then, bring the class back together for a discussion about what they just read. Have students point out the letters that use the details they have learned.
3. Use Narrative Writing Rubric 3 to assess student writing.
10. Distribute copies of Life in the Great Depression and have students create a web using the information learned from the texts and images.
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Personal Documents
A Letter to Mrs. Roosevelt (cont.) Discussion Questions
Craft and Structure
Key Ideas/Details
• How does Hazel make the case that Mrs.
•
Hazel begins the letter reminding her of the
From the text we can conclude that Hazel is a proud woman. Find evidence to support this conclusion.
Hazel does not want to take charity from a
Welfare Association; instead, she asks for a loan and even provides her rings as collateral or insurance that she will pay her back. She also says that she would rather no one knew about this transaction.
• Use the letter to explain the dynamics in this family. Give evidence from the document.
The father gets work sometimes, but probably is not employed full time since she says she will stay home when her husband has work and will repay her when her husband gets more work. We do not know how many children are already in this family, but there must be at least four children. She lists the oldest daughter, the seven-year-old daughter, and other children. The oldest daughter is sickly and cannot help around the home, but the seven-year-old girl is a good helper and will be taken out of school once the baby arrives to help with the other children in the home (which means that there is more than one). So, children are expected to help out at home.
• How can we use this text to prove that people felt comfortable contacting Mrs. Roosevelt for help?
This is not the first letter that Hazel has sent; it is
Roosevelt should trust her?
previous letter. She comes right out and says she wants a chance to be trusted until the money can be repaid. She then talks about the two rings that have worth to her that she has sent. She talks about her children and how they plan to get by until her husband can get enough work. She knows she cannot afford to have the baby, and expresses her feelings about this. She ends the letter by promising to repay her as soon as she can. In effect, Hazel is sharing her personal feelings and situations with her in order to gain her trust.
• What does Hazel imply when she says of the rings that “the actual value is not high, but they are worth a lot to me”? Why would Hazel include this information and why would this matter to Mrs. Roosevelt?
Hazel knows the rings are not worth much
money, so she cannot sell them to pay for the baby. But she sends them because they are worth a lot to her, much more than money can buy. They are sentimental and cannot be replaced since her husband gave her one of them and the other belonged to her mother. Hazel uses these rings to make it clear that she will repay this debt. Hazel feels that this information would matter to Mrs. Roosevelt and makes her more credible in her eyes knowing that she is enclosing something of value to her.
the second letter. She reminds her of the first one and asks if she remembers. She talks to Mrs. Roosevelt, the president’s wife, like she was a friend and asks her to trust her that she will pay this debt back. She also asks that she would keep this loan a secret. This letter has a personal feel to it, which can lead us to believe people felt comfortable asking the president’s wife for help.
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6–8 Exemplar Lesson
A Letter to Mrs. Roosevelt (cont.) Integration of Knowledge and Ideas (Use the Child Letter to Mrs. Roosevelt and pictures from the Great Depression.)
• How do you know that many people suffered financially in the same way that Hazel did? Give text evidence from several sources to support your thinking.
The little girl told about not getting gifts from
Santa on Christmas. Her mother told her the chimney was blocked, and she believed her, but she still wrote to Mrs. Roosevelt about it. The mother did not want to tell her the truth, that she could not afford to buy her gifts. The pictures show that people wanted jobs instead of charity and that many of them lived in extreme poverty.
• In what ways do these texts tell the struggles that people faced during the Great Depression? How are the struggles different?
Answers will vary, but students might say
that some struggled getting jobs and others struggled with not having enough to eat.
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Personal Documents
Letter to Mrs. Roosevelt 1 Orchard Ave. Troy, N.Y. Jan. 2, 1935 Dear Mrs. Roosevelt, About a month ago, I wrote you asking if you would buy some baby clothes for me, with the understanding that I was to repay you as soon as my husband got enough work. Several weeks later I received a reply to apply to a Welfare Association so I might receive the aid I needed. Do you remember? Please, Mrs. Roosevelt, I do not want charity, only a chance from someone who will trust me until we can get enough money to repay the amount spent for the things I need. As a proof that I really am sincere, I am sending you two of my dearest possessions to keep as security, a ring my husband gave me before we were married, and a ring my mother used to wear. Perhaps the actual value of them is not high, but they are worth a lot to me. If you will consider buying the baby clothes, please keep them (rings) until I send you the money you spent. It is very hard to face bearing a baby we cannot afford to have, and the fact that it is due to arrive soon, and still there is no money for the hospital or clothing, does not make it any easier. I have decided to stay home, keeping my 7 year old daughter from school to help with the smaller children when my husband has work. The oldest little girl is sick now, and has never been strong, so I would not depend on her. The 7 year old one is a good, willing little worker, and somehow we must manage—but without charity. If you still feel you cannot trust me, it is all right, and I can only say I do not blame you, but if you decide my word is worth anything with so small a security, here is a list of what I will need—but I will need it very soon. 2 shirts, silk and wool, size 2
1 wool bonnet
3 pr. stockings, silk and wool, size 4 ½ or 4
2 pr. wool booties
3 straight flannel bands
2 doz. diapers 30” x 30”—or 27” x 27”
2 slips, outing flannel
1 large blanket (baby) about 45” or 50”
2 muslin dresses
3 outing flannel nightgowns.
1 sweater If you will get these for me, I would rather no one knew about it. I promise to repay the cost of the layette as soon as possible. We will all be very grateful to you, and I will be more than happy. Sincerely yours, Mrs. Hazel E. Champine
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Child Letter to Mrs. Roosevelt
Mason, Wisconsin January 9, 1934 Dear Mrs. F. Roosevelt, I suppose you’ll be kind of surprised to hear from a poor little girl. I am ten years old. On Christmas Eve I had wished for Santa Clause to come but my mama said the chimney was blocked and he couldn’t come so I had a poor Christmas. I was expecting Santa to bring me some things. I lost my daddy when I was two years old. I have read in the papers how good you are to the poor and thought maybe you could help me some. I will appreciate it all my life. To-day we have started school from our Christmas vacacion (sic) and all the children talk about how many presents Santa has brought them and I felt so bad cause I had nothing to say. I guess that is all. My address is R#2, Box 7 Mason, Wisconsin. Yours truely (sic), M.A.
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Personal Documents
Name:_________________________________________ Date: _________________________
Life in the Great Depression Directions: Use this graphic organizer to create a web that describes the struggles that people faced during the Great Depression.
Struggles of the Great Depression
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Name:_________________________________________ Date: _________________________
Letter Questions Directions: Read the letter and then answer the questions.
1. From the text, we can conclude that Hazel is a proud woman. Find evidence to support this conclusion. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. Use the letter to explain the dynamics in this family. Give evidence from the document. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. How can we use this text to prove that people felt comfortable contacting Mrs. Roosevelt for help? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Grades
9–12
Personal Documents
President Truman on Potsdam Teacher Background Information
Overview Students closely read a set of diary entries and answer questions about the text, supporting their answers with references to the texts. Then students write arguments for or against dropping the bomb based on what they have learned.
Standards • Cite strong and thorough textual evidence to support analysis of what the text says as well as inferences drawn from the text.
• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• Understand characteristics of the end of World War II.
Materials • Text of Truman’s Diary Entries at Potsdam (pages 122–124)
• Atomic Bomb Photograph (page 125) • Duck and Cover Cartoon (page 126) • Atomic Bomb Graphic Organizer
Truman Diary Entries on Potsdam
• These diary entries written by Harry S. Truman
chronicle his time in office as president during World War II. These July 1945 entries remark on Truman meeting with Joseph Stalin of the Soviet Union and how he felt the Soviet leader was someone he could handle. Truman also writes about the atomic bomb and the pressure he felt with being president during a time when such a dangerous war tool was discovered.
Atomic Bomb Photograph
• This photo gives a pilot’s view of the second
atomic bomb exploded over the Japanese city of Nagasaki, on August 9, 1945. President Harry S. Truman used the atomic bomb to end World War II. The first bomb, used a few days before, had devastated the city of Hiroshima, killing more than 70,000 people. Many more died later from radiation poisoning. After Nagasaki, the Japanese surrendered.
Duck and Cover Cartoon
• In 1951, the newly formed Federal Civil Defense
Administration (FCDA) set up an education campaign on safety for the American people against nuclear attack by the Soviet Union. The Duck and Cover Cartoon was one piece of the FCDA’s campaign and advised Americans to duck under a desk or chair as the safest measure during a nuclear attack.
(page 127)
• Truman Diary at Potsdam Questions (page 128)
• Opinion/Argument Writing Rubric 3 (page 307)
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9–12 Exemplar Lesson
President Truman on Potsdam (cont.) Reading Closely 1. Distribute copies of the Text of Truman’s Diary Entries on Potsdam to students.
2. Instruct students to read these entries silently
and to make notes in the margins about what they observe in the text as well as what other information they need to know to make the content of the text understandable.
3. Have students reread the text in pairs and
underline the information that helps them learn more about President Truman and the circumstances that led to his decision.
Using Text-Dependent Questions 4. Lead a discussion about the text using the
Key Ideas/Details discussion questions on page 121 as a guide. Then distribute the Truman Diaries at Potsdam Questions and have students record their responses using evidence from the text.
Writing for Understanding (Opinion/Argument)
1. Have students use the documents and a
few other outside documents/texts to argue the case for or against dropping the atomic bomb. Student papers should be between 2–3 pages in length and make references to the texts to show support for their viewpoint. Students should also address the opposing viewpoints in their papers to show their faults, also making references to the texts for these claims.
2. Once students have written their argument
papers, divide the class into two groups and have a mini-debate. If an equal number of students have written for both viewpoints, divide the class that way to debate this issue. You can also have students defend the viewpoint that is opposite of what they wrote in their papers.
3. Use Opinion/Argument Writing Rubric 3 to assess student writing.
5. After those questions have been discussed,
reread the diary entries aloud to the class and instruct them to listen for common threads/ ideas throughout all three entries. Then, continue discussing the letters using the Craft and Structure questions.
6. Distribute copies of the Atomic Bomb
Photograph and the Duck and Cover Cartoon, and examine them together.
7. Discuss the question listed under Integration of Knowledge and Ideas to help students synthesize their understanding of the documents. Then have students record their thoughts using the Atomic Bomb Graphic Organizer.
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Personal Documents
President Truman on Potsdam (cont.) Discussion Questions Key Ideas/Details
• What conclusions can you make about
Truman’s character and Stalin’s character based on the text?
Answers will vary slightly. Truman likes
information to be to the point as seen when he says yes and no to questions after hearing all the argument. He likes to brag as seen in the text when he says he has some dynamite too, which he is not exploding. He also claims that the bomb could be useful if used by the United States and not the Germans or Russians. Stalin is on time as shown when he arrived a few minutes before noon. He acts like a businessman and has direct ideas, as seen when he wanted to share further questions.
• Why did Truman say that he has some
dynamite too that he was not exploding now? What did he mean by this?
Truman meant that he knew about the atomic bomb but was not going to tell Stalin about it right then. • From the diary entries, the reader can conclude that Truman liked Stalin. Find evidence to support this conclusion.
Truman says that he can deal with Stalin, and
he extends the invitation to come to the United States on a ship that he would send. He says he would work to remedy people’s impression of Stalin at home.
Craft and Structure
• Use the diary entries to explain the common thread found in all of them. Give evidence from the document.
The common thread is the atomic bomb, which Truman talks about in the first entry as the dynamite, in the second entry as Manhattan, and the third entry as a terrible bomb.
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• What does Stalin mean when he says in the first entry that some agreements were in abeyance?
He means that they had not settled on an agreement.
• Truman compares the bomb to a Biblical
reference of fire distruction (sic) prophesied in the Euphrates Valley Era, after Noah and his fabulous Ark. Is this reference powerful? Why or why not?
Answers will vary, but most students might say yes, it is a powerful analogy since the Bible has lasted for several thousand years.
• What do you think is Truman’s intended
message in writing his diary entries? Justify your thinking using text evidence.
Truman wanted to document his thoughts on
this event, and possibly even brag that he has a secret.
• Why would Truman say that it was a good
thing that Hitler’s crowd or Stalin’s had not discovered the atomic bomb? Use text evidence to explain your answer.
Answers will vary. Truman makes claims that he (his country) could make the bomb most useful, but not Germany or Russia. By this he means that he doesn’t completely trust Stalin, or he would tell him everything.
Integration of Knowledge and Ideas (Use the Atomic Bomb Photograph and the Duck and Cover Cartoon.)
• In what ways do these texts show the realities and inaccuracies of the atomic bomb?
These three texts show the horrors by Truman
explaining what happened in the New Mexican desert, the pictures show the devastation, and the duck and cover warns people what to do in case of a bomb threat.
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Personal Documents
Text of Truman’s Diary Entries at Potsdam
July 17, 1945 Just spent a couple of hours with Stalin. Joe Denis called on Maiski and made the date last night for noon today. Promptly a few minutes before twelve I looked up from the desk and there stood Stalin in the doorway. I got to my feet and advanced to meet him. He put out his hand and smiled. I did the same, we shook. I greeted Moltov and the interpreter and we sat down. After the usual polite remarks we got down to business. I told Stalin that I am no diplomat but usually said yes or no to questions after hearing all the argument. It pleased him. I asked him if he has the agenda for the meeting. He said he had some more questions to present. I told him to fire away. He did and it is dynamite—but I have some dynamite too which I’m not exploding now. He wants to fire Fianco, to which I wouldn’t object and divide up the Italian colonies and other mandates, some no doubt that the British have. Then he got on the Chinese situation told us what agreements had been reached and what was in abeyance. Most of the big points are settled. He’ll be in the Jap War on August 15th. Fini Japs when that comes about. We had lunch, talked socially, put on a real sham drinking toasts to everyone, then had pictures made in the back yard. I can deal with Stalin. He is honest—but smart as hell.
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Personal Documents
Text of Truman’s Diary Entries at Potsdam (cont.)
July 18, 1945 Ate breakfast with nephew Harry, a sergeant in the Field Artillery. He is a good solider and a nice boy. They took him off Queen Elizabeth at Glasco and flew him here. Sending him home Friday. Went to lunch with P.M., at 1:30 walked around to British Hqrs. Met at the gate by Mr. Churchill. Guard of honor drawn up. Fine body of men Scottish Guards Band played Star Spangled Banner. Inspected Guard and went in for lunch. P.M. and I ate alone. Discussed Manhattan (it is a success). Decided to tell Stalin about it. Stalin had told P.M. of telegram from Jap Emperor asking for peace. Stalin also read his answer to me. It was satisfactory. Believe Japs will fold up before Russia comes in. I am sure they will when Manhattan appears over their homeland. I shall inform Stalin about it at an opportune time. Stalin’s luncheon was a most satisfactory meeting. I invited him to come to the US. Told him I’d send the Battleship Missouri for him if he’d come. He said he wanted to cooperate with the US in peace as we had cooperated in war but it would be harder. Said he was grossly misunderstood in US and I was misunderstood in Russia. I told him that we each could help to remedy that situation in our home countries and that I intended to try with all I had to do my part at home. He gave me a most cordial smile and said he would do as much in Russia. We then went to the conference and it was my job to present the Ministers proposed agenda. There were three proposals and I banged them through in short order, much to the surprise of Mr. Churchill. Stalin was very much pleased. Churchill was too after he had recovered. I’m not going to stay around this terrible place all Sunday just to listen to speeches. I’ll go home to the Senate for that.
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Text of Truman’s Diary Entries at Potsdam (cont.)
July 25, 1945 We met at 11am today. That is Stalin, Churchill, and the US President. But I had a most important session with Lord Mountbatton and General Marshall before that. We have discovered the most terrible bomb in the history of the world. It may be the fire distruction (sic) prophesied in the Euphrates Valley Era, after Noah and his fabulous Ark. Anyway we think we have found the way to cause a disintegration of the atom. An experiment in the New Mexican desert was startling—to put it mildly. Thirteen pounds of the explosive cause the complete disintegration of a steel tower 60 feet high, created a crater 6 feet deep and 1200 feet in diameter, knocked over a steel tower one-half mile away and knocked men down 10,000 yards away. The explosion was visible for more than 200 miles and audible for 40 miles and more. The weapon is to be used against Japan between now and August 10th. I have told the Sec. Of War, Mr. Stimson to use it so that military objectives and soldiers and sailors are the target and not women and children. Even if the world for the common welfare cannot drop this terrible bomb on the old Capitol or the new. He and I are in accord. The target will be a purely military one and we will issue a warning statement asking the Japs to surrender and save lives. I’m sure they will not do that, but we will have given them the chance. It is certainly a good thing for the world that Hitler’s crowd or Stalin’s did not discover this atomic bomb. It seems to be the most terrible thing ever discovered, but it can be made the most useful…
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Personal Documents
Name:_________________________________________ Date: _________________________
Atomic Bomb Photograph
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Personal Documents
Name:_________________________________________ Date: _________________________
Duck and Cover Cartoon
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Personal Documents
Name:_________________________________________ Date: _________________________
Atomic Bomb Graphic Organizer Directions: Use this graphic organizer to explore how the documents show the realities and inaccuracies of the atomic bomb.
Diary Entries Realities
Atomic Bomb Photograph
Inaccuracies
Realities
Realities
Inaccuracies
Inaccuracies
Duck and Cover Cartoon
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Personal Documents
Name:_________________________________________ Date: _________________________
Truman Diary at Potsdam Questions Directions: Read the text and answer the questions below.
1. What conclusions can you make about Truman’s character and Stalin’s character based on the text? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. Why did Truman say that he has some dynamite too that he was not exploding now? What did he mean by this? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. From the diary entries, the reader can conclude that Truman liked Stalin. Find evidence to support this conclusion. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Posters, Signs, and Advertisements
Table of Contents
Posters, Signs, and Advertisements Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Quick Ideas for Examining Posters, Signs, and Advertisements. . . . . . . . . . . . . . . 133 Exemplar Lessons Homes Then and Now (K–2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Mind Your Manners (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Runaway Slaves (6–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Thomas Jefferson and Slavery (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
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What Is Their Importance? Posters, signs, and advertisements are primary source documents that give us a visual of what people valued long ago. These documents tell us things they sold, items they needed or wanted, ideals they promoted, and possessions that were lost. Some examples of primary sources included in the exemplar lessons are a poster advertising a style of home to build, rules from a colonial tavern, and runaway slave advertisements. These are only a very small sampling of what can be included in the category of posters, signs, and advertisements.
How Have They Changed Over Time?
Posters, Signs, and Advertisements
Posters, Signs, and Advertisements Overview
Through the study of these documents, students see that information has often been passed on through the use of posters, signs, and advertisements. Today, these documents are found virtually everywhere filling us with information. Students can see these printed documents in public places like subways or on street poles. Schools often hand out information for parents in the form of flyers or via email or text messages. Graphic design has improved over time and students can compare today’s documents with those from long ago.
Where Can I Find Them? Posters, signs, and advertisements are visual documents and can be found at state historical societies, museums, the prints and photographs division of the Library of Congress, and other online databases in the form of digitized documents. Every day, students can see these types of images everywhere from billboards to restaurant signs, to banners and pop-ups on websites. The prints and photographs division of the Library of Congress is one online database that houses many of these types of images and can be found online at http://www.loc.gov/pictures/.
Why Should I Use Them in the Classroom? The ability to understand and decipher a visual message in the form of posters, signs, and advertisements is a valuable skill. While our society has come a long way in making these types of documents more appealing and concise, we can learn from the ones created long ago. Some of these older documents require more reading skills than visual literacy skills. As students study these documents, they gain an understanding of what past societies valued. This knowledge helps students expand their global view of the past and the present, realizing that in some situations people’s values have changed, and in others, what we want as humans has stayed the same. Studying documents like these from long ago helps students to visualize how these types of documents have changed over time in both style and content.
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Posters, Signs, and Advertisements
Posters, Signs, and Advertisements Overview (cont.) How Do I Use Them for Instruction? When examining posters, signs, and advertisements, encourage students to think like a consumer. What is the document asking them to understand? The following ideas are great ways to get students examining posters, signs, and advertisements. Look for Details—If it is a document with a lot of text, divide the document into sections to make analysis easier for students to focus on details. Examine Emotional Responses—Ask students to examine how the author uses images to affect their emotions. Analyze Author’s Purpose—Have students look at point of view and the messages the author intended to communicate with the document. To really begin to understand documents like these, students should first ask why the poster, sign, or advertisement was created. The author’s intention is foremost to understanding the document. What information did the author of the document intend to communicate? Just as we do when we read written words, we should interpret included images within its context for it to make sense.
Scaffolding for Elementary Students Grades K–2: Make the examination and analysis part of a wholeclass or small-group lesson. This trains students for what they will encounter in future grades. Grades 3–5: Provide a strong model lesson several times so that when students do look at these documents individually or in small groups they will know what to look for.
Many documents in this category were created long ago and can contain unfamiliar language. Students will need help deciphering this language, so encourage them to first look for context clues to help them understand its meaning. Then, if students need further help, have them look up a word and make notes about its meaning on the document. Do this until students feel comfortable with the text. Then, students can ask the following questions to further understand the document and its accurate meaning:
• What image is included, if any, and how does this impact the document? • Are certain words emphasized in larger print, by underlining, or in quotation marks and why?
• Why is timing of this image important? • Who is the target audience? • Who created the image and for what purpose? Is there an underlying purpose that is implied?
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Ideas for K–2 Have students…
Ideas for 3–5
Have students…
Have students…
suggestions for • draw or write responses • make changing the primary to the primary source.
• make a class word wall using words from the primary source.
•
write stories about the primary source.
source to use with people today.
• write responses to how they feel about the primary source.
• write captions to
accompany any images found on the primary source.
• act out how people feel when they see the primary source.
• compare the primary source to a similar primary source as a class.
• write newspaper reports about the importance of the primary source.
•
Ideas for Secondary
compare and contrast two similar primary sources.
• analyze the visual
elements of the primary source.
• apply the style and
message of the primary source to a topic relevant today.
• write descriptions of the
Posters, Signs, and Advertisements
Quick Ideas for Examining Posters, Signs, and Advertisements
emotional impact of the primary source.
• provide explanatory notes about the primary source for understanding at a museum exhibit.
• write short poems or
verse descriptions to accompany any images found on the primary source.
• write letters to a
newspaper editor about the document.
• critique the primary source by writing critical reviews.
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Grades
K–2
Posters, Signs, and Advertisements
Homes Then and Now Teacher Background Information
Overview Students closely read a poster and answer questions about the text, supporting their answers with references to the texts. Then students write narratives about buying the house shown on the poster, being sure to make references to the information shown on the poster.
Own Your Own Home Poster
• This Sears, Roebuck and Co. catalog advertisement is from around 1920. At this time, new communities were starting in areas that had not been populated before. An efficient way to buy materials for a new home was to order the materials from a catalog and assemble the house on site. It was possible to look at a catalog, choose a floor plan, and place an order to buy directions and materials to build a house. The modern mail-order homes of the 1920s and 1930s were certainly different from the traditional, individually built homes of the 19th century and made owning homes affordable and available to many people.
Standards • With prompting and support, ask and answer questions about key details in a text.
• Use a combination of drawing,
dictating, and writing to narrate a single event or several loosely linked events to tell about the events in the order in which they occurred, and provide a reaction to what happened.
• Know the cultural similarities and differences in homes between families now and in the past.
Materials • Own Your Own Home Poster (page 137)
Reading Closely 1. Distribute copies of the Own Your Own Home Poster to students.
2. Place students with partners and have them look
at the pictures on the poster and talk about what they see.
3. Read the poster aloud to the class and encourage students to make notes in the margins about what they see on the poster, circling the most interesting thing on the poster and underlining something that stands out.
4. Have students talk to partners about their notes.
• Homes Today (pages 138–139) • Comparing Homes (page 140) • Homes Questions (page 141) • Narrative Writing Rubric 1 (page 299)
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K–2 Exemplar Lesson
Posters, Signs, and Advertisements
Homes Then and Now (cont.) Using Text-Dependent Questions 5. Use the first three discussion questions in Key Ideas/Details on page 136 to guide a wholeclass discussion.
6. After those questions have been discussed,
stop and reread the poster to the class, instructing them to pay special attention to the feelings that the poster is sharing. Then, continue discussing the poster using the rest of the questions in the first two sections of the list.
7. Distribute copies of Homes Questions to
students and have them work in pairs to record responses to the questions based on their observations from the poster and the class discussion.
Writing for Understanding (Narrative)
1. Tell students they will write a story about
what it would be like to buy the house shown on the poster. Students can write their stories in words or with pictures. Remind students to use the information they have learned about the poster in their stories.
2. Allow students to share their stories with the class.
3. Use Narrative Writing Rubric 1 to assess student writing.
8. Distribute copies of Homes Today to students and examine the images together as a class. (Note: For younger students you may consider showing only two of the homes.)
9. Distribute copies of Comparing Homes
to students and have them work in small groups to compare the homes from these documents and record their thoughts on the graphic organizer.
10. Discuss their work from the graphic organizer
using the question listed under Integration of Knowledge and Ideas.
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Posters, Signs, and Advertisements
K–2 Exemplar Lesson
Homes Then and Now (cont.) Discussion Questions
Craft and Structure
Key Ideas/Details
• The poster tells us we will be happy if we buy
•
Answers will vary. Some students might
Based on this poster, what kinds of things would you do in the house?
Answers will vary based on students’ backgrounds. Looking at the picture, people might play the piano, have a fire in the fireplace, eat in the dining room, cook in the kitchen, sleep in the beds, sit on the porches. • How many people could live in this house? How do you know?
Answers will vary. Students might say four based on the number of bedrooms or they might say more or less people could live there based on their own experiences with people living in a house or apartment.
• This poster is an old poster. What clues can you find on the poster that proves this?
The style of the house is old. The way people dress is not current. The price of the house is cheap.
this home. Is this true or not?
understand that having things won’t necessarily make them happy.
• How do we know that the person who made the poster wants people to buy this house?
They make the house look pretty. They show
people enjoying the house. It tells you that it is easy to buy this house.
Integration of Knowledge and Ideas (Use the poster and pictures of homes today.)
• How would living in each of these homes be different?
Answers will vary, but students will say that some of them have yards and others do not, some are bigger homes so a person could spread out or large families could live there, etc.
• What does the poster tell you about how you would feel if you bought the house?
You would be happy because you would save rent money, your kids would have fun, you would spend time outside, you could have friends over, and you would have a place to stay when you are old.
• How does this poster tell a story? The right hand side of the poster starts with
people getting money, the children playing, and ends with the husband and wife growing old.
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Posters, Signs, and Advertisements
Own Your Own Home Poster
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Posters, Signs, and Advertisements
Homes Today
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Posters, Signs, and Advertisements
Homes Today (cont.)
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Posters, Signs, and Advertisements
Name:____________________________________________ Date: _________________________
Comparing Homes Directions: Look closely at these homes. What might be the same about living in the homes? What might be different?
140
Same
Different
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Posters, Signs, and Advertisements
Name:____________________________________________ Date: _________________________
Homes Questions Directions: Look at the poster. Answer the questions.
1. What does the poster tell you about how you would feel if you bought the house? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
2. How does this poster tell a story? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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Grades
3–5
Posters, Signs, and Advertisements
Mind Your Manners Teacher Background Information
Overview Students closely read a poster and answer questions about the text, supporting their answers with references to the texts. Then students write narratives about living in Colonial America using the texts in this lesson.
Rules of this Tavern Poster
• A night spent at a colonial tavern provided a
traveler a common meal, a common room, and probably a common bed with others who may have been total strangers. Sleeping two to four in a bed was a standard practice, with an occasional addition of a fifth person. Bathing facilities were usually not included and the toilet was in an outhouse, or a chamber pot in the corner of the bedroom. Rooms were usually segregated by the sexes—women in one room and men in another. Occasionally a large family would be given a room. The very wealthy could also purchase an entire room to use for the night.
Standards • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Write narratives to develop real
or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Excerpt from the School of Manners or Rules for Children’s Behaviour, 1701
• One’s behavior was very important in English
society and helped to define their place in the social hierarchy. Although this type of literature had existed since the Middle Ages, during the 18th century there was a spike in the popularity of these types of books. Individuals living during this time period used these rules as a way to recognize class distinctions, and followed them hoping to improve their own station in life.
• Understand the historical
development and daily life of a colonial community.
Materials • Rules of this Tavern (page 145) • Excerpt from The School of Manners or Rules for Children’s Behaviour, 1701 (page 146)
• Excerpt from Rules of Civility &
Excerpt from Rules of Civility & Decent Behaviour In Company and Conversation by George Washington
• These sayings originated in the late 16th century
Decent Behaviour In Company and Conversation by George Washington (page 147)
• Life in the Past (page 148) • Tavern Poster Questions (page 149) • Narrative Writing Rubric 2 (page 300)
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in France and were very popular when George Washington was growing up. Washington wrote out all 110 rules at age 16, and many believe that following these rules helped to shape his character. These rules included guidelines for behavior in different social situations and general courtesies.
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3–5 Exemplar Lesson
Posters, Signs, and Advertisements
Mind Your Manners (cont.) Reading Closely 1. Distribute copies of the Rules of this Tavern
poster to students and display a copy for the class to view together.
2. Read the poster aloud to the class and
encourage students to make notes in the margins about what they observe in the text as well as what other information they need to know to make the content of the text understandable (e.g., terms they do not understand).
3. Have students talk to partners about their notes.
4. Reread the text aloud to students and discuss the terms grinder and tinker. Tell students that a grinder smoothens out course/rough surfaces and a tinker is a general repairman, usually working with pots and pans. Allow students time to make additional notes in the margins of their texts to help them remember the meanings of these terms.
Using Text-Dependent Questions 5. Use the Key Ideas/Details and Craft and
Structure discussion questions on page 144 as a guide for a whole-class discussion of the poster.
6. Reread the poster aloud to the students and have them follow along. Then ask students who they think created this poster and for what purpose. Also discuss who the target audience is and why that is important.
8. Distribute copies of Excerpt from the School
of Manners or Rules for Children’s Behaviour and the Excerpt from Rules of Civility & Decent Behaviour In Company and Conversation by George Washington, and read them together as a class.
9. Distribute copies of the Life in the Past graphic organizer and have students describe what life was like during the 1600s and 1700s using information from all three documents.
10. Have students share their analysis of the
documents using the question listed under Integration of Knowledge and Ideas.
Writing for Understanding (Narrative)
1. Explain to students that they will write
narratives in a picture book formation about living in Colonial America based on the information found in these texts. The picture books should be 8–10 pages in length.
2. As students work, meet with them
individually or in small groups so that students can point back to the various texts to show how they gained their information.
3. Allow students time to share their picture books with others in the class.
4. Use Narrative Writing Rubric 2 to assess student writing.
7. After the discussion is complete, distribute copies of the Tavern Poster Questions to students and have them record responses to the questions using what they learned through the discussion and evidence from the text.
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Posters, Signs, and Advertisements
3–5 Exemplar Lesson
Mind Your Manners (cont.) Discussion Questions
Craft and Structure
Key Ideas/Details
• Why would a razor grinder, tinker, or organ
•
This would be a problem because these
Based on this poster, what would it be like to stay in this inn?
professions are dirty. The owner did not want his inn becoming dirtier than it had to be with visitors.
You could eat there and store your horses if you have them. You might have to share a bed with other people, but your boots would have to be taken off while sleeping. Your dog would have to stay outside of the kitchen.
• Why would Lemuel Cox make a poster with
• Discrimination is when a person or group
Answers will vary. The rules that Lemuel Cox put
is treated differently. Who is discriminated against at this inn? Give reasons for your answers.
Razor grinders and tinkers because they are not allowed to stay there and organ grinders are made to sleep in the wash house.
rules for his inn? Justify your thinking using text evidence.
on his poster shows what problems he has had or would expect to have. For example, dogs might interfere with the cook in the kitchen by trying to escape with food, so Cox made a rule about it. He wants to make sure the beds are not dirtier than they have to be, so no boots in bed.
• Why would boots be a problem in bed? Boots would be a problem for cleanliness. Roads
Integration of Knowledge and Ideas
• From the poster, the reader can conclude that
• Explain what it would be like to live during
The poster says that no more than five to sleep in
Answers will vary. Student might say that it would
were not paved and boots would be dirty.
people did not get private rooms at this inn. Find evidence to support this conclusion. one bed, so this must mean that people shared rooms and beds with others.
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grinder be a problem at this inn?
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(Use all three documents.) the times these documents were created. Give text evidence from several sources to support your thinking.
be more strict or formal than living today. Some strange things would be the permission to spit in the corner of the room. There would not be as much talking unless someone addressed you first.
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Posters, Signs, and Advertisements
Rules of this Tavern
Rules of this Tavern 4 pence a night for bed 6 pence with potluck 2 pence for horsekeeping No more than five to sleep in one bed No boots to be worn in bed No razor grinders or tinkers taken in No dogs allowed in the kitchen Organ grinders to sleep in the wash house Lemuel Coxs INN © Shell Education
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Posters, Signs, and Advertisements
Excerpt from
The School of Manners or Rules for Children’s Behaviour, 1701
Never sit down at the table till asked, and after the blessing. Ask for nothing; tarry till it be offered thee. Speak not. Bite not thy bread but break it. Take salt only with a clean knife. Dip not the meat in the same. Hold not thy knife upright but sloping, and lay it down at right hand of plate with blade on plate. Look not earnestly at any other that is eating. When moderately satisfied leave the table. Sing not, hum not, wriggle not. Spit no where in the room but in the corner.
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Posters, Signs, and Advertisements
Excerpt from
Rules of Civility & Decent Behaviour In Company and Conversation by George Washington
Shew Nothing to your Friend that may affright him. In the Presence of Others Sing not to yourself with a humming Noise, nor Drum with your Fingers or Feet. If You Cough, Sneeze, Sigh, or Yawn, do it not Loud but Privately; and Speak not in your Yawning, but put Your handkerchief or Hand before your face and turn aside. Sleep not when others Speak, Sit not when others stand, Speak not when you Should hold your Peace, walk not on when others Stop.
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Posters, Signs, and Advertisements
Name:_____________________________________ Date: _______________________
Life in the Past Directions: Use this graphic organizer to explore what it would be like to live during the times these texts were created. Use all three texts. Be sure to support your answers with references to the texts.
Life During the 1600s and 1700s
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Posters, Signs, and Advertisements
Name:_____________________________________ Date: _______________________
Tavern Poster Questions Directions: Read the text and answer the questions. 1. Based on this poster, what would it be like to stay in this inn? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Discrimination is when a person or group is treated differently. Who is discriminated against at this inn? Give reasons for your answers. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. From the poster, the reader can conclude that people did not get private rooms at this inn. Find evidence to support this conclusion. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Grades
6–8
Posters, Signs, and Advertisements
Runaway Slaves Teacher Background Information
Overview Students closely read a runaway slave poster and answer questions about the text, supporting their answers with references to the texts. Then students write narratives from the perspectives of the owner or the slave, basing their writing on information found in the texts.
Standards • Cite the textual evidence that most
Dolly Runaway Slave Poster
• During the American Revolution, it is estimated
that more than 100,000 slaves escaped and either joined the British side or fled to Canada and Florida. Owners worried about their slaves escaping. They posted posters and advertisements in the papers to alert the public to be on the lookout for any runaways and often offered rewards for their return.
Slave Ship Poster
• Slaves were kidnapped from their villages in
Africa and taken aboard slave ships. The living conditions aboard these ships were horrendous. It was up to the captains to decide how tight to pack their ship, and many times slaves were piled on top of each other so that more could be crammed into the space. There was very little ventilation and no sanitation. Captains would allow their crews to bring the slaves up on deck in the morning during good weather. They were fed two meals and given a small amount of water to drink.
strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• Write narratives to develop real or
imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
• Understand different economic,
cultural, and social characteristics of slavery after 1800.
Slave Auction Poster
• Slave auctions took place when slave ships from
Materials • Dolly Runaway Slave Poster (page 154)
• Slave Ship Poster (page 155) • Slave Auction Poster (page 156) • Dolly’s Story (page 157) • Slavery Questions (page 158) • Narrative Writing Rubric 3 (page 301)
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Africa docked in a town. This poster advertises a slave auction that took place on May 18, 1829. Three slaves were sold and eleven were hired out to the highest bidder. All three of the slaves for sale belonged to people in the community. Alongside these slaves were advertisements for other household goods that were to be sold.
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6–8 Exemplar Lesson
Posters, Signs, and Advertisements
Runaway Slaves (cont.) Reading Closely 1. Distribute copies of the Dolly Runaway Slave
Poster to students. Instruct students to first number each line (1–15) on the poster so that they can refer back to specific text locations during the class discussion.
2. Have students quietly read the poster with
a partner and make notes in the margins about what they observe in the text as well as difficult vocabulary and any other information they need to know to make the content of the text understandable.
3. Begin the discussion by asking students to share with their partners what they found to be unusual on this poster. Then, have students share aloud with the entire class.
4. Have students reread the poster and make
notes in the margins about their thoughts on the importance of the underlined text and the text in quotation marks.
Using Text-Dependent Questions 5. Ask students who they think wrote this
poster as well as who the intended audience was.
8. Discuss the questions listed under Integration of Knowledge and Ideas.
9. To further the analysis of the posters,
distribute copies of the Dolly’s Story graphic organizer and have students work in pairs or small groups to find details in these documents that explain “Dolly’s story” or perhaps any slave during that period of time.
Writing for Understanding (Narrative)
1. Tell students that they will select a
perspective to write from: either the slave owner Louis Manigault, or Dolly. This narrative should be an explanation of what happened and should use information from the texts to explain their viewpoints. These narratives should be between 1–2 pages in length.
2. Have students share their narratives in small
groups. When they are finished, they should reference the texts to explain where they found their information.
3. Use Narrative Writing Rubric 3 to assess student writing.
6. Use the discussion questions in the first three sections on page 152 to guide the rest of the whole-class discussion of the poster. Then distribute copies of the Slavery Questions to students and have them record responses, using the text for evidence to support their answers.
7. Distribute copies of the Slave Ship Poster and the Slave Auction Poster to students. Read/ examine these posters as a class and have students make notes in the margins to help them understand the content and intention of the posters.
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Posters, Signs, and Advertisements
6–8 Exemplar Lesson
Runaway Slaves (cont.) Discussion Questions Key Ideas/Details
Craft and Structure
• What do we know about Dolly and her family? Dolly is described as being 30 years old, light
• How do we know that this document is
complexion, hesitates when spoken to, skinny, good looking, and good teeth. Dolly’s family is from Charleston and her owner is willing to pay a high price to get her back.
• What clues tell you about Dolly’s life as a slave? Dolly has always been a house servant, so she has a more privileged life inside the house as opposed to being in the fields. The family is offering a $50 reward, which is a lot of money, and she has never changed her owner, so the family that she works for must really want her back. Either she is a great worker and is of high value or the owners have a strong attachment to her since she has always been with them. To them, she is a piece of property as shown in the way that she is described.
• What is the importance of the underlined and quoted text?
The writer of this poster wants to draw attention to the $50 reward as well as the fact that a slave has run away. It is likely that the slave’s name, “Dolly,” is in quotations because that isn’t her real name; it’s just what everyone calls her.
Language
historically important?
The poster is historically important because it has been saved. It tells about Dolly’s life and her owner’s struggle to get her back. It describes her as a commodity, instead of a person, which is different than how we describe people today.
• The intended purpose of this poster is to bring this runaway slave back to her family. How do we know this?
We know this because of the title on the page that
reads, “$50 Reward!!” The words “Ran away” is underlined. The police station posted this notice and a lawyer is handling extra details about this case. The way the owner talks about Dolly with such a description tells us that he wants her found and returned.
• Why do you think the owner would blame
Dolly’s disappearance on being “enticed off”? Why wouldn’t she run away instead?
Perhaps Dolly’s owner thinks that she is not brave enough, as seen in the phrase “hesitates when spoke to,” to run off on her own. We can imply that the owner feels that there had to be an accomplice to get her to run away, especially since she is a stranger to the city.
• What does it mean when the text says she
(Dolly) is not a “very healthy person,” while the poster also says that she has a “fine set of teeth”?
The text could be referring to her being prone to
sickness, but since teeth are a sign of health and being well taken care of, it is more likely that it is referring to her being skinny, not of a larger, more desirable build.
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6–8 Exemplar Lesson
Posters, Signs, and Advertisements
Runaway Slaves (cont.) Discussion Questions (cont.) Integration of Knowledge and Ideas (Use all three documents.)
• This reward poster was produced in 1863. What was happening in US history in 1863?
Answers will vary, but students might say the
Civil War was going on and the Emancipation Proclamation was signed in January of 1863. If Dolly knew of this, it could have encouraged her to leave.
• What does the poster tell us about the people and events during the time in which it was created?
This poster tells us that people still had slaves and saw them as property. It tells us that her owner did not see the Emancipation Proclamation as a threat to what he owned and how he lived.
• In what ways do these texts tell Dolly’s story? These texts tell how Dolly’s relatives came to the United States as slaves from Africa, leaving their children behind. It shows how they were inhumanely packed on ships. It tells how some slaves were sold at auction along with everyday items and entertainment.
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• How can you use the posters to support the idea that laws have to be written before people’s minds will change?
Answers will vary. Students might say that Louis
Manigault, Dolly’s owner, had no intention of following the Emancipation Proclamation, even thought it was newly written. It often takes a long time before people’s minds will change, even when new laws are in place. Knowing what we know from history, people’s minds did change eventually because of the laws.
• What leads you to believe that Dolly wanted freedom—whether she really acted on it or not? Cite text evidence from these selected primary sources to support your thinking.
Answers will vary. Seeing the inhumane ways that slaves were treated and viewed from the posters gives us glimpses into slaves’ lives, and this could be the reason why Dolly chose to leave home. Perhaps the white man was an abolitionist and persuaded her to go, or maybe she left on her own to be her own master.
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Posters, Signs, and Advertisements
Dolly Runaway Slave Poster
$50.00 Reward!! Ran away from the Yard Corner of Jackson and Broad Streets, Augusta Ga. on the evening of Tuesday 7th April 1863 a Woman “Dolly”, whose likeness is here seen. She is thirty years of age, light Complexion—hesitates somewhat when spoken to, and is not a very healthy woman— but rather good looking, with a fine set of teeth. Never Changed her Owner and has been a house Servant always. It is thought she has been enticed off by some White Man, being herself a Stranger to this City, and belonging to a Charleston family. For further particulars apply to Antoine Poullain Esqr Augusta Ga. Augusta Police Station Louis Manigault, Owner of Dolly
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Posters, Signs, and Advertisements
Slave Ship Poster
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Posters, Signs, and Advertisements
Slave Auction Poster
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Posters, Signs, and Advertisements
Name:_________________________________________ Date: _________________________
Dolly’s Story Directions: Use this web to explore how the documents tell Dolly’s story.
Dolly’s Story
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Posters, Signs, and Advertisements
Name:_________________________________________ Date: _________________________
Slavery Questions Directions: Read the three primary sources and answer the questions.
1. In what ways do these texts tell Dolly’s story? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. How can you use the poster and related texts to support the idea that laws have to be written before people’s minds will change? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. What leads you to believe that Dolly wanted freedom—whether she really acted on it or not? Cite text evidence from these primary sources to support your thinking. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Grades
9–12
Posters, Signs, and Advertisements
Thomas Jefferson and Slavery Teacher Background Information
Overview Students closely read an ad written by Thomas Jefferson and answer questions about the text, supporting their answers with references to the texts. Then students write argument texts that explain Thomas Jefferson’s character and compare it to the quote by Moncure Conway.
Thomas Jefferson Run Away Ad
• Like most people of his time, Jefferson believed
that blacks were inferior to whites and saw them as property. Jefferson had many slaves at his large estate. Although Jefferson believed slavery to be wrong, he could not bring himself to free his own slaves. He could find no way for blacks to live free, but hoped that the next generation would be able to solve that problem.
Declaration of Independence Excerpt
Standards • Cite strong and thorough textual
• Originally penned by Thomas Jefferson, the final
• Write arguments to support claims
Original Draft Excerpt
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. in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• Understand elements of slavery in the colonies in the 17th century.
Materials • Thomas Jefferson Run Away Ad (page 162)
version of the Declaration of Independence was edited and adopted by the new Congress of the United States of America. Congress signed the document on July 4, 1776. The Declaration of Independence represents the United States’ break from English rule and the start of American independence.
• It has been noted that even though slavery was a large issue during the drafting of the Declaration of Independence, it is not mentioned in the final version. Indeed, although Thomas Jefferson originally included criticism of King George III for supporting the slave trade, both the northern and southern slaveholding delegates in the Continental Congress were unhappy with the inclusion of this criticism, and as a result it was removed.
• Declaration of Independence Excerpt
Charlottesville Central Gazette
• Original Draft of the Declaration of
• At the time of his death, Thomas Jefferson owed
(page 163)
Independence Excerpt (page 164)
• Charlottesville Central Gazette (page 165)
• Moncure Conway’s Opinion (page 166)
• Run Away Ad Questions (page 167) • Opinion/Argument Writing Rubric 3
a large sum of money to creditors. As a result, his family had no choice but to auction off the contents of Jefferson’s home, which included his slaves. This primary source is the advertisement placed in the newspaper to let others know of the pending auction, which took place on January 15, 1827.
(page 307)
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Posters, Signs, and Advertisements
9–12 Exemplar Lesson
Thomas Jefferson and Slavery (cont.) Reading Closely 1. Distribute copies of Thomas Jefferson Run
Away Ad to students and display the text for the class to view. Instruct students to first number each line (1–17) on the page so that they can refer back to specific text locations during the class discussion.
2. Have students read the advertisement
individually and make notes in the margins about what they observe in the text as well as any difficult vocabulary or other information they need to know to make the content of the text understandable.
3. Begin a discussion by asking students to
share with a few people sitting nearby what they found to be unusual in this advertisement. Then, have students share aloud with the entire class.
4. Ask students the questions from the
Language section on page 161. Allow them time to add to their notes in the margins based on the discussion.
5. Have students reread the text and make
notes in the margins about the importance of the larger text as well as the image that is included. Discuss these features as a class once students are finished reading.
Using Text-Dependent Questions 6. Distribute copies of Run Away Ad Questions
to students. Continue the discussion of the text using the Key Ideas/Details and Craft and Structure questions on page 161 as a guide. Allow students time to record responses to the questions based on the discussion and evidence from the text.
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7. Distribute copies of the Declaration of
Independence Excerpt, the Original Draft of the Declaration of Independence Excerpt, and the Charlottesville Central Gazette, and read and examine them as a class.
8. Discuss the questions listed under Integration of Knowledge and Ideas.
9. Distribute copies of Moncure Conway’s
Opinion to students and have them synthesize information from the texts as well as the class discussion to complete the graphic organizer.
Writing for Understanding (Opinion/Argument)
1. Tell students that they will use these texts
to write arguments about the character of Thomas Jefferson. You can assign sides that students will take or allow them to select a side. Explain that they do not necessarily have to agree with the side they take; they just need to support their argument with evidence. They should take into consideration the class discussion, the texts, and the analysis of their discussion about the quote, “Never did a man achieve more fame for what he did not do.”
2. Once students have written a one-page
argument, allow them to debate this idea. Assign sides and give each student one minute to argue their side.
3. Use Opinion/Argument Writing Rubric 3 to assess student writing.
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9–12 Exemplar Lesson
Posters, Signs, and Advertisements
Thomas Jefferson and Slavery (cont.) Discussion Questions
Craft and Structure
Language
• What impact would the authorship of this
• The text says that his stature is low, meaning
Back then, people had to have known a person’s
Based on the text, what does corpulence mean? that he is short, and it says that he is inclined to corpulence, which must mean fat or overweight.
• How can you use the text to describe what artful and knavish means?
Answers will vary somewhat. The text is telling how he took a horse with him as well as tools, which means that he is smart (artful) and mischievous (knavish) about how he plans to get work after running away.
Key Ideas/Details
•
When was this text written? Use the text to support your answer.
This was written before the American Revolution as seen by the word colony and the payments of shillings (s) and pounds (l).
• From the text we can conclude that Sandy can be a problem to his owner. Find evidence to support this conclusion.
Sandy likes to drink and gets drunk and becomes disorderly. He is described as untrustworthy and dishonest. This text shows that he took his tools and a white horse with him when he escaped.
• Why would Jefferson describe his slave in this way? Use the text to support your answer.
Jefferson knows that his slave would stand out
if details like this were used. Sandy’s actions as well as his belongings would set him apart from other runaway slaves.
• What other motive could Jefferson have had for describing his slave in this way?
Jefferson wanted this description to be detailed
advertisement have on the reader both back then and now? locality and name as this advertisement doesn’t give any other information other than the author’s name. This tells us that Thomas Jefferson must have been known or easy to find. Today, we recognize Thomas Jefferson’s name as an innovative thinker and a past president. Knowing he wrote the Declaration of Independence, it is hard to see that he owned slaves.
Integration of Knowledge and Ideas (Use all four texts.)
• How does each text portray Thomas Jefferson’s views?
Answers will vary, but might include that the
Declaration of Independence and the original draft show that Jefferson thought slavery was wrong in some sense. The executor’s sale and the advertisement show that he owned slaves and that these slaves were not released upon his death, but rather sold to pay off debts.
• After Jefferson died, a Virginia abolitionist
named Moncure Conway said this about Jefferson: “Never did a man achieve more fame for what he did not do.” How can you use these texts to support Moncure Conway’s opinion of Jefferson?
Answers will vary, but some might say that
Jefferson said one thing and practiced another. He was made famous during his time for his words of everyone being equal and yet he owned human beings. He criticized King George for his involvement in slavery but was involved in it himself.
enough to spot Sandy, but he also might have wanted to deter anyone else from taking Sandy as a slave.
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Posters, Signs, and Advertisements
Thomas Jefferson Run Away Ad
Run away from the subscriber in Albemarle, a Mulatto slave called Sandy, about 35 years of age, his stature is rather low, inclining to corpulence, and his complexion light; he is a shoemaker by trade, in which he uses his left hand principally, can do coarse carpenters work, and is something of a horse jockey; he is greatly addicted to drink, and when drunk is insolent and disorderly, in his conversation he swears much, and in his behavior is artful and knavish. He took with him a white horse, much scarred with traces, of which it is expected he will endeavor to dispose; he also carried his shoemakers tools, and will probably endeavor to get employment that way. Whoever conveys the said slave to me, in Albemarle, shall have 40 s. reward, if taken up within the county, 4 l. if elsewhere within the colony, and 10 l. if in any other colony, from THOMAS JEFFERSON
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Posters, Signs, and Advertisements
Excerpt from
Declaration of Independence
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed,—That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.—Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
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Posters, Signs, and Advertisements
Excerpt from
Original Draft of the Declaration of Independence …he has waged cruel war against human nature itself, violating it’s most sacred rights of life & liberty in the persons of a distant people who never offended him, captivating & carrying them into slavery in another hemisphere, or to incur miserable death in their transportation thither. this piratical warfare, the opprobrium of infidel powers, is the warfare of the CHRISTIAN king of Great Britain. determined to keep open a market where MEN should be bought & sold, he has prostituted his negative for suppressing every legislative attempt to prohibit or to restrain this execrable commerce: and that this assemblage of horrors might want no fact of distinguished die, he is now exciting those very people to rise in arms among us, and to purchase that liberty of which he has deprived them, & murdering the people upon whom he also obtruded them; thus paying off former crimes committed against the liberties of one people, with crimes which he urges them to commit against the lives of another.
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Posters, Signs, and Advertisements
Charlottesville Central Gazette
EXECUTOR’S SALE Will be sold, on the fifteenth of January, at Monticello, in the county of Albemarle, the whole of the residue of the personal estate of Thomas Jefferson, dec., consisting of 130 VALUABLE NEGROES, Stock, Crop &e. Household and Kitchen Furniture. The attention of the public is earnestly invited to this property. The negroes are believed to be the most valuable for their number ever offered at one time in the State of Virginia. The household furniture, many valuable historical and portrait paintings, busts of marble and plaster of distinguished individuals; one of marble of Thomas Jefferson, by Caraeei, with the pedestal and truncated column on which it stands; a polygraph or copying instrument used by Thomas Jefferson, for the last twenty-five years; with various other articles curious and useful to men of business and private families. The terms of sale will be accommodating and made known previous to the day. The sale will be continued from day to day until completed. This sale being unavoidable, it is a sufficient guarantee to the public, that it will take place at the time and place appointed. Thomas J. Randolph Executor of Th: Jefferson, dec. January 6, 1827–21 The paintings and busts of Thos. Jefferson, dec. will not be offered for sale on the 15th of January next; but will be sent to some one of the large cities and then sold, after due notice.
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Posters, Signs, and Advertisements
Name:_________________________________________ Date: _________________________
Moncure Conway’s Opinion Directions: Use this graphic organizer and the four documents to either support or refute the quote below about Jefferson. “Never did a man achieve more fame for what he did not do.” — Moncure Conway I
support
do not support
Moncure Conway’s opinion of Jefferson.
(circle one) Evidence that supports my claim: Thomas Jefferson Run Away Ad
Declaration of Independence Excerpt
Original Draft of the Declaration of Independence Excerpt
Charlottesville Central Gazette
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Posters, Signs, and Advertisements
Name:_________________________________________ Date: _________________________
Run Away Ad Questions Directions: Read the text and answer the questions below.
1. When was this text written? Use the text to support your answer. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. From the text we can conclude that Sandy can be a problem to his owner. Find evidence to support this conclusion. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. Why would Jefferson describe his slave in this way? Use the text to support your answer. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
4. What other motive could Jefferson have had for describing his slave in this way? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Political Cartoons and Comic Strips
Table of Contents
Political Cartoons and Comic Strips Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Quick Ideas for Examining Political Cartoons and Comic Strips. . . . . . . . . . . . . . . 172 Exemplar Lessons Bowery Boy Detective (K–2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Little Orphan Annie (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Standard Oil (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 ABCs for Baby Patriots (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
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Political Cartoons and Comic Strips Overview What Is Their Importance? Political cartoons and comic strips are primary source documents that give us a visual of life during the times in which they were created. Through these documents we learn how people dressed, how they talked, and the hot topics of that time period. Some of the primary sources included in the exemplar lessons are a comic book cover, Little Orphan Annie comic strip, Standard Oil political cartoon, and excerpts of cartoons from a children’s book during the age of British imperialism. These are only a very small sampling of what can be included in the category of political cartoons and comic strips.
How Have They Changed Over Time? Political cartoons and comic strips have changed over time. Long ago, these visual documents had more text and detailed images that told a story. Today, these images have grown simpler, but have no less satire. In one way or another, comic strip topics tend to reflect the concerns of the time. Whether students are analyzing cartoons and comics from long ago or current ones found in newspapers and online, inferential skills are still needed to decode the message being shared.
Where Can I Find Them? Political cartoons and comic strips are visual documents that can be found at the prints and photographs division of the Library of Congress, books, newspapers, and online databases in the form of digitized documents. Entire books at the library can contain vintage comic strips from long ago and can be used with a document camera so that all students have access to them.
Why Should I Use Them in the Classroom? Visual literacy is the ability to understand communications composed of visual images and the ability to use visual imagery to communicate to others. Political cartoons and comic strips from the past communicate concerns and ideals visually with us today. These documents are reader-friendly because they contain a short amount of text as well as visual images to support the text or dialogue. Sarcasm usually plays a big role, which is often a difficult concept for students to grasp. However, the visuals lend a large amount of support in understanding these documents. As students study these visual documents, they gain an appreciation of past societies, their struggles, and what they valued as a society. This knowledge helps students expand their global view of the past and the present, realizing that, while times and surroundings might change, in many ways what people value has stayed the same. At the same time, students become strong visual readers. Having strong visual literacy skills helps students decode information found in other visual images like charts, graphs, and maps.
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How Do I Use Them for Instruction? Comic strips and political cartoons are great documents to introduce students to a topic. Political cartoons require deep digging to get to the message of the cartoon. Comic strips are often more simplified and carry a dialogue that helps us to understand what is going on. Both of these types of documents can be acted out. Students can analyze these and then create their own in today’s language or images.
Scaffolding for Elementary Students
First, students should scan the image for the primary focus or main attraction. Grades K–2: Use very simple The creator of the image uses a primary focus or main attraction to cartoons. Consider cartoon grab a reader’s attention. It could be a characters that students are familiar caricature of a person or an object. Then, with first. students should examine the interaction with that primary focus. Is the person Grades 3–5: Guide these students doing something? Is the object doing through a think-aloud as you something or is something being done examine the cartoon or comic strip. with that object? Next, students should Then, give students a similar one to use clues to decide on the intended audience. Often, questions such as “Who analyze in small groups in the same would this appeal to?” and “What point way. of view is this taking?” help students determine the intended audience. Students can then determine the context of the document. Often, political cartoons and comic strips reflect an important news story or event during that time. These events give context to the visual image(s). Students should look for symbols within the cartoon or comic strip. What do these symbols mean? And finally, students should examine any other small themes within the cartoon. These little details often tell us more about the image.
Political Cartoons and Comic Strips
Political Cartoons and Comic Strips Overview (cont.)
Students should be taught to examine the following:
1. Scan to find the primary focus. 2. Look at the interaction that is taking place with that primary focus. 3. Determine the intended audience. Ask, Who would this appeal to? • What point of view is this taking? •
4. Determine the context of the document. 5. Look at the other symbols that are included and determine their meaning. 6. Look for other small details that share important themes or information. © Shell Education
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Quick Ideas for Examining Political Cartoons and Comic Strips Ideas for K–2 Have students…
Ideas for 3–5 Have students…
• re-enact the image using • make suggestions for their physical bodies.
• write new dialogue to
replace any dialogue in the primary source.
• add new frames or
images to show what happens next.
• add new frames or
images to show what happened before.
• make new cartoons
about the same subject.
changing the language and symbols to reflect today’s society.
• write new or
replacement dialogue to more effectively show the author’s purpose.
Ideas for Secondary Have students…
• recreate the primary
source to make the same point using imagery and symbols from today.
• list the symbols used and describe each symbol with the emotions it evokes.
• write explanations that
• redraw the political
• write new captions to
• write letters to a
clearly explain the meaning of the primary source. accompany the image.
• compare and contrast
two similar cartoons or comic strips.
cartoon or comic strip from different historical perspectives. newspaper editor arguing with the point of view shared in the primary source.
• create political cartoons or comic strips that show what happens later.
• critique the primary source by writing critical reviews.
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Grades
K–2
Political Cartoons and Comic Strips
Bowery Boy Detective Teacher Background Information
Overview Students closely read a comic book cover and answer questions about the text, supporting their answers with references to the text. Then students create comic book covers to show their opinion of what heroes mean to them, using the texts as references for creating their own ideas.
Standards • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• Write opinion pieces in which they
introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.
• Understand changes in community life over time.
Materials • Bowery Boy Comic Book Cover (page 176)
• Modern day comic book cover • Superheroes (page 177) • Looking at Comic Books (page 178) • Opinion/Argument Writing Rubric 1
Bowery Boy Comic Book Cover
• One of the favorite weekly series of stories for
boys in the early 1900s was the Bowery Boy Library. Ernest Avon Young, John H. Whitson, and W. Bert Foster were the actual authors, but the stories were all written under the pen name John R. Conway. The series was about Bowery Billy, a poor, homeless boy detective who solved mysteries in “the whirlpools and slums” of the great city of New York. The stories were about his resourcefulness and courage in the face of great problems. The Winner Library Company published the series. The first Bowery Billy story appeared on October 21, 1905, and the last one was published on September 14, 1907.
Reading Closely 1. Distribute copies of Bowery Boy Comic Book Cover to students.
2. Have students look at the comic book cover in
pairs. If possible, give students magnifying glasses to see the comic book cover up close.
3. Read the text aloud to students. Have the
students circle any words that are unfamiliar.
4. Begin the discussion by asking students to share
what they observed about the comic book cover.
5. Ask students to share words they circled and
discuss their meanings. Use the discussion questions from the Language section on page 175 to help facilitate this discussion. Allow students to make notes or draw pictures to help them remember the meanings of the difficult words.
(page 305)
• magnifying glasses (optional)
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K–2 Exemplar Lesson
Bowery Boy Detective (cont.) Using Text-Dependent Questions 6. Reread the comic book cover and do an
interactive read-aloud, noting the primary focus, the intended audience, and all of the symbols or important details that you see. Allow students to join in and say what they notice for the first time, too.
7. Continue discussing the comic book cover using the Key Ideas/Details and Craft and Structure questions on page 175.
8. Distribute copies of a modern day comic
book cover. Examine this together as a class.
9. Discuss the similarities and differences
between the two covers by asking students the first question in the Integration of Knowledge and Ideas section.
Writing for Understanding (Opinion/Argument)
1. Tell students that they will create a comic
book cover that shows their opinion of what a hero means to them. They can use words on this cover to explain what this hero does and says as well as pictures and symbols. They should use the ideas from the two comic book covers they’ve observed to help them create their own.
2. Meet with students to have them explain how they used the comic book covers in their own ideas.
3. Use Opinion/Argument Writing Rubric 1 to assess student writing.
10. Distribute copies of the Superheroes graphic organizer and have students record their comparisons in pairs.
11. Discuss the second question listed under
Integration of Knowledge and Ideas. If desired, have students record their responses to this question using the Looking at Comic Books activity sheet.
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K–2 Exemplar Lesson
Political Cartoons and Comic Strips
Bowery Boy Detective (cont.) Discussion Questions
Craft and Structure
Language
• How does the artist use suspense in this
cartoon to make us want to read the story?
• Answers might vary somewhat, but a blazed trail
Someone is holding on for life. We don’t know
Key Ideas/Details
• What did the artist want us to know about this
•
The artist wanted us to know that the story was
What is a “Blazed Trail”?
means to do something that no one else has done; it is something important.
What are some of the unusual things you noticed about this cartoon? What are you thinking about the cartoon?
Answers will vary. Some students might think it is a fight between the boys or an adventure story.
• How do we know that trouble is happening in this cartoon?
The boys are on top of a building and one boy
is pushing the other off. The text also says that Bowery Billy is clinging to the support while the other boy’s arms are pushing him.
• It says Man-Hunters and the author is a private
What clues tell you that this is a mystery story? detective.
• How do we know which boy is Billy? Billy is the one hanging on to the support. The text at the bottom tell us this.
• How do we know that this is an older cartoon? The date says 1906. The price is only five cents,
what is going to happen. People from down below see it and are either yelling for help or cheering the boy on. cartoon? How do we know this?
exciting. We know this because Billy is hanging off of the building and is in a struggle with the other boy.
Integration of Knowledge and Ideas (Show both comic book covers.)
• How do these two examples show
superheroes? How are they alike and how are they different?
Answers will vary based on the examples. We know Bowery Billy is a hero because he is the topic and main character who takes on stronger people.
• What do these texts tell us about what people enjoy?
Answers will vary based on the examples. The
texts tell us that people like mysteries, adventure, and heroes. They like good vs. evil.
which is really cheap. The buildings and the drawing of the cartoon look old-fashioned.
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Bowery Boy Comic Book Cover
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Political Cartoons and Comic Strips
Name:____________________________________________ Date: _________________________
Superheroes Directions: How do these two examples show superheroes? How are they alike? How are they different? Write or draw your answers in the boxes below. Alike
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Name:____________________________________________ Date: _________________________
Looking at Comic Books Directions: Look at the comic book covers. Answer the question. What do these texts tell us about what people enjoy? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
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Grades
3–5
Political Cartoons and Comic Strips
Little Orphan Annie Teacher Background Information
Overview Students closely read a set of cartoon strips and answer questions about the text, supporting their answers with references to the texts. Then students write a four-frame cartoon strip that explains how hard times affect families today.
Standards • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Understand the environmental and social impact of the Great Depression. Materials • Little Orphan Annie Cartoon Strips
Little Orphan Annie Cartoon Strips
• People of the Depression era sought various forms of entertainment that provided either escape from their lives or empathy for their situations. Comic strips like “Little Orphan Annie” showed a determined girl who could relate with the general public’s troubles. She pulled herself up by her bootstraps while also helping the people around her. People used entertainment to divert their attention from the poverty and sadness around them.
Fly Away Home by Eve Bunting
• This story is about a homeless boy who lives in
an airport with his father, moving from terminal to terminal trying not to be noticed, and is given hope when a trapped bird finally finds its freedom.
The Lost Boys of Sudan Video
• Uploaded to YouTube.com by KTEH on June 4,
2009, this video is a profile on Sudanese civil war survivors, Simon Deng and Peter Nyok, and their experience as “Lost Boys” during the Sudanese Civil War. This video can be found online by searching the key words Lost Boys of Sudan video.
(page 182)
• Fly Away Home by Eve Bunting • “The Lost Boys of Sudan” video • How to Survive (page 183) • Little Orphan Annie Questions (page 184)
• Informative/Explanatory Writing Rubric 2 (page 303)
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3–5 Exemplar Lesson
Little Orphan Annie (cont.) Reading Closely 1. Distribute copies of Little Orphan Annie Cartoon Strips to students.
2. Read each of the cartoon strips to the class,
pausing after each one so that students can make notes in the margins about what they observe in the text as well as what other information they need to know to make the content of the text understandable. Have them also circle any unfamiliar words or phrases.
3. Begin the discussion by asking students to
share what they observed about these three cartoon strips.
4. Ask students to share words they circled and discuss their meaning. Use the discussion questions from the Language section on page 181 to help facilitate this discussion. Allow students to make notes to help them remember the meanings of the difficult words or phrases.
9. Distribute copies of the How To Survive
graphic organizer and allow students to work in pairs to compare the sources and record their thoughts.
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will be writing a
cartoon strip that tells how some families have hard times because either they don’t have places to live, money to pay for things, or other needs—let students choose or you choose for them. Their cartoon strip should be at least four frames and should explain what they have learned about this topic so that people will understand the problem.
2. Allow students to share their cartoons in small groups.
3. Use Informative/Explanatory Writing Rubric 2 to assess student writing.
Using Text-Dependent Questions 5. Reread the text aloud. Have students pay
specific attention to the language and the details in the image that tell about Annie’s life before meeting Daddy Warbucks as well as how Daddy Warbucks feels about Annie.
6. Continue the discussion using the Key Ideas/
Details and Craft and Structure questions on page 181 as a guide. Distribute copies of Little Orphan Annie Questions to students and allow them time to record their responses using evidence from the text and the discussion.
7. Read Eve Bunting’s picture book Fly Away
Home to students and watch the video “The Lost Boys of Sudan.”
8. Discuss the questions listed under Integration of Knowledge and Ideas.
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3–5 Exemplar Lesson
Political Cartoons and Comic Strips
Little Orphan Annie (cont.) Discussion Questions
Craft and Structure
Language
• What is the author’s intended purpose of this
•
The author’s intended purpose was to show that
What does it mean when the text says “you can’t care for an old duffer like me any more”?
He means that he is a washed up old man. Key Ideas/Details
• What are some of the unusual things you
noticed about this cartoon? What are you thinking about the cartoon?
Answers will vary. Students might say that they did not know that Daddy Warbucks lost all his money.
• Why did Daddy Warbucks lock the door and then pretend he didn’t know how it got locked?
He wanted to think things out alone. Some
students might know that he (like many men at that time) was contemplating suicide. (Teacher Note: Suicide is a sensitive topic that may not be appropriate to discuss with students. Although it is an underlying meaning that is present in this cartoon, it is not essential that students understand this point in order to comprehend the message from the comic’s author.)
cartoon? How do we know this?
even a rich man can become poor and have worries. The text says that a little job would mean more to him than all his money meant to him a few months ago. The author is showing him as a real person.
• How did the comic book format impact the purpose of the text?
The comic book format is nonthreatening as a
text and can reach more people. So people might read this and understand how this man is coping with losing everything.
Integration of Knowledge and Ideas (Use all three sources.)
• How do the experiences of Annie and Daddy Warbucks, Andrew and his father, and the Lost Boys compare to one another? How are they alike, and how are they different?
Answers will vary, but students may say that
all three were homeless or were going to be homeless and they struggled for basic needs. They are different in their specific situations.
• What clues tell you about Annie’s life before
• What do these texts tell us about the people
We know that Annie has not always lived with
Answers will vary, but students may say that these
• What does Daddy Warbucks think about
• In what ways do these texts tell a story about
meeting Daddy Warbucks?
Daddy Warbucks, that she was poor before, and that she is a good student. Annie? How does this change over the course of the text? Explain your thinking using evidence from the cartoon.
At first, he thinks that he must protect her. By the end of the cartoon, he is sharing adult worries with her without being protective.
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and events during which they were created?
texts tell us that throughout history people have struggled with homelessness. survival? Cite evidence from the text.
The cartoon shows survival in the way that Daddy
Warbucks is searching for a job but not giving up in the last cartoon strip. The boy and his father talk about a day when they will have their own place like they used to before his mother died. They both work to save money. The Lost Boys of Sudan did not give up even though they had to walk thousands of miles and were rejected at various places.
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Little Orphan Annie Cartoon Strips
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Political Cartoons and Comic Strips
Name:_____________________________________ Date: _______________________
How to Survive Directions: Use this chart to show how each primary source illustrates the theme of survival. Little Orphan Annie
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Fly Away Home
The Lost Boys of Sudan
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Name:_____________________________________ Date: _______________________
Little Orphan Annie Questions Directions: Read the text. Answer the questions below. 1. What are some of the unusual things you noticed about this cartoon? What do you think about the cartoon? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. What clues tell you about Annie’s life before meeting Daddy Warbucks? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. What does Daddy Warbucks think about Annie? How does this change over the course of the text? Explain your thinking using evidence from the cartoon. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Grades
6–8
Political Cartoons and Comic Strips
Standard Oil Teacher Background Information
Overview Students closely read a cartoon and answer questions about the text, supporting their answers with evidence. Then students write argument cartoons that show a different perspective regarding John D. Rockefeller’s actions.
Standards • Cite several pieces of textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Write arguments to support claims with clear reasons and relevant evidence.
• Understand reactions to
developments in labor in late 19th century America.
Materials • Standard Oil Cartoon (page 188) • John D. Rockefeller Cartoon (page 189)
• The Gospel According to St. John Cartoon (page 190)
Standard Oil Cartoon
• Udo J. Keppler created this cartoon, titled “Next!” It was published in Puck magazine on September 7, 1904. This illustration shows a “Standard Oil” storage tank as an octopus with many tentacles wrapped around the steel, copper, and shipping industries, as well as a state house, the US Capitol, and one tentacle reaching for the White House.
John D. Rockefeller Cartoon
• J. S. Pughe created this illustration, titled “The King of the Combinations,” which was published in Puck magazine on February 27, 1901. This cartoon shows John D. Rockefeller wearing a huge crown and robe, standing on an oil storage tank labeled “Standard Oil,” and glaring at the viewer. The crown is adorned with railroad cars, oil tanks, and the names of four railroad companies (Lehigh Valley R. R., St. Paul R. R., Jersey Central R. R., and Reading Rail Road), and topped with a dollar sign.
The Gospel According to St. John
• Another creation by Udo J. Keppler, this illustration is titled “The Gospel According to ‘St. John.’” This cartoon was published in Puck magazine on May 3, 1905. This illustration shows John D. Rockefeller holding a bag labeled “Foreign $ Missions” close to his side, sitting on millstones labeled “Standard Oil Millstone” that are grinding or squeezing money from people caught between the two stones; with his left hand he offers a copy of the Bible to a native man.
• Comparing Cartoons (page 191) • Standard Oil Questions (page 192) • Opinion/Argument Writing Rubric 3 (page 307)
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6–8 Exemplar Lesson
Standard Oil (cont.) Reading Closely 1. Distribute copies of the Standard Oil Cartoon to students and have them scan it to determine a primary focus.
2. Have students read the cartoon and
make notes in it showing what they feel is important about it, who the intended audience is, any important symbols or objects, and what other information they need to know to make the content of the text understandable.
3. Begin a discussion by asking students to
share what they observed about the cartoon and what they feel is important and why.
Writing for Understanding (Opinion/Argument)
1. Tell students that they will create cartoons in
defense of John D. Rockefeller. Their cartoons should show another perspective than what they read in the primary sources in the lesson.
2. Allow students to display their cartoons in
a gallery walk in class. Have students write down comments they gather about each cartoon on paper next to the cartoons. Then, close the class with a final discussion about these cartoons and the comments.
3. Use Opinion/Argument Writing Rubric 3 to assess student writing.
Using Text-Dependent Questions 4. Stop and perform an interactive “read-aloud”
of the cartoon with the class as a second reading. Then, use the Key Ideas/Details and Craft and Structure questions on page 187 as a guide to continue the discussion.
5. Distribute copies of the
John D. Rockefeller Cartoon and The Gospel According to St. John Cartoon and read them together as a class.
6. Discuss the questions listed under Integration of Knowledge and Ideas. Then distribute copies of Standard Oil Questions and have students respond to the questions independently using evidence from the text and the discussion.
7. Distribute copies of Comparing Cartoons
to students and have them work in pairs or small groups to complete the graphic organizer.
8. Finally, discuss the questions listed under Integration of Knowledge and Ideas.
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6–8 Exemplar Lesson
Political Cartoons and Comic Strips
Standard Oil (cont.) Discussion Questions
Craft and Structure
Key Ideas/Details
• What is the author’s intended purpose of this
•
The purpose is to show how evil Standard Oil is by
What are some of the things you noticed about this cartoon?
Answers will vary. Students may say that they noticed the octopus character and the many different things it’s holding in its tentacles. They may also notice the various important buildings in the cartoon and the oil derricks. • From the cartoon we can conclude that the “bad guy” is Standard Oil. Find evidence to support this conclusion.
We know the “bad guy” is the octopus because of its angry expression and the chaos that it is causing in the cartoon.
cartoon? How do we know this? portraying it negatively.
• How did the cartoon format impact the purpose of the text?
The comic format sends a strong message that
all people can understand, even if they cannot read. This format tends to seem less threatening than actual printed text, but can still send a strong message visually.
Integration of Knowledge and Ideas (Use all three cartoons.)
• How do we know that Standard Oil is an
• How do the documents compare to one
Its tentacles are grasping onto the men who are
Answers can vary. All three of these show
enemy of steel and copper?
holding papers that say steel and copper. This leads us to believe that Standard Oil wanted to control steel and copper too.
• Who and what does Standard Oil have under its control?
Standard Oil is controlling the shipping industry
shown by it grasping for the ships; the Capitol building, meaning that it has the legislature under its control; the state house, meaning that it controls what the states do; and the men who are holding papers that say steel and copper, meaning that these industries are under its control, as well.
• What is the octopus’s next target and what does this mean? How do you know?
The next target is the White House, meaning that it wants to control the president of the United States, the highest power. We know this because it is reaching its tentacle toward the White House but hasn’t grasped it yet.
another? How are they alike and different? Standard Oil in a bad light. The original cartoon shows that Standard Oil has a lot of power over people and businesses. The other two cartoons involve a man who has a lot of power because of the Standard Oil business, including railroads. Somehow, Christianity is tied into the third cartoon with the man holding a bag full of money close to his side titled, Missions, and giving the native man a bible.
• What do these texts tell us about the people and events during the time in which they were created?
These texts tell us that there was a struggle
regarding Standard Oil. It must have threatened people by its power to influence people in authority. It must have also made a man very rich and powerful, as seen in all the cartoons.
• In what ways do these texts show bias? Cite text evidence from these selected texts to support your thinking.
These texts show bias against Standard Oil and Rockefeller. All three cartoons are negative toward him and his power/money. He is depicted as a harsh, ruthless man with a lot of money and little generosity.
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Standard Oil Cartoon
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Political Cartoons and Comic Strips
John D. Rockefeller Cartoon
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The Gospel According to St. John Cartoon
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Political Cartoons and Comic Strips
Name:_____________________________________ Date: _______________________
Comparing Cartoons Directions: Use this graphic organizer to show how the documents compare to one another. How are they alike and how are they different? _________________________________
_________________________________
_________________________________
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Political Cartoons and Comic Strips
Name:_____________________________________ Date: _______________________
Standard Oil Questions Directions: Look at the cartoons and then answer the questions below.
1. How do the cartoons compare to one another? How are they alike and how are they different? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. What do these texts tell us about the people and events during the time in which they were created? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. In what ways do these texts show bias? Cite text evidence from these selected texts to support your thinking. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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9–12
Political Cartoons and Comic Strips
ABCs for Baby Patriots Teacher Background Information
Overview Students closely read a set of picture book excerpts and answer questions about the text, supporting their answers with text-based evidence. Then students write informational text accompanied by cartoons that shows what they have learned about imperialism at that time.
Standards • Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of the content.
• Understand the relationships between resources and exploration, colonization, and settlement of different regions of the world. Materials • Pages from ABCs for Baby Patriots (page 197)
Pages from ABCs for Baby Patriots Picture Book
• Mary Frances Ames created and published ABCs
for Baby Patriots, a children’s book, in 1899 during Europe’s Age of Imperialism. This was the period of time when European nations conquered other countries for economic and political gain. Each letter of the alphabet in Ames’s children’s book was used as a tool to teach British children what it meant to be British.
McKinley’s Unofficial Speech on the Philippines
• After being pressured into the Spanish-American
War by the American public, the last thing President William McKinley wanted to do was annex the Philippines. However, public pressure was immense, and McKinley reversed his opinion, partially out of concern that another country would seize the Philippines.
African Map
• In 1884, Otto von Bismarck of Germany invited
14 countries to Berlin to discuss the future of Africa. Upon the completion of the conference a year later, slave trade ceased within Africa, a free Congo was negotiated, and the major European nations established boundary lines to define their exclusive control of the African territories. In less than 20 years, 90 percent of Africa was under the control of a European nation. Most of these colonies would not gain independence from Europe until after World War II.
• Text of McKinley’s Unofficial Speech on the Philippines
• African Map (page 198) • Life at that Time (page 199) • Comparing Texts Questions (page 200)
• Informative/Explanatory Writing Rubric 3 (page 304)
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9–12 Exemplar Lesson
ABCs for Baby Patriots (cont.) Reading Closely
8. Distribute copies of Life at that Time and have
Preparation Note: Search online for the text of McKinley’s speech using the search terms “text of McKinley’s Unofficial Speech on the Philippines.” Bookmark this page for use during the lesson.
Writing for Understanding
1. Distribute copies of Pages from ABCs for Baby Patriots picture book excerpts to students and have them scan to find the primary focus.
2. Have students read each of the excerpts
of the picture book, pausing after each to make notes in the margins about what they observe in the text, who the intended audience is, what symbols are included, as well as what other information they need to know to make the content of the text understandable.
3. Begin a discussion by asking students to
share what they observed about this picture book excerpt.
students compare these documents in pairs or small groups using the graphic organizer.
(Informative/Explanatory)
1. Tell students that they will be creating
additional pages for the ABCs for Baby Patriots book. They must each write at least four letters for the book. Remind students that this informational text should be accurate and explain how imperialism affected people in the late 1800s and early 1900s.
2. When complete, allow students to post their
portions of the ABC book around the room as a gallery walk and let students walk around and read them.
3. Use Informative/Explanatory Writing Rubric 3 to assess student writing.
Using Text-Dependent Questions 4. Reread the picture book excerpts aloud to
the class along with making notes of what you see in the corresponding pictures. Then, continue discussing the picture book excerpts using the questions in the Key Ideas/Details and Craft and Structure sections on page 195 as a guide.
5. Present the text of McKinley’s Unofficial Speech on the Philippines on an overhead projector, and distribute copies of the African Map. Read and examine them together as a class.
6. Discuss the questions listed under Integration of Knowledge and Ideas.
7. Distribute copies of Comparing Texts
Questions and allow students time to respond to the questions using evidence from the texts and the discussion.
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Political Cartoons and Comic Strips
ABCs for Baby Patriots (cont.) Discussion Questions
Craft and Structure
Key Ideas/Details
• Who is the intended audience and what is the
•
What are some of the unusual things you noticed about the excerpts from this picture book?
Answers will vary. Students might talk about the
simplicity of the pictures or the strange meaning found in the corresponding text.
author’s intended purpose of this picture book? How do we know this?
The intended audience would be children because the text is a primer, typically written to teach children. The intended purpose would be to teach children to be proud of their heritage as well as the history of their country.
• How does the text for the letter B go with the
• How did the picture book format impact the
The text talks about the battles that have
The picture book format is nonthreatening and
drawn image?
been won by England. The image shows a monument that lists the countries that England has defeated with a soldier on a war horse.
• What clues on letter C tell you about the countries that England has acquired as colonies?
purpose of the text?
seems friendly. The harshness of wars and having colonies is not shown to children—only the pride in obtaining the colonies is shown. This format makes this practice seem like a good thing.
The clue of the black lady would explain that they have colonies in Africa. The clue of the kangaroo would mean that they have acquired Australia as a colony.
• How do these picture book excerpts
demonstrate the values and mentality of the British people during the late 19th century? Explain your thinking using evidence from the pictures and text.
The letters and pictures show the nationalistic
pride of the British people. They wanted to be seen as a successful and dominant country. These excerpts show how other lands and people were treated as places of adventure and subjugation.
• What does the text for the letter E mean? It means that they are growing their empire
literally around the world so that the sun never sets on England’s empire.
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9–12 Exemplar Lesson
ABCs for Baby Patriots (cont.) Discussion Questions (cont.) Integration of Knowledge and Ideas (Use all three sources.)
• How do the documents compare to one
another? How are they alike and how are they different?
These documents all show the ambition of
countries to have colonies. McKinnley’s speech shows that he feels he has an obligation to take over the Philippines, which gives it a humansensitive feeling on the topic. The picture book gives the topic of imperialism a sense of pride and innocence since it is written for children. The map shows the information in a non-biased way—just the facts of what countries have colonies specifically in Africa.
• What do these texts tell us about the people and events during the time in which they were created?
Answers will vary. The texts tell us that people
valued colonies and that they increased the importance of the main country. The owning of colonies was acceptable and valuable.
• In what ways do these texts show bias? Cite text evidence from these selected texts to support your thinking.
The picture book shows bias in that it only gives
a one-sided story. It doesn’t show how the native people feel about being a colony of Great Britain. McKinley’s speech shows bias in that he doesn’t believe the Filipinos can govern themselves and that only he would do the best job. He says the gods gave them the Philippines. The map does not necessarily show bias except that it does not recognize the Africans as ruling their own countries within the continent.
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Pages from
ABC for Baby Patriots
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African Map
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Political Cartoons and Comic Strips
Name:_________________________________________ Date: _________________________
Life at that Time Directions: Use this chart to show what these texts tell us about the people and events during the time in which they were created. ABCs for Baby Patriots
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Political Cartoons and Comic Strips
Name:_________________________________________ Date: _________________________
Comparing Texts Questions Directions: Examine the text and then answer the questions below.
1. How do the documents compare to one another? How are they alike and how are they different? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. What do these texts tell us about the people and events during the time in which they were created? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. In what ways do these texts show bias? Cite text evidence from these selected texts to support your thinking. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Table of Contents Maps Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Quick Ideas for Examining Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Exemplar Lessons Belle Vue Zoological Gardens (K–2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 The Mormon Trail (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Tenochtitlán (6–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Ptolemy (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
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Maps
Maps Overview What Is Their Importance? Maps are primary source documents that give us a visual of an area of land or sea. Places change over time for various reasons such as changes in population, industrialization, and weather. Through maps we learn what a place once looked like. Some of the primary sources included in the exemplar lessons are a map of a zoo, the Mormon Trail, the Lewis and Clark expedition, Tenochtitlán, and a few very old maps of the world. These are only a very small sampling of what can be included in the category of maps.
How Have They Changed Over Time? Maps have changed over time primarily because technology has improved. Think of the Lewis and Clark map from the early 1800s. It is remarkably accurate considering explorers did not have aerial views to check for accuracy. Instead they used other tools that helped them achieve accuracy. Today, there are very few places left for exploration and accurate mapping. Satellite and image mapping technology have given us the ability to see maps digitally on computers and even cellphones. We can even choose the type of view we want—aerial, satellite, 3D, or street view.
Where Can I Find Them? Maps can be found at state historical societies, antique shops, museums, online (e.g., Google maps), the map collections in the American Memory division of the Library of Congress, (http://memory.loc.gov/ammem/gmdhtml/), and other online databases in the form of digitized documents. Many public libraries and colleges have online map collections. Examples include the New York Public Library (http://www.nypl.org/node/80186) and Harvard Map Collection (http://hcl.harvard.edu/libraries/maps/digitalmaps/). Students might also have globes at home or maps in the form of framed art on their walls.
Why Should I Use Them in the Classroom? Students can take maps from today and compare them to the ones created long ago to check for accuracy or to understand people’s perspectives and how that influenced their decisions or historical events. This will also help them make proper judgments on the tools that were used long ago and the tools used today. Maps give us insights into where people settled and how people understood the world around them long ago. This knowledge helps students expand their global view of the past and the present, knowing that places have changed over time. At the same time, students become strong visual readers. Having strong visual literacy skills helps students decode information found in maps.
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Maps
Maps Overview (cont.) How Do I Use Them for Instruction? Maps are a great way to enhance the study of a topic. For example, once students are studying about a place or event, introducing a map of that place will help students visualize better how and why events happened. It can enrich their study of an event as they understand why people did what they did. Encourage students to think like a mapmaker as they study these documents. Have extra magnifying glasses on hand so that students can look at details found on the map. Old maps can be difficult and intimidating to read. Students might not understand the symbols or images that go along with many old maps. Some older maps are filled with errors that make reading them confusing. And the size of maps can make a student feel overwhelmed. Use the following guide when teaching students to read maps. Students should be taught to examine the following things:
1. Look to see if the map has a title, key, and/or legend. Examine those items first on the map.
2. Determine who made the map and who the intended audience was.
3. Determine the purpose of the map.
Scaffolding for Elementary Students Grades K–2: Do a think-aloud as you study a very simple map, possibly one of the school, so that students can learn how to read a map properly. Grades 3–5: Allow students to work in small groups as they analyze age-appropriate maps. Walk around and offer help in the way they are analyzing the maps.
4. Examine the specific features on the map (cultural, natural, labels, art, etc.), and determine their significance and/or meaning.
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Maps
Quick Ideas for Examining Maps Ideas for K–2
Ideas for 3–5
Ideas for Secondary
Have students…
Have students…
Have students…
• compare the map to a
• compare and contrast
• make suggestions for
similar map.
• make notes on the map showing what they think and wonder.
• write stories about
visiting places on the map.
• draw pictures showing
what it would be like to visit places on the map.
modern maps with historical ones.
improving the map to make it easier to use.
• write travel diary entries • write historical diary about locations shown on the map.
• label places on the
map to make the map a better working document.
• draw their own versions of the map.
• draw more detailed
versions of the map focusing on just one location.
entries about traveling through the location shown on the map.
• plan trips using the
map, while taking into consideration the geography and limitations of the time period when the map was made.
• label key locations on the map to make it more historically accurate.
• draw their own 3D or
digital versions of the map.
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Grades
K–2
Belle Vue Zoological Gardens Teacher Background Information
Overview Students closely read a tourist map of the Belle Vue Zoological Gardens and answer questions about the map, supporting their answers with references to the map. Then students create maps to show their ideal zoo, using the texts as references for creating their own ideas.
Standards • Ask and answer questions about key details in a text.
• Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
• Understand changes in community life over time.
Belle Vue Zoological Gardens Manchester
• This is a 1931 map of an amusement park called
Belle Vue Zoological Gardens in Manchester, England. This map was created to allow visitors a portable method to find their way around the park and see each attraction.
Reading Closely 1. Distribute copies of the Belle Vue Zoological Gardens Manchester map to students.
2. Distribute magnifying glasses to students to help
them examine the map up close. If possible, use a document camera or projector to display a large copy too.
3. Conduct an interactive read-aloud of the map
for students, talking about what you wonder as you look at the map without giving away any information. Make sure to look for the title, key, and/or legend first, before exploring any other parts of the map.
Materials • Belle Vue Zoological Gardens Manchester (page 208)
• map of a zoo • Comparing Maps (page 209) • Belle Vue Biological Gardens Questions (page 210)
• Informative/Explanatory Writing Rubric 1 (page 302)
• magnifying glasses (optional) • document camera (optional)
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K–2 Exemplar Lesson
Belle Vue Zoological Gardens (cont.) Using Text-Dependent Questions 4. Begin a discussion by asking students to
share what they observed about the map. Continue discussing the map using the questions on page 207 as a guide.
5. After a few questions have been discussed,
stop and have students look at the map again. Challenge students to find something new in the map. Allow students to share the new thing they have noticed. Then, continue discussing the map using the remaining Key Ideas/Details and Craft and Structure questions.
6. Display a modern day map of a zoo. These
can be found by searching online. If possible, print these out or use a projector to show the entire class. Most maps online will allow you to zoom in on different locations.
Writing for Understanding (Informative/Explanatory)
1. Tell students to think about the most ideal
zoo. What kinds of things would be at this zoo and why would this make the zoo a fun place to visit? Make a list on the board. Then, tell students that they will draw a map that shows the most ideal zoo. Students should use what they have learned in the discussion to help them draw this map.
2. Display the maps around the room so
students can enjoy them. Allow students to walk around gallery walk style to see them.
3. Use Informative/Explanatory Writing Rubric 1 to assess student writing.
7. If desired, distribute copies of Belle Vue
Zoological Gardens Questions and allow students to work in pairs to respond to the questions.
8. Discuss the questions listed under Integration of Knowledge and Ideas.
9. Have students compare the maps using the Comparing Maps graphic organizer.
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Belle Vue Zoological Gardens (cont.) Discussion Questions Key Ideas/Details
• What do you notice about this map? Answers will vary, but students might say they
notice the Greyhound Racecourse, the Football Ground, or the Bobs Coaster.
• How do we know that this map is old? Answers will vary, but students might say that
they notice the date of 1931 in the corner or they might say that it looks old-fashioned.
Integration of Knowledge and Ideas (Use both maps.)
• How are these two maps alike? How are they different?
Answers will vary depending on the other map being compared. They might notice that both maps use the word “refreshments” and have many of the same types of animals. They will notice that the newer map looks more up-todate with various restaurants they might be familiar with.
• What clues tell you that this is a place where
• How do these maps tell us that the zoo is an
Students might point out that they see roller
Answers can vary, but students might say that the
people go to have fun?
coasters, a skating rink, a maze, playgrounds, places to eat, and a lake. They might also see the key to the side of the map that lists all the animals they could see there.
important place to visit?
fact that there is a map tells that it is important because people want to know how to get around when they visit.
Craft and Structure
• If a person wanted to see animals, how does he or she use this map?
Students should answer that the person would
use the key on the right side of the map to help them find the different animals at this place. First, they need to know where they are, then they can use the map to help point them in the right location.
• What is the most important part of the map that the mapmaker wanted us to see? How do we know this?
The most important parts are the locations of the animals. We know this because they are labeled to the side of the map, and nothing else has a label.
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Belle Vue Zoological Gardens Manchester
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Maps
Name:____________________________________________ Date: _________________________
Comparing Maps
Belle Vue Zoological Gardens
Today’s Zoo
Directions: Compare the two maps. How are they alike? How are they different?
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Name:____________________________________________ Date: _________________________
Belle Vue Zoological Gardens Questions Directions: Look at the map. Answer the questions.
1. What clues tell you that this is a place where people go to have fun? __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. If a person wanted to see animals, how does he or she use this map? __________________________________________________________ __________________________________________________________ __________________________________________________________ 3. What is the most important part of the map that the mapmaker wanted us to see? How do we know this? __________________________________________________________ __________________________________________________________ __________________________________________________________
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Grades
3–5
The Mormon Trail Teacher Background Information
Overview Students closely read a map of the Mormon Pioneer Trail and answer questions about the map, supporting their answers with references to the map. Then students create journal entries, as if they traveled the journey with the pioneers, to show what they have learned from the map and the discussion.
Standards • Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• Write narratives to develop real
or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• Know the history of the local
community since its founding, the people who came, the changes they brought, and significant events over time.
Materials • Mormon Pioneer Trail Map (page 214)
• Lewis and Clark Map (page 215) • Comparing Maps (page 216) • Mormon Map Questions (page 217) • Narrative Writing Rubric 2 (page 300) • magnifying glasses (optional) • document camera or projector (optional)
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Mormon Pioneer Trail Map
• One of the groups of people to travel west during the 1800s was the Mormons, or Latter-day Saints. A man named Brigham Young took over as the leader of the Mormons, and he decided that the Mormons needed to head west to escape religious persecution. These pioneers did not know what lay ahead of them. In the winter of 1846, the Latter-day Saints set out to find new land for a peaceful settlement. About 70,000 Mormons traveled this particular trail. They called it the Trail of Hope. Their journey ended in Salt Lake City, Utah. Maps were made of this journey and sent to those who had not yet begun.
Lewis and Clark Map
• This is a map of Lewis and Clark’s track across the western portion of North America, from the Mississippi to the Pacific Ocean. Longman, Hurst, Rees, Orme, and Brown published this map in London in 1814.
Reading Closely 1. Distribute copies of the Mormon Pioneer Trail Map to students.
2. Distribute magnifying glasses to students so that
they can examine the map up close. If possible, use a document camera or projector to display a large copy too, or show the high resolution version found on the Digital Resource CD. This will have to be done in multiple sections because of the length of the map. Remind students to examine whether the map has a title, key, and/or legend first before looking at other parts of the map.
3. Begin the discussion by asking students to share what they observed about the map.
4. Have students reread the map to look specifically for clues about who created the map and any specific features that might be important.
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3–5 Exemplar Lesson
The Mormon Trail (cont.) Using Text-Dependent Questions 5. Use the Key Ideas/Details and Craft and
Structure questions on page 213 to guide a discussion about the map.
6. After a few questions have been discussed,
stop and have students look at the map a third time. Challenge students to find something new in the map. Allow students to share the new thing they have noticed. Then, continue discussing the map using the questions provided.
7. Distribute copies of Mormon Map Questions. Have students record responses to the questions using evidence from the map as well as the discussion.
Writing for Understanding (Narrative)
1. Have students imagine they traveled with
the Mormon pioneers. What types of things did they experience? Tell students that they will each create a journal entry to show what a day on the trail would be like. Students should use what they have learned in the discussion to help them write their journal entries.
2. Have students share their journal entries in small groups.
3. Use Narrative Writing Rubric 2 to assess student writing.
8. Display and distribute copies of the Lewis and Clark Map. Examine this map as a class.
9. Distribute copies of Comparing Maps and
have students work in pairs to complete the Venn diagram.
10. Discuss the questions listed under Integration of Knowledge and Ideas, allowing students to use their Venn diagrams to support their conclusions.
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The Mormon Trail (cont.) Discussion Questions Key Ideas/Details
Integration of Knowledge and Ideas (Use both maps.)
• In what way is this map a story? Share specific
• How are these two maps alike? How are they
The map shows the journey of the travelers. It
The Mormon Pioneer Trail Map has dates and the
evidence.
includes dates where the travelers stopped along the way. It shows pictures like a storybook. This leads us to believe this is what the travelers experienced along the journey.
• What clues tell you that this map is old? The map has a copyright date of 1899. The date of the journey is 1846. People are riding horses and covered wagons, not cars or trains. American Indians live in teepees. Instead of cities, we see prairie lands.
• How long did the journey take? How do you know?
The journey began in February 1846 and it
ended in July 1847. It took a year and a half to complete the journey.
different?
Lewis and Clark map is not dated to show where they stopped. Both maps follow rivers for part of the journey, but they each follow different rivers. The Mormons went further south and Lewis and Clark went further north. Both maps also name places and rivers, but the Mormon map shows more pictures like a story.
• How do these maps tell us that this was an important trip?
Both maps note rivers and mountains, which
tells us that it was a risky trip to take. The Mormon Pioneer Trail Map shows men with guns, which could have been for protection as well as hunting. The fact that both trips were documented tells us that they were important.
Craft and Structure
• Did the journey really need to take a year and a half? Look for clues and explain why it took so long.
The journey did not need to take a year and a
half. The travelers stopped at the Missouri River and stayed for nine months. They may have done this because it was a good place to stop before winter set in. By April, the winter snow would have thawed enough for them to travel.
• Why was this map created and how could it be used?
This map was created to tell the story of the
journey of the people. Because it is drawn in a simple way, it could also be used to guide other travelers along the path.
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Mormon Pioneer Trail Map
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Maps
Lewis and Clark Map
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Maps
Name:_____________________________________ Date: _______________________
Comparing Maps
Mormon Pioneer Trail Map
Lewis and Clark Map
Directions: Use this graphic organizer to compare the two maps. How are they alike and how are they different?
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Name:_____________________________________ Date: _______________________
Mormon Map Questions Directions: Look closely at the map. Answer the questions below. 1. In what way is this map a story? Share specific evidence. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
2. What clues tell you that this map is old? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
3. How long did the journey take? How do you know? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Tenochtitlán
Grades
6–8
Teacher Background Information Overview Students closely read a map of Tenochtitlán and answer questions about the map, supporting their answers with references to the map. Then students create advertisements to entice friendly travelers to visit Tenochtitlán.
Standards • Cite textual evidence to support
Map of Tenochtitlán
• This is a colorized woodcut of a map of
Tenochtitlán, printed in 1524 in Nuremberg, Germany. Friedrich Peypus is credited as the author of this map, although it is noted that he probably created it based on a drawing made by one of Cortés’s men.
Hernán Cortés’s Description of the City
• Hernán Cortés was a conquistador from Spain who came to what is now Mexico in search of gold and to spread the Catholic faith in the name of the Spanish crown. Here Cortés describes his first impressions of Tenochtitlán, the capital of the native population.
analysis of what the text says explicitly as well as inferences drawn from the text.
• Write informative/explanatory
texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Reading Closely 1. Distribute copies of the Map of Tenochtitlán to students.
2. Distribute magnifying glasses to students so that they can examine the map up close. If possible, use a document camera or projector to display a large copy as well. You might want to focus on parts of the map separately. Remind students to examine whether the map has a title, key, and/ or legend first before looking at other parts of the map.
• Understand how the Aztec Empire arose in the 14th century (e.g., the construction of Tenochtitlán).
Materials • Map of Tenochtitlán (page 221) • Hernán Cortés’s Description of the City
3. Begin a discussion by asking students to share
(page 222)
what they observed about the map.
• Understanding Tenochtitlán (page 223)
• Tenochtitlán Map Questions (page 224)
• Informative/ExplanatoryWriting Rubric 3 (page 304)
• magnifying glasses (optional) • document camera or projector (optional)
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Tenochtitlán (cont.) Using Text-Dependent Questions 4. Use the Key Ideas/Details and Craft and
Structure questions on page 220 to guide your discussion of the map.
5. After a few questions have been discussed,
stop and have students look at the map again. Encourage students to find something new in the map as well as clues about the intended audience. Allow students to share. Then, continue discussing the map using the questions.
6. Distribute copies of the Map of Tenochtitlán
to students and have them respond to the questions using evidence from the map and the discussion.
7. Distribute copies of Hernán Cortés’s
Description of the City and read it together as a class. Have students underline parts of the text they feel are important or vocabulary that is confusing to them. Discuss the text as a class.
Writing for Understanding (Informative/Explanatory)
1. Have students imagine they traveled to
Tenochtitlán during the time of Hernán Cortés. What types of things did they experience? Tell students that they will each create an advertisement to encourage travelers to visit Tenochtitlán. This advertisement should be on a large sheet of paper or poster board and include images and descriptions to entice friendly visitors. Students should use what they learned from the map and the description to create these advertisements.
2. Once completed, display the advertisements around the room.
3. Use Informative/Explanatory Writing Rubric 3 to assess student writing.
8. Distribute copies of Understanding
Tenochtitlán and have students compare the texts using the graphic organizer.
9. Discuss the questions listed under Integration of Knowledge and Ideas as a way for students to share their final thoughts on the texts.
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Tenochtitlán (cont.) Discussion Questions Key Ideas/Details
• In what ways is this map unique? Answers can vary, but students might say that it is colored, it looks more like a picture than a map, it shows houses in the center of the water, and titles are written in a different language.
• What clues tell you that this map is old? The boats look like canoes, which is something that most people don’t use for transportation today (only for recreation). The buildings have an “old look” to them. The population is small, shown by the number of houses. Today we would expect to see a larger population of people in Mexico.
• What makes this community of people different than most communities?
The people live in the center of a body of water and travel around in canoes and boats.
Craft and Structure
Integration of Knowledge and Ideas (Use both the map and the description.)
• How does Hernán Cortés’s Description of the City help you understand the map?
Answers will vary, but students will probably
mention that the description explains the “causeways” or roads across the water into the city. The description also explains the real distance between the city in the middle of the water and the land that surrounds it. It also gives a better picture of what the city looked like with the large streets, big temples, and the wall that surrounds it for protection.
• How do both the map and the text give us the idea that this community was affluent?
The descriptions tell of it being a great city with
beautiful buildings. The temple is so beautiful that it cannot be described as well as elegant quarters where the priests live. This leads us to believe that the community was affluent. On the map, the community is large and the buildings appear to be significant.
• Based on its location, is this community more secure or less secure? Use the map to defend your answer.
Answers will vary. Students might say that
being surrounded by water makes the people more vulnerable for attack because they have nowhere they can escape. Others might say that the people could burn or take down the bridges leading to land so that their enemies cannot come attack them. The people living there are used to boats and canoes and can fight using those, while the enemies might not have experience with boats and warfare on water.
• Why was this map created and how could it be used?
The map was probably created to commemorate the people living there. It showed their accomplishments of building a community on water or surrounded by water. It would be used to brag to others about what they had done.
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Map of Tenochtitlán
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Hernán Cortés’s Description of the City
“This great city of Tenochtitlán is built on the salt lake, and no matter by what road you travel there are two leagues from the main body of the city to the mainland. There are four artificial causeways leading to it, and each is as wide as two cavalry lances. The city itself is as big as Seville or Córdoba. The main streets are very wide and very straight; some of these are on the land, but the rest and all the smaller ones are half on land, half canals where they paddle their canoes. All the streets have openings in places so that the water may pass from one canal to another. Over all these openings, and some of them are very wide, there are bridges…. There are, in all districts of this great city, many temples or houses for their idols. They are all very beautiful buildings…. Amongst these temples there is one, the principal one, whose great size and magnificence no human tongue could describe, for it is so large that within the precincts, which are surrounded by very high wall, a town of some five hundred inhabitants could easily be built. All round inside this wall there are very elegant quarters with very large rooms and corridors where their priests live. There are as many as forty towers, all of which are so high that in the case of the largest there are fifty steps leading up to the main part of it and the most important of these towers is higher than that of the cathedral of Seville….”
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Name:_________________________________________ Date: _________________________
Understanding Tenochtitlán Directions: Use this graphic organizer to compare Hernán Cortés’s Description of the City and the Map of Tenochtitlán. Hernán Cortés’s Description of the City
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Name:_________________________________________ Date: _________________________
Tenochtitlán Map Questions Directions: Look closely at the map and then answer the questions below.
1. What makes this community of people different than most communities? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. Based on its location, is this community more secure or less secure? Use the map to defend your answer. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. Why was this map created and how could it be used? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Grades
9–12
Ptolemy Teacher Background Information
Overview Students closely read Ptolemy’s map and answer questions about the map, supporting their answers with references to the map. Then students act as planners for a new map of the world that shows pictorially what is important to people today.
Standards • Cite strong and thorough textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• Understand how people’s changing perceptions of geographic features have led to changes in human societies.
Materials • Ptolemy’s Map (page 228) • World Map from 1651 (page 229) • modern map of the world • Comparing Maps (page 230) • Ptolemy’s Map Questions (page 231) • Informative/Explanatory Writing
Ptolemy’s Map
• Ptolemy was a Roman geographer and astronomer who is credited with creating mathematical coordinates of Earth. Though many of his coordinates were later proved to be incorrect, his map set the precedent for medieval mapmaking to be centered on mathematics rather than social prominence.
World Map from 1651
• Created by artist John Speed, the World Map from 1651 was the first world map published in the first English World Atlas in 1676. The map depicts figurative illustrations of what were commonly believed to be the four elements of the world: Water, Earth, Fire, and Air.
Reading Closely 1. Distribute copies of Ptolemy’s Map to students. 2. Distribute magnifying glasses to students so that they can examine the map up close. If possible, use a document camera or projector to display a large copy as well. Remind students to examine whether the map has a title, key, and/or legend first before looking at other parts of the map. Encourage students to focus on the left side of the map before looking at the right.
3. Begin a discussion by asking students to share in
small groups what they observed about the map.
Rubric 3 (page 304)
• magnifying glasses (optional) • document camera or projector (optional)
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Ptolemy (cont.) Using Text-Dependent Questions 4. Continue the discussion using the Key Ideas/ Details and Craft and Structure questions on page 227 as a guide.
5. After a few questions have been discussed,
stop and have students look at the map again. Encourage students to find something new in the map and any additional features they think may be important or significant. Allow students to share the ideas. Then, continue discussing the map using the questions.
6. Distribute copies of Ptolemy’s Map Questions
to students and have them record responses to the questions citing evidence from the map and the discussion.
7. Distribute copies of World Map from 1651 and a modern map of the world for reference of accuracy and examine them together as a class.
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will serve as planners
for a new map of the world. They should plan what the new map should include as far as places to be highlighted and images to decorate it, as seen in the World Map from 1651. Maps should be placed on a large sheet of paper or poster board. Students can use a print out of an actual map or draw their own map to be placed in the center.
2. Encourage students to think about what is important to the world today and include these images and words surrounding their maps. Each map should have at least six important images to accompany the map.
3. Have students display their maps around the room.
4. Use Informative/Explanatory Writing Rubric 3 to assess student writing.
8. Distribute copies of Comparing Maps to
students and have them complete the chart using the maps.
9. Discuss the questions listed under Integration of Knowledge and Ideas as a way for students to summarize their thoughts about the maps and synthesize their learning.
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Ptolemy (cont.) Discussion Questions Key Ideas/Details
• In what way is this map unique? This map is unique because it is curved, shows
only part of the world (but not accurate measurements), is written in a different language, and has rough edges where the land meets the water.
• What clues tell you that this map is old? The map appears to be old because of the reasons it looks unique. The drawing is rough and is not to scale. The writing is in Latin. The places left off the map makes it seem as though they have yet to be discovered.
• Even though the map is out of date and misses key places, in what ways does this map show progress?
Answers can vary but should include the
Integration of Knowledge and Ideas (Use both maps.)
• How does the World Map from 1651 show progress in knowledge?
The map shows the New World with both
continents. The map also has things labeled as Unknown, such as the area where Antarctica is located. The equator is in a more accurate place as compared with Ptolemy’s map. The entire coastline of the eastern hemisphere is more detailed and not as choppy.
• How do both old maps give us the idea that people craved knowledge?
Answers can vary. The maps show progress and
leave room for new discoveries, as noted by the unknown. Advancements are made and recorded. The images show progress in science with the atlas of Earth and the alignment of the moon, sun, and Earth.
following ideas: The lines of latitude and longitude are written, showing that the creator believed Earth was round; Many places are labeled on the map, which shows knowledge of travel and information.
Craft and Structure
• For the time in which this was created, defend the idea that this is not a complete map.
Answers can vary. Students might come to
the conclusion that it is not a complete map because it shows the area of Africa cut off and not a coastline. The same is true for the northern part of Russia. For some reason there does appear to be a ridge of coastline along the bottom of the map, possibly to indicate the mapmaker knew there was land there.
• Why was this map created and how could it be used?
Answers can vary. The map was probably created to give information about what was known at the time. Travelers, sailors, or explorers could have used the map.
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Ptolemy’s Map
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Name:_________________________________________ Date: _________________________
Comparing Maps Directions: Use Ptolemy’s Map and the World Map from 1651 to answer the question below. How does each map show that people, at the time it was created, craved knowledge? Ptolemy’s Map
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Name:_________________________________________ Date: _________________________
Ptolemy’s Map Questions Directions: Study the map and then answer the questions below.
1. Even though the map is out of date and misses key places, in what ways does this map show progress? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. For the time in which this was created, defend the idea that this is not a complete map. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. Why was this map created and how could it be used? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Artifacts
Table of Contents Artifacts Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Quick Ideas for Examining Artifacts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Exemplar Lessons Totem Poles (K–2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Frederick Douglass Dolls (3–5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Peace and Friendship Medal (6–8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 The New Colossus (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
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Artifacts Overview What Is Their Importance? Artifacts are manmade objects that usually have cultural and historical significance. These primary sources give us insights into what people valued, used, and needed in societies long ago. Some of the primary sources included in the exemplar lessons are images of totem poles, Frederick Douglass dolls, a friendship coin used by Lewis and Clark, and a monument’s poem. These are only a very small sampling of what can be included in the category of artifacts.
How Have They Changed Over Time? By definition, the concept of an artifact hasn’t really changed over time. An object that is considered commonplace today could quickly become an artifact depending on how innovations result over time and the pace at which those innovations come. For example, think of how quickly the computer has changed since the 1970s. The first computer was the size of a small room and now it can fit in the palm of your hand. Since museums contain the oldest of the artifacts known to us, museums and their databases are the best places to select artifacts to compare with what we have today. A walk through any antique or junk store can reveal what might be considered artifacts of this time 100 years from now.
Where Can I Find Them? Artifacts can be found at antique shops, secondhand stores, state historical societies, museums, and other online databases in the form of digitized images. Some families have preserved artifacts like a family Bible or items that have been passed down through the generations, such as jewelry, watches, books, or household items. Students might watch shows on television that deal with the value of antiques, like the PBS show Antiques Road Show.
Why Should I Use Them in the Classroom? Artifacts, whether they are digital pictures or the real items, are powerful teaching tools. Any opportunity for students to touch or view an item up close can help them to visualize how societies lived. As students study artifacts, they gain an appreciation of past societies, how they lived, and what they valued. This knowledge helps students expand their global view of the past and the present, realizing that, while times and surroundings might change, in many ways what people value has stayed the same. At the same time, students become strong visual readers. Having strong visual literacy skills helps students decode information found in other visual images like photographs, charts, graphs, and maps.
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Artifacts Overview (cont.) How Do I Use Them for Instruction? Artifacts are great tools to get students excited about learning. The National Archives has suggested an excellent way for students to interact with artifacts. To really begin to understand an artifact, students should first look at the materials used to make the artifact. For example, is it made from wood or metal? Next, students should look for special features found on the artifact. How does the artifact look and feel? Then students should make educated guesses about how the object was used. What was its purpose? And finally, what does the artifact tell about the time in which it was created? Students should be taught to ask the following questions when examining and artifact:
• What materials were used in making this artifact?
• What special features do you see on the artifact?
• How was the artifact used and by whom?
• What does this information say
Scaffolding for Elementary Students Grades K–2: A fun way to get students to interact with artifacts is to have a mystery item once a week. Let students examine the artifact and then make educated guesses about what it is and how it was used. Grades 3–5: Introduce items that tie to your topic of study as a way to hook the students. Or, wrap up an artifact so that students cannot see it. Then, give descriptions and clues about the artifact. Have students draw the artifact and then finally reveal it to students so they can make comparisons between the actual item and what they drew.
about that time in history?
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Quick Ideas for Examining Artifacts Ideas for K–2 Have students…
Ideas for 3–5 Have students…
• re-enact how the artifact • make suggestions for was used in history.
improving the artifact for use in today’s society.
• write stories about using the artifact long ago.
• draw pictures showing
• write captions and titles
• compare the artifact
•
to accompany the artifact at a museum exhibit.
how the artifact was used long ago.
with something similar today.
write newspaper reports about the historical value of the artifact.
• compare and contrast two similar artifacts.
• create a 3D replica of the artifact.
Ideas for Secondary Have students…
• write a two-minute
presentation to explain the artifact’s purpose.
• write captions and titles to accompany the artifact at a museum exhibit.
• write a newspaper
editorial defending the importance of the artifact in history.
• compare and contrast two similar artifacts from different time periods.
• write stories about the people who used the artifact long ago.
• create a 3D replica of the artifact improving on some aspects of it.
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Grades
K–2
Totem Poles Teacher Background Information
Overview Students closely examine an artifact and answer questions about it, supporting their answers with references to the artifact. Then students write dialogues from the perspective of the creatures on the artifact.
Standards • With prompting and support, ask and answer questions about key details in a text.
• Use a combination of drawing,
dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Totem Poles
• The American Indian tribes of the Northwest were famous for making totem poles. The poles told family histories and showed social importance in the tribes. Poles had birds, animals, or spirits carved on them. It was actually good to be the “low man on the totem pole.” This meant that your job was to carve the lowest part of the pole. Often, the best artist was chosen to carve the bottom of the pole because it is the most visible part.
Reading Closely 1. Distribute copies of Totem Poles to students. 2. Tell students to look closely at the totem pole.
Instruct them to think about what they see and what materials they think the totem pole was made out of, as well as any questions they have about it.
• Understand the daily life and values of Native American cultures.
Materials • Totem Poles (page 240) • Home Statues (page 241) • Comparing Totem Poles and Statues (page 242)
• Totem Pole Questions (page 243) • Narrative Writing Rubric 1 (page 299)
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K–2 Exemplar Lesson
Totem Poles (cont.) Using Text-Dependent Questions 3. Begin the discussion by asking students to
share what they observed about this artifact. Use the Key Ideas/Details and Craft and Structure questions on page 239 as a guide in your discussion.
4. If desired, distribute copies of Totem Pole
Questions and allow students to record responses using evidence from the image.
5. Display Home Statues and other images of various statues found in front of people’s homes.
6. Discuss the questions listed under Integration of Knowledge and Ideas.
Writing for Understanding (Narrative)
1. Remind students that totem poles were
created to say something important about a person. Tell students that they will be writing dialogue that the totem pole creatures would say. The dialogues should show what students have learned by studying the artifacts and through the discussion.
2. When students finish writing their dialogues,
have them share these in small groups, taking turns reading them aloud.
3. Use Narrative Writing Rubric 1 to assess student writing.
7. Distribute copies of Comparing Totem Poles
and Statues and have students work in pairs to compare these images and record their thoughts on the graphic organizer.
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Totem Poles (cont.) Discussion Questions Key Ideas/Details
• What do you notice about the totem pole? Answers will vary, but most students will notice
the faces, animals, and birds on the totem pole.
•
Look at the faces on the totem poles. Tell what you see.
They are not necessarily smiling, they are fierce or mad looking.
Craft and Structure
• How do we know that the totem pole was carved for someone important?
Answers can vary. Students might say that the creatures and their expressions tell us that it is important. The totem pole itself stands out as something important, too.
• How can we support the idea that the carver made the totem pole to say that a certain person was important?
Answers can vary. Students might say that the
carver made the creatures fierce and important looking as a symbol or sign that the person was important.
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Integration of Knowledge and Ideas (Use both sets of images.)
• How are the statues different from and similar to the totem pole?
Answers can vary. Students might say they both
are creatures, have faces, and have expressions. They might differ in the type of creatures shown or the colors used.
• Totem poles were also placed outside of a
person’s home. How do the statues and the totem pole tell us that the person who lives there is important?
Answers will vary. Most will say that the statues
are fierce, in the case of the lion, or are friendly or happy, in the case of the gnome. Students may also make comments about the fierce faces on the totem pole. These emotions shown on the statues tell us that it is important.
• Do you think this is always true? Why or why not?
Answers may vary, but if students know who lives in a house with a statue, then they can answer more accurately that it is not always true that the statue shows importance in today’s culture.
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Totem Poles
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Home Statues
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Name:____________________________________________ Date: _________________________
Comparing Totem Poles and Statues
Totem Pole
Statues
Directions: Look at the totem pole and the statues. How are they alike? How are they different? Write your answers below.
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Name:____________________________________________ Date: _________________________
Totem Pole Questions Directions: Look at the totem pole. Answer the questions. 1. What do you notice about the totem pole? __________________________________________________________ __________________________________________________________ __________________________________________________________
2. Look at the faces on the totem pole. Tell what you see. __________________________________________________________ __________________________________________________________ __________________________________________________________
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Artifacts
Grades
3–5
Frederick Douglass Dolls Teacher Background Information
Overview Students closely examine an artifact and answer questions about it, supporting their answers with references to the artifact. Then students write opinion dialogues about what the Frederick Douglass dolls would say if given the chance to talk.
Frederick Douglass Dolls
• Frederick Douglass escaped from slavery when he was only 20 years old. He was a very intelligent man and had learned how to read and write as a child. After moving to Massachusetts as a runaway, he began attending abolitionist meetings and became the leading black voice for the abolitionist movement. A woman named Cynthia Hill who lived in Massachusetts made these dolls in the late 1850s as a way to celebrate Frederick Douglass’s transformation from slavery to freedom. The mismatched baggy clothing shows how slaves dressed while working on plantations. The more fitted clothing shows how he dressed as a free man.
Standards • Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Write opinion pieces on topics or
Slaves at Beaufort, South Carolina
• This photograph was taken in 1862 by Timothy
H. O’Sullivan, but printed later. Its title is “Five generations on Smith’s Plantation, Beaufort, South Carolina.” This African-American family was photographed after Union forces captured the Sea Island coastal area of South Carolina during the American Civil War.
texts, supporting a point of view with reasons and information.
• Understand elements of African
slavery during the colonial period in North America.
Materials • Frederick Douglass Dolls (page 247) • Slaves at Beaufort, South Carolina (page 248)
• Story of Slavery (page 249) • Slavery Questions (page 250) • Opinion/Argument Writing Rubric 2 (page 306)
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Reading Closely Preparation Note: Divide copies of the Frederick Douglass Dolls in half and cut the page apart so that each doll is shown separately. Each student will need both halves.
1. Distribute the right side of the Frederick Douglass Dolls picture to students to analyze.
2. Tell students to look closely at the image of the
#51478—Analyzing and Writing with Primary Sources
artifact and make notes in the margins about what they observe about the doll, what they think it’s made of, how it was used and by whom, as well as any questions they have about the doll.
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3–5 Exemplar Lesson
Artifacts
Frederick Douglass Dolls (cont.) 3. Distribute the left side of the picture to students to analyze in the same way.
4. Explain to students that these dolls represent
Frederick Douglass. A woman named Cynthia Hill who lived in Massachusetts made these dolls in the late 1850s as a way to celebrate Frederick Douglass’s transformation from slavery to freedom.
Using Text-Dependent Questions 5. Begin a discussion by asking students to
share what they observed about this artifact. Use the discussion questions on page 246 as a guide.
6. After a few questions have been discussed,
stop and have students look at the artifacts again. Encourage students to find something new. Allow students to share the new thing they have noticed. Then, continue discussing the dolls using the remaining questions in the first two sections of the page.
Writing for Understanding (Opinion/Argument)
1. Tell students that they will be writing
dialogue showing the opinions and perspectives of both Frederick Douglass dolls. The opinion pieces should explain their lives as a slave and a free man and explain which is a better life based on what they have learned in the discussion. Explain that the dialogue can be between the dolls, with an interviewer, or in another situation that the students create. The dialogues should show what students have learned by studying the artifacts and through the discussion.
2. When students finish writing their opinion dialogues, have them share these in small groups, taking turns reading them aloud.
3. Use Opinion/Argument Writing Rubric 2 to assess student writing.
7. Display and distribute copies of Slaves at
Beaufort, South Carolina. Have students work in pairs to record what they notice about this image, and then discuss it as a class.
8. Distribute copies of Story of Slavery to
students and have them compare the documents using the graphic organizer.
9. Discuss the questions listed under Integration of Knowledge and Ideas.
10. To conclude the analysis of the artifacts,
distribute copies of Slavery Questions and have students respond to the questions using evidence from the images.
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3–5 Exemplar Lesson
Frederick Douglass Dolls (cont.) Discussion Questions Key Ideas/Details
Integration of Knowledge and Ideas (Use both images.)
• What do you notice about the clothing on
• How does the photograph tell a story of a
One doll has clothing that does not fit and is
The photograph shows the slaves poorly dressed
• The clothing of Frederick Douglass gives clues
• Dignity is having self-respect and feeling
these two dolls?
mismatched. He also does not have any shoes. The other doll has better fitting clothes that match and he has shoes on. about his life. What is his life like based on these clues (for each set of clothing)?
Frederick Douglass has a nice life based on his clothes in the right side of the picture. He may not have a nice life based on his clothes in the left side of the picture.
• How does Frederick Douglass’s clothing show that he has had two different lives: one as a slave and one as a free man?
The mismatched clothing shows his life as a slave. He does not have nice things, and he has no pride. The nice clothing shows how his life has changed as a free man.
slave?
in front of an old building. This old building might be where they live. It appears to be children, parents, and possibly grandparents all together. They look like they have a hard life.
worthy. How does the photograph of the slaves support the idea that the Frederick Douglass dolls were created to make a statement of how slavery takes away people’s dignity?
Answers can vary, but most students should
understand that the slaves in the photograph are property, and because of that, have little dignity. This supports the case that the Frederick Douglass dolls make. When a person is property, as in a slave, he has little dignity. He dresses in what he is given instead of respectable clothing that fits and matches. This is a representation of how a person feels on the inside.
Craft and Structure
• How would the message of the dolls change if he were wearing two nice outfits or two shabby outfits?
It would not show a contrast in his two different lives, only one life. It would not make an impact on people.
• What is the doll creator’s intended purpose in making these two dolls to go together? Use evidence from the image to support your answer.
The creator’s purpose is to show how his life is better as a free man than as a slave.
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Slaves at Beaufort, South Carolina
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Name:_____________________________________ Date: _______________________
Story of Slavery
Frederick Douglass Dolls
Slaves at Beaufort, South Carolina
Directions: How do the photograph and the Frederick Douglass dolls compare to tell the story of slavery? Use the graphic organizer below to record your thoughts.
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Name:_____________________________________ Date: _______________________
Slavery Questions Directions: Look at the picture and the Frederick Douglass dolls. Then, answer the questions. 1. How does Frederick Douglass’s clothing show that he has had two different lives: one as a slave and one as a free man? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. What is the doll creator’s intended purpose in making these two dolls to go together? Use evidence from the image to support your answer. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Dignity is having self-respect and feeling worthy. How does the photograph of the slaves support the idea that the Frederick Douglass dolls were created to make a statement of how slavery takes away people’s dignity? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Artifacts
Grades
6–8
Peace and Friendship Medal Teacher Background Information
Overview Students closely examine an artifact and answer questions about the artifact, supporting their answers with references to the artifact. Then students write explanatory keys about the Peace and Friendship Medal, based on what they have learned, for someone who sees it for the first time.
Standards • Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Write informative/explanatory
texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• Understand the social and political impact of the idea of Manifest Destiny. Materials • Peace and Friendship Medal (page 254)
• coins (quarters, dimes, nickels,
Peace and Friendship Medal
• This is a photograph of a medal that was specially
made for Meriwether Lewis and William Clark to take on their expedition. Lewis and Clark took Thomas Jefferson’s peace and friendship medals on their journey west. Lewis and Clark gave the medals to many American Indian chiefs they met along the way. The chiefs could use the medals like passports to visit the United States by wearing them around their necks. One side of the medal shows a picture of President Jefferson, while the other side shows a peace pipe and a tomahawk. The picture also shows two hands shaking, one wrist with an eagle bracelet as a symbol of the chief, the other with a military cuff from the United States.
Reading Closely 1. Distribute copies of the Peace and Friendship Medal to students.
2. If possible, give students magnifying glasses so
they can look closely at the artifact. Tell students to look closely at the artifact and make notes in the margins about what they observe, what they think the object was made out of, and how the artifact was used/by whom. If they have questions about the artifact, allow them to note those, too.
3. Begin a discussion by asking students to share what they observed about the artifact.
pennies)
• Comparing Medals and Coins (page 255)
• Peace and Friendship Medal Questions (page 256)
• Informative/Explanatory Writing Rubric 3 (page 304)
• magnifying glasses (optional)
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6–8 Exemplar Lesson
Peace and Friendship Medal (cont.) Using Text-Dependent Questions 4. Use the Key Ideas/Details and Craft and
Structure questions on page 253 as a guide in your discussion. If students seem to be having a hard time deciphering the details in this artifact, stop and do a think-aloud as you observe the artifact. To do this, simply look at the artifact and then explain what you are thinking and wondering out loud so that students can see the details you are observing.
5. Distribute coins such as nickels, pennies,
quarters, and dimes and examine them together as a class. Discuss what they are made of, their purpose, who uses them, and any special features they may have.
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will be writing a
glossary/key for the Peace and Friendship Medal. This key is meant to explain the medal to someone who sees it for the first time. They should focus on at least four things about the medal for this key. They should use what they have learned about the artifact as well as information from the discussion to incorporate in their keys.
2. Once students have written their keys, allow them to share the keys in small groups.
3. Use Informative/Explanatory Writing Rubric 3 to assess student writing.
6. Distribute copies of Comparing Medals and Coins and have students compare these artifacts using the graphic organizer.
7. Discuss the questions listed under Integration of Knowledge and Ideas. Then distribute copies of the Peace and Friendship Medal Questions and allow students time to summarize their learning and respond to the questions using evidence from the artifacts.
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Artifacts
Peace and Friendship Medal (cont.) Discussion Questions
Integration of Knowledge and Ideas
Key Ideas/Details
(Use the image and modern day coins like quarters, nickels, dimes, and pennies.)
• What are some of the unusual things you noticed about this artifact?
Answers can vary, but students should notice
the hands, the symbols, and the words on the medal.
• A tomahawk symbolizes the blending of two cultures. What is the significance of a peace pipe and a tomahawk at the top of the image?
These two images show us that two cultures are going to be blended together in peace.
• How do the coins and the medal compare to one another?
Answers will vary, but students will say they both have images, words, and symbols on them.
• In what ways do these coins and medal act as symbols of something greater?
Answers can vary, but students might say that
they show national pride, hopes for the nation of people (E Pluribus Unum), or mottos for a group of people.
Craft and Structure
• How do the images around the wrists of the two hands support the ideas mentioned in the previous question?
One wrist shows a uniform sleeve and the other
wrist shows a bracelet with an eagle. These represent the white man and the American Indian. This goes along with the tomahawk and the peace pipe as well as the words “Peace and Friendship” because it is about the blending of the White Man’s culture with the American Indian culture. It means they are friends and will be working in peace together.
• What is the creator’s intended purpose in creating this medal?
The purpose is to show or extend friendship. It is meant to be a symbol of what is to come between the two groups of people.
• This medal was created by the US government. How would the medal change if it were created by the American Indians?
Answers will vary, but students might say that
they would have more “white people” symbols on it instead of American Indian symbols.
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Peace and Friendship Medal
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Name:_________________________________________ Date: _________________________
Comparing Medals and Coins
Coins
Peace and Friendship Medal
Directions: How do the coins and the medal compare to one another? Use the Venn diagram to record your answers.
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Name:_________________________________________ Date: _________________________
Peace and Friendship Medal Questions Directions: Analyze the medal and the coins. Then answer the questions below.
1. What is the creator’s intended purpose in creating this medal? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. The US government created the Peace and Friendship Medal. How would the medal change if it was created by the American Indians? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. In what ways do these coins and medal act as symbols of something greater? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Artifacts
Grades
9–12
The New Colossus Teacher Background Information
Overview Students closely read a poem about an artifact and answer questions about it, supporting their answers with references to the artifact. Then students write narrative poems about the Colossus of Rhodes in response to the poem, “The New Colossus,” based on what they have learned.
Standards • 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.
• Write narratives to develop real
or imagined experiences or events using effective technique, well‑chosen details, and wel‑structured event sequences.
• Analyze the influences specific
ideas and beliefs had on a period of history, and specifics of how events might have been different in the absence of those ideas and beliefs.
The New Colossus
• This is a sonnet written by Emma Lazarus in 1883 to raise money for a pedestal to complete the Statue of Liberty. The poem was all but forgotten until the efforts of Georgina Schuler had it engraved at the Statue of Liberty’s main entrance in 1903.
Statue of Liberty Today
• Daniel Schwen took this photograph on May 28, 2008, showing what the Statue of Liberty looks like today.
Colossus of Rhodes
• One of the Seven Wonders of the Ancient World,
this gigantic statue was built to celebrate Rhodes’ victory over the ruler of Cyprus, whose army unsuccessfully besieged Rhodes in 305 bc. According to records, the statue was 110 feet high and stood upon a 50-foot pedestal near the harbor entrance of Rhodes. Descriptions of the statue include the possibility that the Colossus of Rhodes held a torch aloft, similar to one later given to the Statue of Liberty. An earthquake destroyed this statue in 226 bc. This engraving was created in 1572 by Martin Heemskerck as a rendering of what the statue was thought to look like based on descriptions from the time.
Materials • The New Colossus (page 260) • Statue of Liberty (page 261) • Colossus of Rhodes (page 262) • Comparing Statues (page 263) • The New Colossus Questions (page 264)
• Narrative Writing Rubric 3 (page 301)
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9–12 Exemplar Lesson
The New Colossus (cont.) Reading Closely 1. Distribute copies of Statue of Liberty and have students examine the photo for any special features and to make guesses about what it is made out of. Have students write their thoughts in the margins.
2. Distribute copies of The New Colossus to
students. Share with students that this poem was written about The Statue of Liberty and have them read it together in small groups. Instruct them to make notes in the margins about what they observe in the poem and any questions they may have.
3. Begin a discussion by asking students to
share what they observed about the poem.
Using Text-Dependent Questions 4. Use the Key Ideas/Details and Craft and
Structure questions on page 259 as a guide in your discussion.
5. After a couple of questions, pause and tell
the class you will reread the poem aloud to them. Tell students to note any connections they can make between the poem and statue. Then continue with the remaining questions.
8. Discuss the questions listed under Integration of Knowledge and Ideas. Conclude the discussion by distributing copies of The New Colossus Questions to students and having them respond to the questions citing evidence from the sources studied in the lesson.
Writing for Understanding (Narrative)
1. Tell students that they will write poems for
the Colossus of Rhodes in response to the “The New Colossus” poem. They should use what they have learned about the poem and statues as well as information from the discussion to incorporate in their poems. Students might need to do some outside reading on the Colossus of Rhodes so they can incorporate useful information in their poems.
2. Once students have written their poems,
allow them to share them in small groups.
3. Use Narrative Writing Rubric 3 to assess student writing.
6. Distribute copies of The Colossus of Rhodes.
Have students examine the image similarly to what they did with The Statue of Liberty image and discuss their observations as a class. Share any necessary background information with students about the statue (see page 257).
7. Distribute copies of Comparing Statues to
students and allow them time to compare the statues.
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Artifacts
The New Colossus (cont.) Discussion Questions
• What is the author’s intended purpose in
Key Ideas/Details
The author created this poem as a welcome to
•
What is the purpose of the beginning of this poem (what is it trying to say)?
The beginning of the poem, including the title, is to announce or introduce a new statue with a new purpose. It compares the new one to the Greek one.
• What is the significance of the name, “Mother of Exiles”?
The name explains how this statue is different
from the one in Greek fame. She gives a home to those without a home. She stands welcoming them with light, implying they have been in the dark.
• Where do you see personification in the
poem and how does that affect potential immigrants?
Personification is shown as the statue talks to the people, welcoming them. This helps the immigrants understand that they can find a home where they are welcomed.
Craft and Structure
• What does it mean when she says, “Keep ancient lands, your storied pomp”?
It means that the lands where the immigrants
creating this poem?
new immigrants to raise money for the pedestal that the statue stands on. The statue is given life and words with this poem that explains her intentions and greatness.
Integration of Knowledge and Ideas (Use all three sources.)
• How do the Statue of Liberty and the images of the Colossus of Rhodes compare to one another and how does the poem address both?
Answers will vary but should include the
following: They are similar in stature and are used as a lighthouse of sorts. They are different in the messages that they send, with the Statue of Liberty being a welcome sight and the Colossus of Rhodes being intimidating because of its stance.
• Is “The New Colossus” fitting for the Statue of Liberty? Why or why not?
Answers will vary. Many students might say that it gives her a voice of welcoming and further explains her intentions while other students might say that she needed a stronger voice and how this could be better portrayed in the poem.
come from are all of one kind of people. This new country, America, welcomes people of all origins and has no regard for the ruling classes of the other countries.
• What is the overall mood of the poem? Explain your answer.
The mood of the poem is emotional, welcoming the travelers from all over the world.
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The New Colossus By Emma Lazarus
Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame.
“Keep ancient lands, your storied pomp!” cries she With silent lips. “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!”
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Name:_________________________________________ Date: _________________________
Comparing Statues
Statue of Liberty
Colossus of Rhodes
Directions: How do the statues compare to one another? Use the graphic organizer below to record your answers.
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Name:_________________________________________ Date: _________________________
The New Colossus Questions Directions: Consider all three primary sources and answer the questions below.
1. How do the Statue of Liberty and the images of the Colossus of Rhodes compare to one another, and how does the poem address both? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. Is “The New Colossus” fitting for the Statue of Liberty? Why or why not? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Oral Histories, Interviews, Audio, and Video Recordings
Table of Contents
Oral Histories, Interviews, Audio, and Video Recordings Overview . . . . . . . . . . . 266 Quick Ideas for Examining Oral Histories, Interviews, Audio, and Video Recordings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 Exemplar Lessons “America the Beautiful” (K–2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 The Great Depression (3–5). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 “Duck and Cover” Commercial (6–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 “A More Perfect Union” (9–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 Lesson Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 Student Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
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Oral Histories, Interviews, Audio, and Video Recordings Overview What Is Their Importance? Oral histories, interviews, audio, and video recordings are primary sources that give us insights into people’s lives. These can include both published and unpublished accounts. Some are professionally recorded and others are not. Oral histories are cultural or historical information that is passed on to other generations by word of mouth and include songs, traditional stories, and narratives. Interviews can be either written or recorded accounts of events, topics, or traditions. Some of the primary sources included in the exemplar lessons are a national anthem, video and audio interviews with people from the Great Depression, a commercial from the Cold War era, a film, and a president’s speech about race relations. These are only a very small sampling of what can be included in the category of oral histories, interviews, audio, and video recordings.
How Have They Changed Over Time? The first sound recording was created in the late 1800s. Over time, machines have improved and the quality we have of any type of audio and video recording is superb compared to that time. Besides the information that students gain from listening to the content of the recording, they also gain an understanding of the improvements technology has made through time. Today, is it quite common to see people listening to podcasts and music and watching videos online. The quick progression of the cell phone and tablet technology has made all of this possible and accessible. Sound recordings and videos from today can be just as powerful as the ones from long ago, and it is important for students to be familiar with both.
Where Can I Find Them? Today’s world is overrun with recordings of both old and new topics. If students want to view older commercials, they simply have to search online and the commercials typically come up for viewing. Songs, both old and new, can be found in the same way. The use of YouTube.com has made many recordings accessible to us today. Oral histories, interviews, audio and video recordings can also be found in presidential libraries, the Library of Congress, the National Archives, the Smithsonian museums, and through online databases.
Why Should I Use Them in the Classroom? Oral histories, interviews, audio, and video recordings do many things for students, depending on the type of primary source. Traditional songs give us a clear picture of the style of music people once enjoyed. Personal interviews share tidbits of interesting information that students might not get from a textbook or written account. Videos can allow for a visual analysis of a historical event, interview, or situation. Studying these types of sources brings these events to life and provides students opportunities to understand them more deeply and make connections.
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How Do I Use Them for Instruction? Oral histories, interviews, audio, and video recordings easily grasp students’ attention. To introduce students to a topic, play an audio recording of an old song from that time or a video about the topic. It only takes a few minutes to grab their attention and it gets them excited about what they will learn. Then, have students conduct their own interviews about the topic with older people who might have lived during the event that is being studied. Students can compare the interviews with the ones watched in class. First, have students listen to the audio or watch the video in its entirety to gain an understanding of the purpose for the recording. Students should then write notes about their first impressions. Then, present the following questions to students and have them listen to or watch the recording again (or multiple times) with the goal of answering these questions.
• What unusual details do you notice/ hear?
• Who is the intended audience? • What is the overall message of the “text”?
• What does this tell us about life at that time?
• In what ways have times changed since this recording?
Use these questions as springboards for discussions or written reflections at the end of the lesson.
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Scaffolding for Elementary Students Grades K–2: Picture books often contain cultural information that is passed down from people long ago. Use the information in these picture books to help students understand these oral histories and get excited about the topic of study.
Oral Histories, Interviews, Audio, and Video Recordings
Oral Histories, Interviews, Audio, and Video Recordings Overview (cont.)
Grades 3–5: It is important to provide students with the written text of audio recordings so that all students (especially those who are more visual learners) can follow along more easily.
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Oral Histories, Interviews, Audio, and Video Recordings
Quick Ideas for Examining Oral Histories, Interviews, Audio, and Video Recordings Ideas for K–2 Have students…
Ideas for 3–5 Have students…
Ideas for Secondary Have students…
• create drawings to show • compare and contrast
• compare and contrast
• write about what they
• create summaries that
• describe the people
• write responses to the
• conduct their own
what they have learned from the primary source. saw or listened to.
• act out what they saw
or listened to in a small group.
• write a class response to the primary source.
• compare what they
listened to or watched with something familiar today.
the audio or video primary source with a similar one today.
tell why the audio or video primary source is still important today. primary source that share their emotional reactions.
• conduct research to find out more about the people, places, and events mentioned in the primary source.
the audio or video primary source with a similar one today.
connected to the oral histories or interviews in paragraphs. interviews and record them.
• write fictional accounts
about how and why the audio or video primary source was originally recorded.
• make predictions about the people associated with the interviews.
• conduct research to find out specific details about the people, places, and events mentioned in the primary source.
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Grades
K–2
Oral Histories, Interviews, Audio, and Video Recordings
“America the Beautiful” Teacher Background Information
Overview Students closely listen to an audio recording of “America the Beautiful” and answer questions about it, supporting their answers with references to the recording. Then students use “America the Beautiful” as a guide to write words to a new song that expresses their opinion of their school.
Standards • Ask and answer questions about key details in a text.
• Use a combination of drawing,
dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
• Understand how symbols, slogans,
“America the Beautiful”
• This poem was written by Katharine Lee Bates
during a trip to Pike’s Peak in Colorado Springs in 1893 and published in 1895. The poem was first printed in a weekly newspaper, The Congregationalist, on July 4, 1895. Bates’s patriotic words were soon set to composer S. A. Ward’s “Materna,” the tune to which we sing it today.
Reading Closely Preparation Note: Write the words to the song, “America the Beautiful” on large chart paper or on the board.
1. Have students listen to the song, “America the
Beautiful.” As students listen to the song, have them follow along using the words on the chart paper.
2. Distribute a blank sheet of paper to each student. Replay the song and have students do a quick draw while they listen to the words to show the overall message of the text.
and mottoes represent the state.
Materials • “America the Beautiful” lyrics (page 272)
• Two Songs (page 273) • “America the Beautiful” Questions (page 274)
• “America the Beautiful” audio, with lyrics (filename: americalyrics.mp3)
• “America the Beautiful” audio, without lyrics (filename: americabeautiful.mp3)
• Informative/Explanatory Rubric 1 (page 302)
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K–2 Exemplar Lesson
“America the Beautiful” (cont.) Using Text-Dependent Questions 3. Begin a discussion by asking students to
share what they think about the song. Ask if any of them have ever heard this song before. Use the Key Ideas/Details and Craft and Structure questions on page 271 as a guide in your discussion.
4. After discussing a few questions, pause and
listen to the song again. Tell students to look for clues that help them understand who the intended audience is for the song and then discuss that as a class. Then, continue on with the remainder of the discussion questions in the first two sections on the list.
5. Play the audio recording of “America the
Beautiful” without words. Then distribute copies of Two Songs.
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will write words to a
new song that shows their opinion of their school. Have students think about how their school makes them feel.
2. Conduct a shared writing experience with
the class and come up with words that would go to the tune of “America the Beautiful.” Use the words in the song as a guide and record student ideas on chart paper.
3. Have students practice singing the song. Then perform it for other classes or at a school or family event.
4. Use Informative/Explanatory Rubric 1 to assess student writing.
6. Have students work in pairs to compare
the song with and without lyrics using the graphic organizer. Allow them to write words or phrases or draw pictures.
7. Discuss the questions listed under Integration
of Knowledge and Ideas. If desired, distribute copies of “America the Beautiful” Questions to students and have them record their responses based on the discussion from class.
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K–2 Exemplar Lesson
Oral Histories, Interviews, Audio, and Video Recordings
“America the Beautiful” (cont.) Discussion Questions Key Ideas/Details
• What do you notice about the song? Answers will vary, but some students might notice that they have heard it before at ball games or other events.
• How does the song make you feel proud? Answers will vary, but students might mention
the tune or the words making them feel proud. Be sure to introduce the word, “patriotic,” to students. Explain that it means the same thing.
Craft and Structure
• How do we know that the words “fruited plain” means where farmers grow our food?
Integration of Knowledge and Ideas (Use both versions of the song.)
• How are the song with words and the song
without words similar? Do you have the same feelings when listening to the song without words? Why or why not?
Answers will vary. Students might say they don’t
feel as strong about the song without the words because the words give it meaning.
• Are the words to this song true? Why or why not?
Answers will vary. Some students might say that not all parts of America are beautiful. Others may say that it means they want America to be beautiful in our minds.
Answers will vary. Students might say that when farmers plant fruit, that means they grow fruits or vegetables.
• The words, “and crown thy good with
brotherhood” means to be generous with what we have. How can we do this in our lives today?
Answers will vary, but students will probably
talk about how they share or see their families helping others.
• How do we know that this song is important? Answers will vary. Students might say that the words make the song important or the style of the music makes it important. Or they may say that it is played at important events, so that tells us it is important.
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Oral Histories, Interviews, Audio, and Video Recordings
America the Beautiful Lyrics By Katharine Lee Bates O beautiful for spacious skies, For amber waves of grain, For purple mountain majesties Above the fruited plain!
America! America! God shed His grace on thee, And crown thy good with brotherhood From sea to shining sea!
O beautiful for spacious skies, For amber waves of grain, For purple mountain majesties Above the fruited plain!
America! America! God shed His grace on thee, And crown thy good with brotherhood From sea to shining sea! 272
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Oral Histories, Interviews, Audio, and Video Recordings
Name:____________________________________________ Date: _________________________
Two Songs Directions: How are these songs alike? How are these songs different? Write or draw how each song makes you feel in the chart. Alike
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Oral Histories, Interviews, Audio, and Video Recordings
Name:____________________________________________ Date: _________________________
“America the Beautiful” Questions Directions: Listen to the song. Answer the questions.
1. How do we know that this song is important? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. Are the words to this song true? Why or why not? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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Grades
3–5
Oral Histories, Interviews, Audio, and Video Recordings
The Great Depression Teacher Background Information
Overview Students closely listen to and watch recordings of survivors of the Great Depression and answer questions, supporting their answers with references to the recordings. Then students write questions for an interview about a person’s childhood.
Standards • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Understand the environmental and social impact of the Great Depression.
Materials • Interviews with Survivors of the Great Depression video
• “Survivors of the Great Depression Tell Their Stories: NPR” audio recording
• Comparing Interviews (page 278) • The Great Depression Questions
Interviews with Survivors of the Great Depression
• Produced by Adam Bird on March 6, 2012, this
10-minute video presents interviews with survivors of the Great Depression, and includes color photographs taken during the period. This video will show how children growing up during the Great Depression lived, how they survived, and how it affected their lives today.
“Survivors of the Great Depression Tell Their Stories: NPR” audio recording
• This audio recording was published on November 27, 2008 by Neena Ellis through National Public Radio. Ellis interviewed individuals living in Chicago during the 1930s, which was especially hard-hit by the Depression.
Reading Closely Preparation Note: Search online for the video and audio recordings using the search terms “interviews with survivors of the Great Depression.” Queue them up for use at the appropriate time in class.
1. Have students watch the “Interviews with
Survivors of the Great Depression” video. Have them make notes about what they notice as well as questions they have about the topic.
2. Have students watch the interview a second time to understand the overall message of the “text” and what it tells us about the time period of the Great Depression.
(page 279)
• Informative/Explanatory Writing Rubric 2 (page 303)
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3–5 Exemplar Lesson
The Great Depression (cont.) Using Text-Dependent Questions 3. Begin a discussion by asking students to
share what they observed in the video. Use the Key Ideas/Details and Craft and Structure questions on page 277 as a guide in your discussion.
4. Have students listen to the audio recording of “Survivors of the Great Depression Tell Their Stories: NPR.” As they listen, have students take notes about what they notice as well as questions they have.
5. Have students listen to the recording a second time to understand the overall message of the “text” and what it tells us about the time period of the Great Depression.
6. Distribute copies of Comparing Interviews and have students compare these histories using the graphic organizer.
7. Discuss students’ comparisons using the
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will write questions to
interview people about their childhood. Help students to understand how to write good questions to ask in an interview (for example, don’t ask questions that can be answered with a yes or no). They should use what they have learned from the interviews to help them write at least four good questions.
2. Once students have written their scripts,
allow them to interview an adult and record it. Listen to these recorded interviews as a class or in small groups.
3. Have students write an informational/
explanatory piece explaining how the interviewed adults had childhoods that are different than today’s children.
4. Use Informative/Explanatory Writing Rubric 2 to assess student writing.
questions listed under Integration of Knowledge and Ideas.
8. As a conclusion, distribute copies of The
Great Depression Questions and have students respond to the questions using evidence from the video and audio clips as well as information from the class discussion.
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3–5 Exemplar Lesson
Oral Histories, Interviews, Audio, and Video Recordings
The Great Depression (cont.) Discussion Questions Key Ideas/Details
Integration of Knowledge and Ideas (Use the video and audio clip.)
• What did you notice about the people being
• How are these interviews similar to one
Answers can vary. Most students will say that they
Answers can vary. They both talk about how life
interviewed?
noticed these were older people.
• How do these stories tell us about life at that time? For example, why did one mother tell her kids they were part of the “clean your plate club”?
These stories tell us that people struggled with having enough food, money, or places to live. The mother wanted her kids to eat everything they were given because food was scarce.
• What are the different kinds of home remedies used by families during this time and why did they use these remedies?
They used remedies that were easy to come by for poor families. They couldn’t afford to go to the doctor, so they had to use what they could to help those who were sick.
another? How are they different from one another? was hard back then. Both have people talking who were children at the time of the Great Depression. They are all old now. The radio interview does not have pictures. The video has pictures that are in color. The video might be easier to understand because students see a visual of the people.
• How do we know that these stories about difficulties during the Great Depression are true?
We know the Great Depression was a difficult
time because all these stories have that in common. While we might not be able to know if a person’s entire story is true, we know that many people had hard times back then because all the stories have that in common.
Craft and Structure
• How did these people view their lives back then? Provide evidence to support your response.
They viewed their lives as a struggle, but they are matter of fact about it. They survived a hard time and know they can survive other hard times. Many of them seemed happy, even in their memories of that time.
• How did the interviewer group these
memories from different people? For example, what topics did they talk about?
They talked about their ages, how families are different today, how people paid with their produce, not having enough food, staying warm, being sick and home remedies, and being content with what they had.
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Oral Histories, Interviews, Audio, and Video Recordings
Name:_____________________________________ Date: _______________________
Comparing Interviews Directions: How are these interviews similar to one another? How are they different from one another? Use the graphic organizer below to record your answers. Video Interviews
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Radio Interviews
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Oral Histories, Interviews, Audio, and Video Recordings
Name:_____________________________________ Date: _______________________
The Great Depression Questions Directions: Listen closely to the interviews. Then, answer the questions.
1. How do these stories tell us about life at that time? For example, why did one mother tell her kids they were part of the “clean your plate club”? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. How did these people view their lives back then? Provide evidence to support your response. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. How do we know that these stories about difficulties during the Great Depression are true? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
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Grades
6–8
Oral Histories, Interviews, Audio, and Video Recordings
“Duck and Cover” Commercial Teacher Background Information
Overview Students closely watch a video of a commercial and answer questions about it, supporting their answers with references to the video. Then students write the script for a new video that informs students of a national security threat.
“Duck and Cover” Commercial
• “Duck and Cover,” starring Bert the Turtle, is a
1951 Civil Defense Film. Written by Raymond J. Mauer and directed by Anthony Rizzo of Archer Productions and made with the help of schoolchildren from New York, it was shown in schools as the cornerstone of the government’s “duck and cover” public awareness campaign. According to the US Library of Congress (which declared the film historically significant and inducted it for preservation into the National Film Registry in 2004), it was seen by millions of schoolchildren in the 1950s.
Standards • Cite several pieces of textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Write informative/explanatory
“Civil Defense: Target You—1950’s Surviving An Atomic Bomb Attack Educational Film”
• This is an official civil defense film produced in
cooperation with the Federal Civil Defense Administration and in consultation with the safety commission of the National Education Association. This film was produced in cooperation with the Public Schools of Astoria and New York, NY. Aimed at the typical American citizen, the film discusses the possible threat of a nuclear weapons attack by America’s enemies, and details ways to protect you and your family in the event of atomic war.
texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• Understand major events in US foreign policy during the early Cold War period.
Materials • “Duck and Cover” video • “Civil Defense: Target You—1950’s
Surviving An Atomic Bomb Attack Educational Film”
The American Civil Defense Association Social Media Page
• The Federal Civil Defense Administration was
• The American Civil Defense
Association social media page
• Addressing Threats (page 284) • “Duck and Cover” Questions (page 285)
• Informative/Explanatory Writing Rubric 3 (page 304)
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created in 1951 in response to the Soviet’s nuclear arsenal, and continued through until the early 1960s and the Cuban Missile Crisis. However, after this event this governmental entity was disbanded, and considered no longer important. As a result, The American Civil Defense Association was founded on June 3, 1962 by individuals who wanted to continue the work of the original group. TACDA is a non-profit organization supported by donations. Their mission is to provide education and resources to American citizens to prepare them in the event of national disasters.
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6–8 Exemplar Lesson
Oral Histories, Interviews, Audio, and Video Recordings
“Duck and Cover” Commercial (cont.) Reading Closely Preparation Note: Search online for the “Duck and Cover—Full Version” commercial. It is about nine minutes in length. Also search online for the “Civil Defense: Target You—1950’s Surviving An Atomic Bomb Attack Educational Film.” Bookmark these pages for use during the lesson. Also bookmark the American Civil Defense Association’s social media page (https://www.facebook.com/ theamericancivildefenseassociation).
1. Have students watch the video commercial
“Duck and Cover—Full Version.” As students watch the commercial, have them make notes about what they hear and the intended audience. Also encourage students to write any questions they have about the video.
2. Have students watch the commercial a
second time to record the overall message of the video and clues as to what life was like at the time it was created.
3. Begin a discussion by asking students
to share what they observed about this commercial.
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6–8 Exemplar Lesson
“Duck and Cover” Commercial (cont.) Using Text-Dependent Questions 4. Use the Key Ideas/Details and Craft and
Structure questions on page 283 as a guide in your discussion.
5. Have students watch “Civil Defense: Target
You—1950’s Surviving An Atomic Bomb Attack Educational Film.” Have them follow the same process as described in steps 1 and 2 with the commercial and discuss students’ observations as a class.
6. Allow students time to look online at the
social media page of The American Civil Defense Association to see what and how the agency is sharing information with people today.
7. Distribute copies of Addressing Threats
Writing for Understanding (Informative/Explanatory)
1. Tell students that they will write scripts for a new video with a purpose of informing students of a national security threat. Place students into small groups to write these scripts. They should use what they have learned about the government’s way of communicating information as well as information from the discussion to incorporate in their discussion questions.
2. Once students have written their scripts,
allow them to share by reading them aloud to the class.
3. Use Informative/Explanatory Writing Rubric 3 to assess student writing.
to students and have them compare the information from all three sources using the graphic organizer.
8. Discuss students’ thoughts from their
comparisons using the questions listed under Integration of Knowledge and Ideas.
9. To conclude, distribute copies of “Duck
and Cover” Questions and allow students to respond citing evidence from the three sources analyzed during the lesson.
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6–8 Exemplar Lesson
Oral Histories, Interviews, Audio, and Video Recordings
“Duck and Cover” Commercial (cont.) Discussion Questions Key Ideas/Details
Integration of Knowledge and Ideas (Use all three sources.)
• What are some of the unusual things you
• In what ways do the commercials address
Answers will vary. Some students might notice the
The “Duck and Cover” commercial addresses
• Why would the government create a
• How do government officials address national
noticed about this commercial?
voice, the old-fashioned classroom, the drawing of the turtle, etc. commercial like this and what does this tell us about that time?
To inform people of what they needed to do if an atomic bomb went off. This tells us that people were worried about that danger and had to be ready. It also tells us that they were naïve to believe that just ducking and covering would protect a person from an atomic bomb blast.
• How does the commercial go on to explain what a person should do in various situations?
It explains what to do in school, outside, home, and if you are out on the street, how to look for shelters. Craft and Structure
• What does this commercial tell us about the general public at that time?
It tells us that they did not have a lot of
information about what an atomic bomb would do to people. It was only concerned with the debris and the possible burns. It leads us to believe that people were gullible at the time or that they did not understand the scope of the damage that could be caused by an atomic bomb.
different audiences?
children, the “Target You” commercial addresses adults, giving them instructions for protecting their families. security threats today, and how is that similar to or different than the way they addressed nuclear destruction in the 1950s?
Answers will vary. Students might mention the
threat of terrorism and the color alerts used to let people know the level of the threats. They might cite the news and how constant reporting and sensationalizing of threats makes people feel that they need to stock up on nonperishable food and water.
• In what ways do these commercials
mislead people and do you think that was intentional? Why or why not?
These commercials mislead people with the idea that they can be safe from nuclear attacks by simply ducking and covering or having a shelter. Answers can vary on the second part of the question. Some students might say that scientists at the time must have known the truth about nuclear fallout, but that the government wanted to give people “something to do” so that they didn’t feel helpless. Other students might say that it shows ignorance on the part of the government and people who practiced these drills.
• The people in the cartoon remained calm. Do you think this commercial made the general public more afraid or did it comfort them?
Answers will vary, but many students might say
that it comforted them to have something to do if danger struck. Others might say that it stirred up fear in people.
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Oral Histories, Interviews, Audio, and Video Recordings
Name:_________________________________________ Date: _________________________
Addressing Threats Directions: How do government officials address national security threats today, and how is that similar to or different from the way they addressed nuclear destruction in the 1950s? Use the graphic organizer below to record your answers. Today
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The 1950s
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Oral Histories, Interviews, Audio, and Video Recordings
Name:_________________________________________ Date: _________________________
“Duck and Cover” Questions Directions: Watch the video recordings and then answer the questions below.
1. In what ways do the commercials address different audiences? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. In what ways do these commercials mislead people and do you think that was intentional? Why or why not? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Grades
9–12
Oral Histories, Interviews, Audio, and Video Recordings
“A More Perfect Union” Teacher Background Information
Overview Students closely watch a video recording of a speech and answer questions about it, supporting their answers with references to the video recording. Then students write questions about the video recording to spark more discussion based on what they have learned.
Standards • 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.
• Write informative/explanatory
texts to convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
“A More Perfect Union” Speech by Barack Obama
• President Barack Obama gave the speech during
his first campaign for presidency in 2008. The speech presented to the voting public the image of a perfect America and the hope for a better tomorrow. The speech consists of patriotic examples of America’s founding and Obama’s role as a biracial president to fulfill the equality America’s founders sought.
“The Gettysburg Address” by Abraham Lincoln
• President Abraham Lincoln gave the Gettysburg
Address in 1863 to commemorate the Soldiers’ National Cemetery in Gettysburg, Pennsylvania. Lincoln commemorated the cemetery four and a half months after the Battle of Gettysburg while the American Civil War was still being fought.
“I Have a Dream” Speech by Dr. King
• Martin Luther King, Jr. delivered this speech at the
• Understand that the consequences of human intentions are influenced by the means of carrying them out.
Materials • The Gettysburg Address (page 289) • “A More Perfect Union” Speech • “I Have a Dream” Speech • Comparing Speeches (page 290) • “A More Perfect Union” Questions
Lincoln Memorial on August 28, 1963 during the March on Washington for Jobs and Freedom. This speech “synthesized portions of his previous sermons and speeches, with selected statements by other prominent public figures” (The Martin Luther King, Jr. Research and Education Institute 2015, para. 1). Dr. King’s speech, which was given in front of 250,000 civil rights supporters, was a call to end racism and bring about equality. Many consider this speech to be a symbolic and significant moment of the American civil rights movement.
(page 291)
• Informative/ExplanatoryWriting Rubric 3 (page 304)
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9–12 Exemplar Lesson
Oral Histories, Interviews, Audio, and Video Recordings
“A More Perfect Union” (cont.) Reading Closely Preparation Note: Search online for a video recording of “A More Perfect Union” delivered by Barack Obama on March 18, 2008. Search online for a video recording of Dr. King’s “I Have a Dream” speech. Bookmark these sites to use during the lesson. This lesson is best taught over multiple days given the length of the speeches.
1. Have students watch the video of “A More
Perfect Union” delivered by Barack Obama on March 18, 2008 during the presidential race.
8. Discuss students’ thoughts and analyses
using the questions listed under Integration of Knowledge and Ideas. If desired, distribute copies of “A More Perfect Union” Questions and have students summarize their thinking using evidence from the texts as well as class discussion.
Writing for Understanding (Informative/Explanatory)
1.
Tell students that they will write questions to further the discussion of Obama’s speech. They should use what they have learned about the three speeches as well as information from the discussion to incorporate in their discussion questions.
2.
Once students have written their questions, allow them to have discussions using the questions in small groups.
3.
Use Informative/Explanatory Writing Rubric 3 to assess student writing.
2. As students listen, have them make notes
about what they hear and the intended audience. Also encourage students to write any questions they have about the video.
3. Have students watch the video a second
time to record the overall message of the speech.
Using Text-Dependent Questions 4. Begin a discussion by asking students to
share what they observed about the video recording. Use the Key Ideas/Details and Craft and Structure questions on page 288 as a guide in your discussion.
5. Have students watch Dr. King’s “I Have a
Dream” speech and follow a similar process as described in steps 2 and 3.
6. Distribute copies of The Gettysburg Address to students and allow them to read the text in pairs, making notes of language, important details, and questions they may have.
7. Distribute copies of the Comparing Speeches
graphic organizer and have students work in pairs to compare the three primary sources.
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9–12 Exemplar Lesson
“A More Perfect Union” (cont.) Discussion Questions Key Ideas/Details
• Why is the speech titled, “A More Perfect Union” and is this the best title for the speech?
The title is a connection to what the founding
fathers wrote in the Constitution, to create a more perfect union. Answers will vary on the second part of this question. Many students will say that it is the best title because it describes what we need as a country.
• Obama makes references to his personal
experiences with race, describing what it was like to grow up biracial. In your experience, what grievances can different races have and how can these grievances be healed?
Answers will vary, but students might mention various biases they hear or have felt based on their particular race or ethnicity. Answers will vary on how to heal these grievances.
• How does Obama’s speech spur us to work to make race relations a priority in becoming a “more perfect union”?
Answers will vary, but students might say that his speech inspires them to work together to destroy the “racial stalemate we’ve been stuck in for years.” Obama presents a choice to his audience at the end of his speech: ignore this issue, or come together as Americans to solve the nation’s problems. Students may say they would prefer to solve the nation’s problems. Craft and Structure
• What does it mean when he says, “It was stained by this nation’s original sin of slavery”?
It means that the more perfect union that the
founding fathers sought already had problems that would need to be overcome. Even though they talked about freedom, they possessed slaves.
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• What does it mean when he says, “embracing the burdens of our past without becoming victims of our past”?
It means that we need to examine what has gone wrong in the past without letting it detour our future. It means to not hold on to the problems of the past and let them control what is to come.
• What is the overall mood of the speech? The mood of the speech is hope and honesty. • In what ways does Obama present himself as the bridge to heal these race relations?
Answers will vary, but many students might cite that the fact that because he is both Black and White, or biracial, that he is the perfect person who can speak for both sides.
Integration of Knowledge and Ideas (Use all three sources.)
• How do the three speeches compare to one another with regards to race relations?
Answer will vary but should include the following. All three speeches were given to ease racial relations, however Lincoln’s speech and Dr. King’s speech were in the midst of more tumultuous times. They all address race, but Obama’s speech addresses both sides of the controversy. Students might compare the style of the speech or how it was delivered. They might also mention that we can only address the written words of Lincoln’s speech.
• In what way do Obama’s words offer solutions or healing with regards to race relations?
Answers will vary. Many students might say that it begins the healing process simply because it is out in the open and being talked about. Others might say that it doesn’t offer any specific steps to solving the problem.
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Oral Histories, Interviews, Audio, and Video Recordings
The Gettysburg Address by President Abraham Lincoln
[1] Fourscore and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. [2] Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. [3] But, in a larger sense, we can not dedicatewe can not consecrate-we can not hallow-this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us-that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion-that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people shall not perish from the earth.
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Oral Histories, Interviews, Audio, and Video Recordings
Name:_________________________________________ Date: _________________________
Comparing Speeches Directions: How do the three speeches compare to one another with regards to race relations? Use the graphic organizer below to record your answers.
“A More Perfect Union”
“I Have a Dream”
“The Gettysburg Address”
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Oral Histories, Interviews, Audio, and Video Recordings
Name:_________________________________________ Date: _________________________
“A More Perfect Union” Questions Directions: Listen to the speech and answer the questions below.
1. Why is the speech titled “A More Perfect Union,” and is this the best title for the speech? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
2. How do the three speeches compare to one another with regards to race relations? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
3. In what way do Obama’s words offer solutions or healing with regards to race relations? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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Appendix A: References
References Cited Bloom, Benjamin. 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain. New York, NY: Longmans, Green. The British Library. 2015. “Ptolemy’s World Map, 1482.” Accessed May 12. http://www.bl.uk/learning/ artimages/maphist/minds/ptolemysmap/ptolemy.html. Conklin, Wendy. 2011. Higher-Order Thinking Skills to Develop 21st Century Learners. Huntington Beach, CA: Shell Education. Conklin, Wendy, and Debby Murphy. 2014. Integrating the Common Core into Language Arts. Huntington Beach, CA: Shell Education. Fisher, Douglas, and Nancy Frey. 2012. “Close Reading in Elementary Schools.” The Reading Teacher 66 (3): 179–188. ——— . 2014. Close Reading and Writing from Sources. Newark, DE: International Reading Association. Flower, Linda. 1990. “Studying Cognition in Context.” In Reading-To Write: Exploring a Cognitive and Social Process, edited by Linda Flower, Victoria Stein, John Ackerman, Margaret J. Kantz, Kathleen McCormick, and Wayne C. Peck, 221–252. New York, NY: Oxford University Press. History Matters. 2015. “Five Generations on Smith’s Plantation, Beaufort, South Carolina.” George Mason University. Accessed April 30. http://historymatters.gmu.edu/d/6807/. Kaplan, Sandra. 2001. “Layering Differentiated Curriculum for the Gifted and Talented.” In Methods and Materials for Teaching the Gifted, edited by F. Karnes and S. Bean, 133–158. Waco, TX: Prufrock Press. Levstik, Linda, and Keith Barton. 2005. Doing History: Investigating with Children in Elementary and Middle Schools. Mahwah, NJ: Lawrence Erlbaum Associates. Library of Congress. 2015n. “Why Use Primary Sources.” http://loc.gov/teachers/usingprimarysources/ whyuse.html. Martin Luther King, Jr. Research and Education Institute. 2015. “I Have a Dream.” Martin Encyclopedia. Accessed May 11. http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_i_ have_a_dream_28_august_1963/. Mauer, Raymond J. 2009. “Duck And Cover (1951) Bert The Turtle Civil Defense Film.” Federal Civil Defense Administration. YouTube. Accessed April 30, 2015. https://www.youtube.com/ watch?v=IKqXu-5jw60. McGee, Lea. 1995. “Talking About Books with Young Children.” In Book Talk and Beyond: Teachers Respond to Literature, edited by Nancy Roser and Miriam Martinez, Newark, DE: International Reading Association. McREL International (McRel). 2015. Language Arts. Denver: CO. www.mcrel.org. National Council of Teaching English (NCTE). 2012. “NCTE/IRA Standards for English Language Arts.” Urbana, IL: www.ncte.org. National Governors Association (NGA) Center for Best Practices and Council of Chief State School Officers (CCSSO). 2010a. “Introduction.” Common Core State Standards: English Language Arts Standards, 8. Washington DC: National Governors Association Center for Best Practices, council of Chief State School Officers. www.corestandards.org. ——— . 2010b. Common Core State Standards: College and Career Readiness Anchor Standards for Reading. Washington DC: National Governors Association Center for Best Practices, council of Chief State School Officers. www.corestandards.org.
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References Cited (cont.) ——— . 2010c. Common Core State Standards: History/Social Studies. Washington DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. www.corestandards. org. National Park Service. 2015. “The New Colossus.” Accessed April 30. http://www.nps.gov/stli/ planyourvisit/upload/new-colossus-print-out-2.pdf. Parliament. 2015. “Called to Active Service.” Accessed April 30. http://www.parliament.uk/business/ publications/parliamentary-archives/archives-highlights/archives-ww1-conscription/. Percoco, James. 2010. In Document-Based Assessments Introduction. Huntington Beach, CA: Shell Education. ———. 2014. “Introduction to Primary Sources.” In Primary Sources: Georgia. Huntington Beach, CA: Teacher Created Materials. Potter, Lee Ann. 2015. “Introducing Students to Primary Source Documents.” National Archives and Records Administration. Accessed April 8. http://www.ourdocuments.gov/document_data/pdf/ OurDocuments_Sourcebook_3of5.pdf. Rice, Lynda. 2013. Common Sense Assessment in the Classroom. Huntington Beach, CA: Shell Education. Thibault, Melissa, and David Walbert. 2015. “Reading Images: An Introduction to Visual Literacy.” My 1. http://www.learnnc.org/lp/pages/675. Webb, Norman. 2009. “Webb’s Depth of Knowledge Guide: Career and Technical Definitions.” http:// www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf. Wineburg, Sam. 2010. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia, PA: Temple University Press.
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Appendix A: References
Teacher Background Information References The Statue of Liberty (page 22) ——— . 2015h. “New York—the Unvailing [i.e., Unveiling] of the Bartholdi Statue of Liberty, October 28th - President Cleveland Passing through the Fleet of Assembled Vessels in the Launch Vixne, on His Way to Bedlow’s Island [4 Sailors Standing in Foregrd.; Statue of: About This Item.” Accessed May 11. http://www.loc.gov/pictures/item/99614119/. Wikimedia. 2015. “Statue of Liberty Approach.” Accessed May 12. http://commons.wikimedia.org/wiki/ File:Statue_of_Liberty_approach.jpg. George Washington (page 29) National Portrait Gallery. 2015. “The Portrait.” George Washington: A National Treasure. Accessed April 30. http://www.georgewashington.si.edu/portrait/. The White House Historical Association. 2015. “George Washington.” Accessed May 12. http://www. whitehouseresearch.org/assetbank-whha/action/viewAsset?id=20. Christopher Columbus at Barcelona (page 37) Library of Congress. 2015c. “Columbus at the Court of Barcelona: About This Page.” http://www.loc.gov/ pictures/item/91721156/. ——— . 2015b. “Christopher Columbus at the Royal Court of Spain: About This Item.” Accessed May 12. http://www.loc.gov/pictures/item/2006676658/. ——— . 2015j. “Retour de Christophe Colomb: About This Item.” Accessed May12. http://www.loc.gov/ pictures/item/92504583/. Russia for Justice (page 45) ——— . 2015k. “Rossiia-za Pravdy: About This Item.” Accessed May. http://www.loc.gov/pictures/ item/96522718/. Balfour, Michael Graham. 2015. s.v. “Wilhelm II: Emperor of Germany.” Encyclopedia Britannica Online. Accessed April 30. http://www.britannica.com/EBchecked/topic/644086/William-II/7947/Foreignpolicies. Otmar, Karl, and Baron von Aretin. 2015. s.v. “Franz Joseph.” Encyclopedia Britannica Online Accessed April 30, 2015. http://www.britannica.com/EBchecked/topic/216776/Franz-Joseph. Library of Congress. 2015a. “Britain Needs You at Once: About This Item.” Accessed May 12. http://www. loc.gov/pictures/item/2003675387/. Babe Ruth’s Draft Card (page 66) National Archives at Atlanta. 2015. “Notable Registrants of the World War 1 Draft: George ‘Babe’ Ruth.” Accessed May 12. http://www.archives.gov/atlanta/wwi-draft/ruth.html. ——— . 2015g. “Military Service Act 1916: About This Item.” Accessed May 12. http://www.loc.gov/ pictures/item/2003663170/. ——— . 2015m. “A Tragedy of the Draft: About This Item.” Accessed May 12. http://www.loc.gov/ pictures/item/2010717168/. The Hippocratic Oath (page 74) Tyson, Peter. 2001. “The Hippocratic Oath Today.” NOVA. http://www.pbs.org/wgbh/nova/body/ hippocratic-oath-today.html.
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Teacher Background Information References (cont.) The Code of Hammurabi (page 81) Encyclopedia Britannica Online. 2015a. s.v. “Code of Hammurabi.” http://www.britannica.com/EBchecked/ topic/253710/Code-of-Hammurabi. Abbott, Geoffrey. 2015. s.v. “Cucking and Ducking Stools.” Encyclopedia Britannica Online. Accessed April 30. http://www.britannica.com/EBchecked/topic/1333754/cucking-and-ducking-stools. Encyclopedia Britannica Online. 2015b. s.v. “Torah.” Accessed April 30. http://www.britannica.com/ EBchecked/topic/599756/Torah. President Truman on Potsdam (page 119) The National Archives. 2015. “Leaders in Crisis.” Eyewitness: American Originals from the National Archives. Accessed April 30. http://www.archives.gov/exhibits/eyewitness/html.php?section=15. Wessels Living History Farm. “Duck and Cover Drills Bring the Cold War Home.” Accessed April 30, 2015. http://www.livinghistoryfarm.org/farminginthe50s/life_04.html. Mind Your Manners (page 142) Garretson, John. 1701. “The 18th Century: Texts and Contexts.” In The School of Manners. Or Rules for Childrens Behaviour: At Church, at Home, at Table, In Company, In Discourse, at School, abroad, and among Boys. The Norton Anthology of English Literature. Accessed April 30, 2015. http://www. wwnorton.com/college/english/nael/18century/topic_1/behave.htm. The Papers of George Washington. 2015. “Charles Moore’s Origin of the Rules of Civility.” Accessed My 11. http://gwpapers.virginia.edu/documents/the-rules-of-civility/. Thomas Jefferson and Slavery (page 159) National Archives and Records Administration. 2015. “Declaration of Independence: A Transcription.” The Charters of Freedom. Accessed April 30. http://www.archives.gov/exhibits/charters/declaration_ history.html. PBS Online. 2015. “Rough Draft of the Declaration of Independence.” Accessed April 30. http://www.pbs. org/wgbh/aia/part2/2h33.html. ——— . 2015l. “Thomas Jefferson Legacy.” Accessed April 30. http://www.loc.gov/exhibits/jefferson/ jeffleg.html. Little Orphan Annie (page 179) Bunting, Eve. 1993. Fly Away Home. New York, NY: Clarion Books. KTEH TV. 2009. “Lost Boys of the Sudan.” YouTube. Accessed April 30, 2015 https://www.youtube.com/ watch?v=4kQSg0z6vEA. Standard Oil (page 185) ——— . 2015i. “Next!: About This Item.” Accessed May 11. http://www.loc.gov/pictures/ item/2001695241/. ——— . 2015e. “The King of the Combinations: About This Item.” Accessed May 12. http://www.loc.gov/ pictures/item/2010651384/. ——— . 2015d. “The Gospel According to St. John: About This Item.” Accessed May 11. http://www.loc. gov/pictures/item/2011645697/.
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Teacher Background Information References (cont.) ABCs for Baby Patriots (page 193) Digital History. 2015. “Decision on the Philippines: Annotation.” Accessed May 11. http://www. digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=1257. The Mormon Trail (page 211) ——— . 2015f. “A Map of Lewis and Clark’s Track Across the Western Portion of the North America, from the Mississippi to the Pacific Ocean: About This Item.” Accessed May 11. http://www.loc.gov/ item/79692908/. Tenochtitlán (page 218) Wikimedia. 2015. “Map of Tenochtitlán.” Accessed May 14. http://commons.wikimedia.org/wiki/File:Map_ of_Tenochtitlan,_1524.jpg. Hill Boone, Elizabeth. “This New World Now Revealed: Hernán Cortés and the Presentation of Mexico to Europe.” Tulane University. Accessed April 30, 2015. http://tulane.edu/liberal-arts/art/upload/TheNew-World-now-revealed-pdf.pdf. Ptolemy (page 225) The British Library. 2015. “Ptolemy’s World Map, 1482.” Accessed May 12. http://www.bl.uk/learning/ artimages/maphist/minds/ptolemysmap/ptolemy.html. EastConn. 2015. “Changing Views of the World in the Age of Exploration From Virginia Viteri.” http:// www.eastconn.org/tah/1112VV1_ChangingViewsWorldAgeExploration.pdf. Frederick Douglass Dolls (page 244) ——— .2015c. “Five Generations on Smith’s Plantation, Beaufort, South Carolina: About this Item.” Accessed May 12. http://www.loc.gov/pictures/item/98504449/. The New Colossus (page 257) University of Virginia. 2015. “Lazarus’s Poem.” Accessed April 30. http://xroads.virginia.edu/~cap/liberty/ lazarus.html. Wikimedia. 2015. “Statue of Liberty Approach.” Accessed May 12. http://commons.wikimedia.org/wiki/ File:Statue_of_Liberty_approach.jpg. Krystek, Lee. 2011. “The Seven Wonders: The Colossus of Rhodes.” The Seven Wonders: The Colossus of Rhodes. Accessed April 30, 2015. http://www.unmuseum.org/colrhode.htm. “America the Beautiful” (page 269) Gilder Lehrman Institute of American History. 2015. “‘America the Beautiful,’ 1983: A Primary Source by Katharine Lee Bates. May 11. http://www.gilderlehrman.org/history-by-era/art-music-and-film/ resources/%E2%80%9Camerica-beautiful%E2%80%9D-1893. The Great Depression (page 275) Bird, Adam. 2012. “Interviews with Survivors of the Great Depression.” YouTube. https://www.youtube. com/watch?v=polnEBTnQ6g. Ellis, Neenah. 2008. “Survivors of The Great Depression Tell Their Stories.” National Public Radio. http:// www.npr.org/templates/story/story.php?storyId=97468008.
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Teacher Background Information References (cont.) “Duck and Cover” Commerical (page 280) Mauer, Raymond J. 2009. “Duck And Cover (1951) Bert The Turtle Civil Defense Film.” Federal Civil Defense Administration. YouTube. Accessed April 30, 2015. https://www.youtube.com/ watch?v=IKqXu-5jw60. America’s Federal Civil Defense Administration. 2003. “Civil Defense: Target You—1950s Surviving An Atomic Bomb Attack Educational Film—S88TV1.” Tomorrow Always Comes. YouTube. https://www. youtube.com/watch?v=AGARVPYRDMs. The American Civil Defense Association. 2009. “TACDA—The American Civil Defense Association.” Accessed April 30, 2015. http://www.tacda.org/index.php/about-the-american-civil-defenseassociation/. A More Perfect Union (page 286) News Desk. 2013. “Four Score and 70 Years Ago, the Gettysburg Address Entered History.” PBS NewsHour. Accessed April 30, 2015. http://www.pbs.org/newshour/rundown/seven-score-and-tenyears-ago-the-gettysburg-address-entered-history/. Obama, Barack. 2008. “Barack Obama’s Speech on Race.” The New York Times. Accessed April 30, 2015. http://www.nytimes.com/2008/03/18/us/politics/18text-obama.html?pagewanted=all&_r=0. Martin Luther King, Jr. Research and Education Institute. 2015. “I Have a Dream.” Martin Encyclopedia. Accessed May 11. http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_i_ have_a_dream_28_august_1963/.
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Appendix B: Resources
Narrative Writing Rubric 1 Beginning
Developing
Accomplished
Event Sequences
Attempts but does not recount an event sequence
Uses a combination of drawing, dictating, and writing to recount one sequenced event
Uses a combination of drawing, dictating, and writing to recount two or more appropriately sequenced events
Descriptive Details
Does not have descriptive details to develop experiences and events or show response of characters to situations
Uses a combination of drawing, dictating, and writing to develop experiences and events, but not fully
Uses a combination of drawing, dictating, and writing to develop experiences and events
Closure
Does not provide a sense of closure
Uses a combination of drawing, dictating, and writing to somewhat provide a sense of closure
Uses a combination of drawing, dictating, and writing to provide closure
Language Conventions
Incorrectly capitalizes, punctuates, and spells
Somewhat correctly capitalizes, punctuates, and spells
Capitalizes, punctuates, and spells accurately
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Appendix B: Resources
Narrative Writing Rubric 2 Beginning
300
Developing
Accomplished
Characters and Event Sequences
Does not introduce characters or organize an event sequence that unfolds naturally
Either introduces characters or organizes an event sequence that unfolds naturally, but not both
Introduces characters and organizes an event sequence that unfolds naturally
Descriptive Details
Does not have descriptive details to develop experiences and events or show response of characters to situations
Does not fully use descriptive details to develop experiences and events or show response of characters to situations
Uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations
Closure
Does not provide a sense of closure
Somewhat provides a sense of closure
Provides a sense of closure
Language Conventions
Incorrectly capitalizes, punctuates, and spells
Somewhat correctly capitalizes, punctuates, and spells
Capitalizes, punctuates, and spells accurately
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Narrative Writing Rubric 3 Developing Writing
Quality Writing
Exceptional Writing
Focus and Organization
Does not engage the reader or provide focus for the story
Engages the reader somewhat, but loses focus through the middle to the conclusion
Engages the reader from the opening hook through the middle to the conclusion
Text Evidence
Writing does not show what students have learned from the primary source analysis and discussion
Writing shows vaguely what students have learned from the primary source analysis and discussion
Writing shows clearly what students have learned from the primary source analysis and discussion
Voice and Tone
Provides an inconsistent or weak voice and tone
Maintains a somewhat consistent voice and supports a tone and feelings through language
Maintains a consistent voice and uses an appropriate tone that supports meaning
Written Expression
Uses a limited and unvaried vocabulary
Uses some broad vocabulary, but could be stronger
Uses descriptive and precise language with clarity and intention
Language Conventions
Incorrectly capitalizes, punctuates, and spells; Uses fragmented or run-on sentences; Utilizes poor grammar overall; Paragraphs are poorly divided and developed
Capitalizes, punctuates, and spells somewhat accurately; Demonstrates some complete thoughts within sentences and appropriate grammar; Paragraphs are somewhat properly divided and supported
Capitalizes, punctuates, and spells accurately; Demonstrates complete thoughts within sentences, with accurate subject‑verb agreement; Uses paragraphs appropriately and with clear purpose
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Informative/Explanatory Writing Rubric 1
302
Beginning
Developing
Accomplished
Topic
Uses a combination of drawing, dictating, and writing, but does not introduce the topic
Uses a combination of drawing, dictating, and writing on a topic, but does not fully introduce a topic
Uses a combination of drawing, dictating, and writing to introduce the topic
Facts
Does not include any facts or information about the topic
Uses a combination of drawing, dictating, and writing to include only one fact about the topic
Uses a combination of drawing, dictating, and writing to include more than one fact about the topic
Closure
Does not provide a sense of closure
Uses a combination of drawing, dictating, and writing to somewhat provide a sense of closure
Uses a combination of drawing, dictating, and writing to provide a sense of closure
Language Conventions
Incorrectly capitalizes, punctuates, and spells
Somewhat correctly capitalizes, punctuates, and spells
Capitalizes, punctuates, and spells accurately
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Informative/Explanatory Writing Rubric 2 Beginning
Developing
Accomplished
Topic
Does not introduce a topic
Vaguely introduces the topic, but not clearly
Introduces a topic clearly
Facts
Does not include any facts or information about the topic
The topic is developed with only one fact, definition, and/or information related to the topic
The topic is developed with facts, definitions, and/or information related to the topic
Vocabulary
Uses no precise language and domain-specific vocabulary to explain or inform about the topic
Uses very little precise language and domain-specific vocabulary to explain or inform about the topic
Uses precise language and domain-specific vocabulary to explain or inform about the topic
Closure
Does not provide a concluding statement or section related to the information presented
Somewhat provides a concluding statement or section related to the information presented
Provides a concluding statement or section related to the information presented
Language Conventions
Incorrectly capitalizes, punctuates, and spells
Somewhat correctly capitalizes, punctuates, and spells
Capitalizes, punctuates, and spells accurately
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Informative/Explanatory Writing Rubric 3
304
Developing Writing
Quality Writing
Exceptional Writing
Focus and Organization
Does not demonstrate understanding of the intended audience and purpose of the piece in the beginning, middle, and/or conclusion.
Somewhat demonstrates clear understanding of the intended audience and purpose of the piece from the opening hook, through the middle, to the conclusion.
Demonstrates clear understanding of the intended audience and purpose of the piece from the opening hook, through the middle, to the conclusion.
Text Evidence
Writing does not show what students have learned from the primary source analysis and discussion.
Writing shows vaguely what students have learned from the primary source analysis and discussion.
Writing shows clearly what students have learned from the primary source analysis and discussion.
Written Expression
Very little information is presented in a clear and understandable way.
Some information is presented in a clear and understandable way.
All information is presented in a clear and understandable way.
Voice
Provides an inconsistent or weak voice and tone to support meaning.
Maintains a somewhat consistent voice and tone to support meaning.
Maintains a consistent voice and uses an appropriate tone that supports meaning.
Language Conventions
Incorrectly capitalizes, punctuates, and spells. Uses fragmented or run-on sentences. Utilizes poor grammar overall. Paragraphs are poorly divided and developed.
Capitalizes, punctuates, and spells with some accuracy. Demonstrates some complete thoughts within sentences and appropriate grammar. Paragraphs are somewhat properly divided and developed.
Capitalizes, punctuates, and spells accurately. Demonstrates complete thoughts within sentences, with accurate grammar. Paragraphs are properly divided and developed.
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Opinion/Argument Writing Rubric 1 Beginning
Developing
Accomplished
Topic
Uses a combination of drawing, dictating, and writing, but does not introduce the topic.
Uses a combination of drawing, dictating, and writing, but does not fully introduce the topic.
Uses a combination of drawing, dictating, and writing to introduce the topic.
Opinion and Reason
Does not state an opinion or provide a reason for the opinion.
Uses a combination of drawing, dictating, and writing to state an opinion, but does not provide a reason for that opinion.
Uses a combination of drawing, dictating, and writing to state an opinion, with a reason for that opinion.
Closure
Does not provide a sense of closure.
Uses a combination of drawing, dictating, and writing to somewhat provide a sense of closure.
Uses a combination of drawing, dictating, and writing to provide a sense of closure.
Language Conventions
Incorrectly capitalizes, punctuates, and spells.
Inconsistently capitalizes, punctuates, and spells correctly.
Accurately capitalizes, punctuates, and spells.
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Opinion/Argument Writing Rubric 2 Developing Writing
306
Quality Writing
Exceptional Writing
Topic
Attempts, but does not introduce the topic.
Introduces the topic, but not clearly.
Introduces the topic clearly.
Opinion and Supportive Ideas
Does not state an opinion or provide the ideas to support the opinion.
States an opinion, but does not provide ideas to support that opinion.
States an opinion, and provides ideas to support that opinion.
Closure
Does not provide a concluding statement or section related to the opinion presented.
Somewhat provides a concluding statement or section related to the opinion presented.
Clearly provides a concluding statement or section related to the opinion presented.
Language Conventions
Incorrectly capitalizes, punctuates, and spells.
Somewhat capitalizes, punctuates, and spells correctly.
Accurately capitalizes, punctuates, and spells.
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Appendix B: Resources
Opinion/Argument Writing Rubric 3 Developing Writing
Quality Writing
Exceptional Writing
Focus and Organization
Demonstrates clear understanding of the intended audience and purpose of the piece.
Somewhat demonstrates clean understanding of the intended audience and purpose of the piece.
Does not demonstrate understanding of the intended audience and purpose of the piece.
Text Evidence
Very little information is presented clearly and no evidence is given.
Clearly supports the argument with reasons or evidence, but not both.
Clearly supports the argument with reasons and evidence.
Closure
Does not provide a concluding statement or section related to the argument presented.
Somewhat provides a concluding statement or section related to the argument presented.
Clearly provides a concluding statement or section related to the argument presented.
Language Conventions
Incorrectly capitalizes, punctuates, and spells. Uses fragmented or runon sentences. Utilizes poor grammar overall. Paragraphs are poorly divided and developed.
Capitalizes, punctuates, and spells accurately. Demonstrates complete thoughts within sentences and appropriate grammar. Paragraphs are properly divided and developed.
Capitalizes, punctuates, and spells accurately. Demonstrates complete thoughts within sentences, with accurate grammar. Paragraphs are properly divided and developed.
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Appendix C
Written Document Analysis Worksheet 1. Type of Document (circle one) newspaper letter patent
memorandum map telegram
press release report advertisement
congressional record census report other
2. Unique Physical Characteristics of the Document (circle one or more): interesting letterhead handwritten
typed seals
notations “RECEIVED” stamp
other
3. Date(s) of Document: _____________________________________________________________________ 4. Author (or Creator) of the Document: _____________________________________________________________________ Position (Title): _____________________________________________________________________ 5. For What Audience was the Document Written? _____________________________________________________________________ 6. Document Information (There are many possible ways to answer A–E.) A. List three things the author said that you think are important:
B. Why do you think this document was written? __________________________________________________________________ C. What evidence in the document helps you know why it was written? Quote from the document. __________________________________________________________________ D. List two things the document tells you about life in the United States at the time it was written.
E. Write a question to the author that is left unanswered by the document: __________________________________________________________________ Used with permissioned by National Archives and Records Administration 2015
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Appendix C
Photo Analysis Worksheet Step 1: Observation
A. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.
_____________________________________________________________________ B. Use the chart below to list people, objects, and activities in the photograph. People
Objects
Activities
Step 2: Inference
Based on what you have observed above, list three things you might infer from this photograph.
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Step 3: Questions
A. What questions does this photograph raise in your mind? _____________________________________________________________________ _____________________________________________________________________ B. Where could you find answers to them? _____________________________________________________________________ _____________________________________________________________________ Used with permissioned by National Archives and Records Administration 2015
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Appendix C
Cartoon Analysis Worksheet Level 1 Visuals
Words (not all cartoons include words)
1. List the objects or people you see in
1. Identify the cartoon caption and/or
the cartoon.
title.
2. Locate three words or phrases used
by the cartoonist to identify objects or people within the cartoon.
3. Record any important dates or
numbers that appear in the cartoon.
Level 2 Visuals
Words (not all cartoons include words)
1. Which of the objects on your list are
1. Which words or phrases in the cartoon
symbols?
2. What do you think each symbol means?
appear to be the most significant? Why do you think so?
2. List adjectives that describe the
emotions portrayed in the cartoon.
Level 3
1. Describe the action taking place in the cartoon.
2. Explain how the words in the cartoon clarify the symbols.
3. Explain the message of the cartoon.
4. What special interest groups would agree/disagree with the cartoon’s message? Why?
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Appendix C
Poster Analysis Worksheet 1. What are the main colors used in the poster? _____________________________________________________________________ 2. What symbols (if any) are used in the poster? _____________________________________________________________________ 3. If a symbol is used, is it a. clear (easy to interpret)? _______________________________________________ b. memorable? ________________________________________________________ c. dramatic? __________________________________________________________
4. Are the messages in the poster primarily visual, verbal, or both? _____________________________________________________________________ 5. Who do you think is the intended audience for the poster? _____________________________________________________________________ 6. What does the government hope the audience will do? _____________________________________________________________________ 7. What government purpose(s) is served by the poster? _____________________________________________________________________ 8. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?
_____________________________________________________________________
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Appendix C
Map Analysis Worksheet 1. Type of Map (circle one) raised relief map topographic map political map
contour-line map national resource map military map
bird’s-eye map artifact map satellite photograph/ mosaic
pictograph weather map other
2. Unique Physical Qualities of the Map (circle one) compass handwritten date
notations scale name of mapmaker
title legend (key) other
3. Date of Map:___________________________________________________________ 4. Creator of the Map:______________________________________________________ 5. Where was the map produced?_____________________________________________ 6. Map Information A. List three things in this map that you think are important: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ B. Why do you think this map was drawn? __________________________________________________________________ C. What evidence in the map suggests why it was drawn? __________________________________________________________________ D. What information does this map add to the textbook’s account of this event? __________________________________________________________________ E. Does the information in this map support or contradict information that you have read about this event? Explain. __________________________________________________________________ F. Write a question to the mapmaker that is left unanswered by this map. __________________________________________________________________ Used with permissioned by National Archives and Records Administration 2015
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Appendix C
Artifact Analysis Worksheet 1. Type of Artifact Describe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton, plastic, other material.
_____________________________________________________________________ 2. Special Qualities of the Artifact Describe how it looks and feels: shape; color; texture; size; weight; movable parts; anything printed, stamped, or written on it.
_____________________________________________________________________ 3. Use of the Artifact A. What might it have been used for? ______________________________________ B. Who might have used it? ______________________________________________ C. Where might it have been used? ________________________________________ D. When might it have been used? ________________________________________
4. What Does the Artifact Tell Us? A. What does it tell us about the technology of the time in which it was made and used? __________________________________________________________________ B. What does it tell us about the life and times of the people who made it and used it? __________________________________________________________________ C. Can you name a similar item today? __________________________________________________________________
5. Bring a Sketch, Photograph, or the Artifact Listed in 4C Above to Class.
Used with permissioned by National Archives and Records Administration 2015
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Appendix C
Motion Picture Analysis Worksheet Step 1: Pre-Viewing
A. Title of Film: ___________________________________________________________ Record Group Source:
___________________________________________________
B. What do you think you will see in this motion picture? List three concepts or ideas that you might expect to see based on the title of the film. List some people you might expect to see based on the title of the film. Concept/Ideas
People
1.
1.
2.
2.
3.
3.
Step 2: Viewing
A. Type of Motion Picture (circle one) animated cartoon documentary film newsreel propaganda film
theatrical short subject training film combat film other
B. Physical Qualities of the Motion Picture (circle one) music narration special effects color
live action background noise animation dramatization
C. Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What is the mood or tone of the film?
Step 3: Post-Viewing (Or Repeated Viewing)
A. Circle the things that you listed in the pre-viewing activity that were validated by your viewing of the motion picture.
B. What is the central message(s) of this motion picture? C. Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths and weaknesses?
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Appendix C
Motion Picture Analysis Worksheet (cont.) D. How do you think the filmmakers wanted the audience to respond? _____________________________________________________________________ E. Does this film appeal to the viewer’s reason or emotion? How does it make you feel? _____________________________________________________________________ F. List two things this motion picture tells you about life in the United States at the time it was made:
1. __________________________________________________________________ 2. __________________________________________________________________
G. Write a question to the filmmaker that is left unanswered by the motion picture. _____________________________________________________________________ H. What information do you gain about this event that would not be conveyed by a written source? Be specific.
_____________________________________________________________________
Used with permissioned by National Archives and Records Administration 2015
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Appendix C
Sound Recording Analysis Worksheet Step 1: Pre-Listening
A. Whose voice will you hear on this recording?__________________________________ B. What is the date of the recording?___________________________________________ C. Where was this recording made?____________________________________________ Step 2: Listening
A. Type of Sound Recording (circle one) policy speech congressional testimony news report interview entertainment broadcast press conference
convention proceedings campaign speech arguments before a court panel discussion other
B. Unique Physical Qualities of the Recording music live broadcast narrated special sound effects background sounds
C. What is the tone or mood of this recording? Step 3: Post-Listening (Or Repeated Listening)
A. List three things in this sound recording that you think are important: 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________
B. Why do you think the original broadcast was made and for what audience? _____________________________________________________________________ C. What evidence in the recording helps you to know why it was made? _____________________________________________________________________
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Appendix C
Sound Recording Analysis Worksheet (cont.) D. List two things this sound recoding tells you about life in the United States at the time it was made:
1. __________________________________________________________________ 2. __________________________________________________________________
E. Write a question to the broadcaster that is left unanswered by this sound recording. _____________________________________________________________________ F. What information do you gain about this event that would not be conveyed by a written transcript? Be specific.
_____________________________________________________________________
Used with permissioned by National Archives and Records Administration 2015
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Appendix D
Contents of the Digital Resource CD Student Resources
318
Page(s)
Title
Filename
Page(s)
Title
Filename
15
Standards
standards.pdf
69
25
Statue of Liberty Drawing
libertydrawing.pdf libertydrawing.jpg
Babe Ruth’s Draft Card
draftcard.pdf draftcard.jpg
70
Draft Poster
draftposter.pdf draftposter.jpg
26
Statue of Liberty Today
libertytoday.pdf libertytoday.jpg
71
Draft Cartoon
draftcartoon.pdf draftcartoon.jpg
27
A Drawing and a Photo
drawphoto.pdf drawphoto.docx
72
Comparing Draft Documents
comparedraft.pdf comparedraft.docx
28
Statue of Liberty Questions
libertyquest.pdf libertyquest.docx
73
Babe Ruth Questions
baberuthq.pdf baberuthq.docx
33
George Washington washportrait.pdf Portrait washportrait.jpg
77
classic.pdf classic.docx
34
George Washington washpainting.pdf Painting washpainting.jpg
The Hippocratic Oath (Classic Version)
78
35
Two Georges
The Hippocratic Oath (Modern Version)
modern.pdf modern.docx
36
George Washington washquestions.pdf Questions washquestions.docx
79
Comparing Modern and Old
modernold.pdf modernold.docx
40
Columbus at the Court of Barcelona
80
Hippocratic Oath Questions
oathq.pdf oathq.docx
41
Christopher royalcourt.pdf Columbus at the royalcourt.jpg Royal Court of Spain
84–85
Code of Hammurabi hammurabi.pdf Excerpts hammurabi.docx
86
Ducking Stool
stool.pdf stool.jpg
twogeorges.pdf twogeorges.docx
cbarcelona.pdf cbarcelona.jpg
42
Retour de Christophe Colomb
retour.pdf retour.jpg
87
43
Comparing Three Paintings
comparethree.pdf comparethree.docx
Mosaic Law Excerpts
mosaic.pdf mosaic.docx
88
44
Christopher Columbus Questions
cquestions.pdf cquestions.docx
Comparing Mosaic Law and Hammurabi’s Code
lawcode.pdf lawcode.docx
89
48
Russia for Justice
russia.pdf russia.jpg
Code of Hammurabi hammurabiq.pdf Questions hammurabiq.docx
99
49
Kaiser Wilhelm II
kaiser.pdf kaiser.jpg
Grandma Taylor’s German Cookies Recipe
cookiesrecipe.pdf cookiesrecipe.jpg
50
Franz Joseph I
franz.pdf franz.jpg
100
Comparing Recipes
comparerecipes.pdf comparerecipes.docx
51
Britain Needs You at britain.pdf Once britain.jpg
101
Recipe Questions
recipeq.pdf recipeq.docx
52
Comparing Lithographs
lithographs.pdf lithographs.docx
105
V-Mail Letter from Bernie
vmailbernie.pdf vmailbernie.jpg
53
Russia for Justice Questions
russiaq.pdf russiaq.docx
106
V-Mail Letter from Elmer
vmailelmer.pdf vmailelmer.jpg
63
Family Rules Poster
poster.pdf poster.jpg
107
Western Union Telegram
telegram.pdf telegram.jpg
64
Comparing Rules
comparerules.pdf comparerules.docx
108
Normandy Landing
normandy.pdf normandy.jpg
65
Family Rules Questions
familyrules.pdf familyrules.docx
109
Comparing World War II
comparewwii.pdf comparewwii.docx
#51478—Analyzing and Writing with Primary Sources
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Appendix D
Contents of the Digital Resource CD (cont.) Page(s)
Title
Filename
Page(s)
Title
Filename
110
V-Mail Questions
vmailquestions.pdf vmailquestions.docx
157
Dolly’s Story
dollystory.pdf dollystory.docx
115
Letter to Mrs. Roosevelt
mrsroosevelt.pdf mrsroosevelt.docx
158
Slavery Questions
slaveryq.pdf slaveryq.docx
116
Child Letter to Mrs. Roosevelt
childroosevelt.pdf childroosevelt.docx
162
Thomas Jefferson Run Away Ad
runawayad.pdf runawayad.jpg
117
Life in the Great Depression
greatdepression.pdf greatdepression.docx
163
independence.pdf independence.docx
118
Letter Questions
letterq.pdf letterq.docx
Excerpt from Declaration of Independence
164
122–124
Text of Truman’s Diary Entries at Potsdam
trumandiary.pdf trumandiary.jpg
Excerpt from Original Draft of the Declaration of Independence
originaldraft.pdf originaldraft.docx
125
Atomic Bomb Photograph
atomicbomb.pdf atomicbomb.jpg
165
Charlottesville Central Gazette
gazette.pdf gazette.docx
126
Duck and Cover Cartoon
duckandcover.pdf duckandcover.jpg
166
Moncure Conway’s Opinion
conwayopinion.pdf conwayopinion.docx
127
Atomic Bomb Graphic Organizer
atomicorganizer.pdf atomicorganizer.docx
167
Run Away Ad Questions
runawayadq.pdf runawayadq.docx
128
Truman Diary at Potsdam Questions
trumanq.pdf trumanq.docx
176
Bowery Boy Comic Book Cover
boweryboy.pdf boweryboy.jpg
137
Own Your Own Home Poster
homeposter.pdf homeposter.jpg
177
Superheroes
superheroes.pdf superheroes.docx
138–139
Homes Today
homestoday.pdf homestoday.jpg
178
Looking at Comic Books
comicbooks.pdf comicbooks.docx
140
Comparing Homes
comparehomes.pdf comparehomes.docx
182
Little Orphan Annie Cartoon Strips
orphanannie.pdf orphanannie.jpg
141
Homes Questions
homesq.pdf homesq.docx
183
How to Survive
survive.pdf survive.docx
145
Rules of This Tavern
tavern.pdf tavern.jpg
184
Little Orphan Annie Questions
orphanannieq.pdf orphanannieq.docx
146
Excerpt from The School of Manners or Rules for Children’s Behaviour, 1701
schoolofmanners.pdf schoolofmanners. docx
188
Standard Oil Cartoon
standardoil.pdf standardoil.jpg
189
John D. Rockefeller Cartoon
rockefeller.pdf rockefeller.jpg
190
Gospel According to St. John Cartoon
gospel.pdf gospel.jpg
191
Comparing Cartoons
cartoons.pdf cartoons.docx
192
Standard Oil Questions
standardoilq.pdf standardoilq.docx
147
civility.pdf Excerpt from civility.docx Rules of Civility & Decent Behaviour In Company and Conversation by George Washington
148
Life in the Past
lifeinthepast.pdf lifeinthepast.docx
197
Pages from ABCs for babypatriots.pdf Baby Patriots babypatriots.jpg
149
Tavern Poster Questions
tavernq.pdf tavernq.docx
198
African Map
africanmap.pdf africanmap.jpg
154
Dolly Runaway Slave Poster
slaveposter.pdf slaveposter.jpg
199
Life at that Time
life.pdf life.docx
155
Slave Ship Poster
slaveship.pdf slaveship.jpg
200
Comparing Texts Questions
textsq.pdf textsq.docx
156
Slave Auction Poster
slaveauction.pdf slaveauction.jpg
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Appendix D
Contents of the Digital Resource CD (cont.)
320
Page(s)
Title
Filename
Page(s)
Title
Filename
208
Belle Vue Zoological Gardens Manchester
gardens.pdf gardens.jpg
255
Comparing Medals and Coins
comparemedals.pdf comparemedals.docx
209
Comparing Maps
comparemaps.pdf comparemaps.docx
256
Peace and Friendship Medal Questions
friendshipq.pdf friendshipq.docx
210
Belle Vue Zoological gardensq.pdf Gardens Questions gardensq.docx
260
The New Colossus
colossus.pdf colossus.docx
214
Mormon Pioneer Trail Map
trailmap.pdf trailmap.jpg
261
Statue of Liberty
statue.pdf libertytoday.jpg
215
Lewis and Clark Map
lewisclark.pdf lewisclark.jpg
262
Colossus of Rhodes
rhodes.pdf rhodes.jpg
216
Comparing Maps
mapscompare.pdf mapscompare.docx
263
Comparing Statues
comparestatues.pdf comparestatues.docx
217
Mormon Map Questions
mormonq.pdf mormonq.docx
264
The New Colossus Questions
colossusq.pdf colossusq.docx
221
Map of Tenochtitlán tenochtitlan.pdf tenochtitlan.jpg
272
America the Beautiful Lyrics
americalyrics.pdf americalyrics.docx
222
Hernán Cortés’s Description of the City
cortes.pdf cortes.docx
273
Two Songs
twosongs.pdf twosongs.docx
223
Understanding Tenochtitlán
understanding.pdf understanding.docx
274
“America the americaq.pdf Beautiful” Questions americaq.docx
224
Tenochtitlán Map Questions
tenochtitlanq.pdf tenochtitlanq.docx
NA
“America the Beautiful” with Lyrics
americalyrics.mp3 americalyrics.docx
228
Ptolemy’s Map
ptolemy.pdf ptolemy.jpg
NA
“America the Beautiful” without Lyrics
americabeautiful.mp3
229
World Map from 1651
worldmap.pdf worldmap.jpg
278
Comparing Interviews
interviews.pdf interviews.docx
230
Comparing Maps
compmaps.pdf compmaps.docx
279
The Great Depression Questions
depressionq.pdf depression.docx
231
Ptolemy’s Map Questions
ptolemyq.pdf ptolemyq.docx
284
Addressing Threats
addressthreats.pdf addressthreats.docx
240
Totem Poles
totempoles.pdf totempoles.jpg
285
“Duck and Cover” Questions
duckcoverq.pdf duckcoverq.docx
241
Home Statues
homestatues.pdf homestatues.jpg
289
The Gettysburg Address
gettysburg.pdf gettysburg.jpg
242
Comparing Totem Poles and Statues
comparetotem.pdf comparetotem.docx
290
Comparing Speeches
comparespeech.pdf comparespeech.docx
243
Totem Pole Questions
totempolesq.pdf totempolesq.docx
291
“A More Perfect Union” Questions
unionq.pdf unionq.docx
247
Frederick Douglass Dolls
douglass.pdf douglass.jpg
299–301
Narrative Writing Rubric 1, 2, 3
nwritingrubric.pdf
248
Slaves at Beaufort, South Carolina
beaufort.pdf beaufort.jpg
302–304
iewritingrubric.pdf
249
Story of Slavery
storyslavery.pdf storyslavery.docx
Informative/ Explanatory Writing Rubric 1, 2, 3
305–307
oawritingrubric.pdf
250
Slavery Questions
storyslaveryq.pdf storyslaveryq.docx
Opinion/Argument Writing Rubric 1, 2, 3
254
Peace and Friendship Medal
friendship.pdf friendship.jpg
308–317
Analysis Templates
analysis.pdf analysis.docx
#51478—Analyzing and Writing with Primary Sources
© Shell Education
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