General Advice:    Online teaching

 

 

From Jody Walker:

Mix of poeople who are experienced and not- be prepared to explain everything

Ask Linda about Ice Breakers

Wiki and Chat time, Skype

Create exercises to familiarize students with software to be used, and/or training sheet

have agenda and suggestion for time req for the week. Be as explicit as possible

Lots of visual images

printable forms

find aux. web space for document storage

create teams for different activities

offer to post pictures for those who have issues

slow start for those who start late

technology tutorial resources "23 new technologies"

deterine privacy needs re: after class ends

online resources

suggest list hobbies, books read, anecdotes of best/worst at work

Group talk activities- favorite web sites

Create preview

encourage people to take the class with a friend

podcasts- determine bandwidth/ cross platform options?

cross ref to interactive sites- good for edu, too- what's interesting to kids?

 

General Advice: In person Teaching

 

From Jody Walker

More handouts, the better

Encourage Dialog

Optional: have survey or reading asignment before class (would need to find an article)

Do an agenda

Offer a snack

 

Advertise- Jody can help.

Education - schools or lists? Examples of projects done?

What is the state curriculum? When do they teach MA or NE history? Religious freedom. Make projects geared towards meeting curriculum.

People sources:

• Ask Linda Braun about primary sources options
• Talk to Dan Fleming about what might get students excited about history. 617 521 2810 daniel.fleming@simmons.edu
• Ask Ginny Hunt re: book art?
• Eric Carl- Museum of Picturebook Art- edu dept- Meghan Lambert (reading room)

 

Prep for Primary Sources

 

From Dan Fleming

    Big picture- using lesson plans, integrating new information into existing frameworks. Most information offered based on grade school teachers needs.

 

Find Lesson plans. What do teachers use, like?

 

Frameworks : Often curricula / framework filtered before teachers use it

http://www.doe.mass.edu/frameworks/hss/final.pdf

DOE website- National  Mass

Snippets from Frameworks

What textbook series are being used? GlenCo?

Look at Framework Appendices

How do teachers integrate Frameworks- Goal: Integrate, not add-on

 

Suggestion for participants: bring your textbook with you for session

All computer work: should only have 1-2 good examples during session- reduce overload

Long term model: Why are primary sources under-utilized?

What do teachers do with primary sources

what do they envision using the sources I show for their purposes? Writing? Art? Grammar? Social studies?

Activity vs. Learning Goal/Application: Do not lose sight of the applied use of exercise in the heat of the activity

Find visual examples of PS that get "woah" reactions

What was normal 100 years ago? How is it NOT normal now? (racism? cartoons? caricatures?)

PS: as introduction, reinforcement, suppliment. Not super-imposed and all-consuming

 

gov't archive websites: how to analyze a primary source (NARA)- digital classroom worksheets

http://www.archives.gov/education/

http://www.archives.gov/education/lessons/

 

 

Possible partners/targets for class-

MSLA   http://www.maschoolibraries.org/

Mass Council for Social Studies http://www.masscouncil.org/

National Council SoSt http://www.ncss.org/

 

Goal: create presentation for Dan's class: Format can be discussion, lecture, whatever. Topic must be Frameworks: integrating primary sources and PS catalyzing scholastic interest/growth. 

Goal: workshop for teacher assn. meeting

 

Sally Schwager

Focus on what our archive has

 

have 3-4 good examples at least to show

Have introduction activity.  ex:  1 page document. Choose 5 3-word phrases. Create poem, song- purpose: cause the students to comprehend what they're reading

 

Abolition

Watertown-

primary sources site

World History Organization

Educitement site

Kevin Riley book series

primaryresearch.org

 

Brainstorming as part of the class- teachers are best suited to know what would work better than I would

 

Jenn Koerber

 What is a primary source?

To english/humanities majors, this could be the original literature (Fenimore Cooper, Hawthorne, etc).

To me, an archivist this means the material you couldn't ever find in the bookstore, the original material from which published material springs: letters, reports, pamphlets even.

 

Kids getting a sense from a time period- start with the literature and go from there.

 

Form your question out of the material that is available to you. "I need a picture of Moses"... not so great.

 

"Free the collections!"

 

What concerns do you have on maximizing your interactions with archivists/knowledge keepers? How do you talk to an archivist and have it work?

 

Ellen Seebacher

assumption that all participants would be teaching grade/hs students directly.

 

Outline for class options

1. Introduction

    What is a primary source? Why should teachers care?

    Participants: Who are you, what do you want to get from this?

    Bring out as many examples : Music, letters, objects, photographs Family portrait (symbolism)

    How would you use this in class?

    How helpful are the DOE frameworks?

    How do you get from seeing these primary sources in front of you to finding your own??

Examples: NYPL: Collection of menus. What were they used for? Some noted what the catch of the day was to find out what fish was available, what was popular? Ecological/sociological.

Viewing old photographs for people waving. Instances of left handedness

Building context your students will understand and relate to

 

 

2. Framing your Framework-

    Framework Primary Sources: manditory and additional reading, US History

    What's online? NARA, Smithsonian, BPL, NYPL?, Mass. State Archives, Plimoth Plantation, Sturbridge Village, Greenfield Village?

    Primary Source Links

Still to do: Need to get examples from frameworks and apply to online sources, esp. Library of Congress, NARA, Smithsonian, if possible. Look up google project, antiquarian society newspaper project. internet archives: archives.org

 

    Track your URLs and the date you visited.

    Background information on what it takes to get something in a digital form

    What expectations will your students have? How can you use their experience to your advantage. What can you do to minimize their assumptions?

 

 

3. Break into groups to go online (library's laptops, so no more than 3-4 groups, assuming I have that many people) look for specific information on previously mentioned online sources. Use examples drawn from Framework.

 

-break-

 

3 Con't: Groups will report back about what they have found- what was expected/unexpected.

 

4. Local Repositories : This part can be minimised as there will be a handout with all the information I was going to talk about written down. Some mention of the culture of visiting an archive is important to mention. What to expect.

    ex of places- Cong Lib, Athenaeum, MHS, National Archives, Boston, Mass Archives, Af. American Museum, Peabody-Essex?

    What should you expect when you visit;

    why are there so many rules?

    Where can you visit?

    Reviewing guides, requesting material

    Sorting through the jungle of the catalog for what you're looking for

 

-break-

 

6.  Apply 1-4 to what educators can bring to the classroom-- this could well be on-going, really. The last segment needs to be synthesis time at the end.

    What projects are sparked from this conversation?

    Here are some more project ideas

 

 

 

 

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