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Library of Congress Investigation: Especially for Teachers

Library of Congress: Searching for Primary Sources

• Covered wagons

• Dust Bowl pictures

• Native Americans

• The First Thanksgiving.

Linking Literature and Primary Sources to

Elementary Social Studies

Judy Britt

Winthrop University

http://coe.winthrop.edu/linkinglit/default.htm

Locate, gather, and process information from a variety of

primary and secondary sources.

South Carolina

Literacy Elements for Social Studies

Use Primary Sources

Engage students in– Thinking chronologically.– Understanding historical analysis and

interpretation with primary sources.

Historical fiction is an effective way to help students recognize perspective of the people in the past.

Linda Levstik

So what is “doing history?

Investigating the past with primary sources.

Students come away with a deeper understanding of history as a series of human events.

South Carolina Standard• Standard 5-4: The student will demonstrate an

understanding of the economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

• Indicator• 5-4.2 Summarize the stock market crash of 1929

and the Great Depression, including economic weakness, unemployment, failed banks and businesses, and migration from rural areas. (P, G, E, H)

Library of Congress

Investigation

Locate primary sources from the

Dust Bowl.

Through A Child’s Eyes…

Author: Sarah StewartThe GardenerFarrar, Straus and Giroux (BYR); 1997

Book Summary: Told through the letters of Lydia Grace Finch, students are introduced to the life of a child during the Great Depression.

Setting: Rural and City life during 1935.

Students will examine and compare Depression Era images with the text.

South Carolina Standard• Standard 4-5: The student will demonstrate

an understanding of the westward movement and its impact on the institution of slavery.

• Indicators• 4-5.1 Summarize the major expeditions

and explorations that played a role in westward expansion—including those of Daniel Boone, Lewis and Clark, and Zebulon Pike—and compare the geographic features of areas explored. (G, H)

Lewis and Clark…

Summary: This novel in verse highlights letters and thoughts of Jefferson, the Corps of Discovery, Sacagawea and Lewis’s Newfoundland dog Seaman as they travel on their expedition to seek a water route to the Pacific.

Setting: North America, 1803 – 1819

Wolf, Allan. New Found Land: A Novel. Cambridge, MA: Candlewick, 2004.

Jefferson’s cipherJefferson’s letter to Congress 1805 map

Follow their trail …

Frontier life….

Summary: When their father invites a mail-order bride to come live with them in their prairie home, Caleb and Anna are captivated by their new mother and hope that she will stay. Setting: Midwestern state, prairie, late 1800s

MacLachlan, Patricia. Sarah, Plain and Tall. NY: Harper and Row, 1985

http://memory.loc.gov/ammem/award97/ndfahtml/hult_sod.html

Standard 4-3: The student will demonstrate an understanding of the conflict between the American colonies and England.

• 4-3.2 Summarize the roles of principal American, British, and European leaders involved in the conflict, including King George III, George Washington, Benjamin Franklin, Thomas Jefferson, John Adams, Thomas Paine, Patrick Henry, and the Marquis de Lafayette. (H, P)

Learn more about American heroes from the Colonial Period…

…in a picture book

Library of Congress Investigation

John Hancock (America’s Library)Paul Revere (America’s Library)George Washington (America’s Library)Ben Franklin (Exhibition)Thomas Jefferson (Kids.us)

Smith, Lane. John, Paul, George and Ben. New York: Hyperion, 2006

Teaching Idea: Locate primary source documents related to a theme.

South Carolina Standard• Standard 5-3: The student will demonstrate an

understanding of major domestic and foreign developments that contributed to the United States’ becoming a world power.

• 5-3.1 Explain the effects of immigration and urbanization on the American economy during the Industrial Revolution, including the role of immigrants in the work force and the growth of cities, the shift from an agrarian to an industrial economy, and the rise of big business. (P, G, E, H)

Immigration….

Traveling on the ship…

First view of the Statue of Liberty…

Teaching Idea: Use an image as a story starter or a prompt for writing dialogue.

Arrival at Ellis Island…

Standard 5-3: The student will demonstrate an understanding of major domestic and foreign developments that contributed to the United States becoming a world power.

• 5-3.3 Explain the effects of immigration and urbanization on the American economy during the Industrial Revolution, including the role of immigrants in the work force and the growth of cities, the shift from an agrarian to an industrial economy, and the rise of big business. (P, G, E, H)

Counting on Grace

What common thread connects these photographs?

ALL were photographed byLewis Hine.

ALL depict children.

ALL show children at work.

South Carolina Standards• Standard 5-2: The student will demonstrate an

understanding of the continued westward expansion of the United States.

• Indicators• 5-2.1 Explain how aspects of the natural

environment—including the principal mountain ranges and rivers, terrain, vegetation, and climate of the region—affected travel to the West and thus the settlement of that region. (G, H)

• 5-2.2 Illustrate the effects of settlement on the environment of the West, including changes in the physical and human systems. (G)

Little House in the Big WoodsStudents will analyze, interpret, and increase their understanding of the conditions

during the historical period of the 1870s.

Laura Ingalls Wilder Little House in the Big Woods New York, Harper & Row, 1932

Veronica Lux

Laura and her family face struggles such as the long winter and celebrations like family dances, as they survive on the Wisconsin frontier in 1872.

What goods would you sell?

• Activity: • Imagine you are a

general store owner. Most of your customers must buy goods to last them several months. Create an advertisement that lists and describes the goods that you feel that people would need the most to survive as pioneers.

South Carolina StandardsStandards 5-5: The student will demonstrate an understanding of the social, economic, and

political events that influenced the United States during the Cold War era.

Indicators:Explain the advancements of the civil rights movement in the United States, including key events and people: desegregation of the armed forces, Brown v. Board of Education, Martian Luther King Jr., Rosa Parks, and Malcolm X.

Faith RinggoldIf a Bus Could Talk: The Story of Rosa ParksNew York: Simon & Schuster, 1999.

If a Bus Could Talk: The Story of Rosa Parks

Samantha Champion

PUT THE BOOK COVER HERE

Book Summary: The story is about the life of Rosa Parks, an African American seamstress and civil rights worker, who refused to give up her seat to a white man on the Cleveland Ave bus. This act lead to Montgomery Bus Boycott which lasted more than a year in Montgomery, Alabama.

How did this affect Rosa Parks?

• Simulated Journal• Imagine you are Rosa

Parks and you have just been arrested. Write a journal entry about your thoughts and feelings from the perspective of Rosa Parks.

SC Social Studies Standards Grade 3

Standard 3-5: The student will demonstrate an understanding of the major developments in South Carolina in the late nineteenth century and the twentieth century.

3-5.2 Summarize developments in industry and technology in South Carolina in the late nineteenth century and the twentieth century, including the rise of the textile industry, the expansion of the railroad, and the growth of the towns. (H, G, E)

3-5.3 Summarize the changes in South Carolina’s economy in the twentieth century, including the rise and fall of the cotton/textile markets and the development of tourism and other industries. (E, H)

A River Ran Wild

Author: Lynne CherryBook Title: A River Ran WildCity: New York, New YorkPublisher: Harcourt, Brace, and JovanovichDate: 1992

Just as life changed along the Nashua River, life changed along the Catawba River. First the Catawba Indians lived along the Catawba River and then settlers came from Europe to settle. Villages and towns like Fort Mill, Ebenezerville, and Rock Hill were established and grew. Factories and textile mills changed along the Catawba River, and so did the people.

Work , Work, Work!Children’s lives changed. Many children worked in the mills along side their parents, brothers and sisters. Some children stayed home and tended to the house and farm. Pretend you are a child in one of these pictures. In a paragraph, tell what your day would have been like.

My School

Activity:Some children did

get a chance to go to school for a part of the year they were not working in the mill. Closely look at the pictures. Make a “T” chart listing the “likes” and “differences” in your school classroom and theirs.

Linking Literature and Primary Sources to

Elementary Social Studies

Judy Britt

Winthrop University

WikiTips: Technology Integration with Primary Sources