Duration: 45 Minutes
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What we are going to look at today is
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looking at teaching historical contextualization
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through Gale in Context's primary
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sources. And so
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um I am a former social studies
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teacher, I taught us history in the classroom
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for about 15 years. And
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we are going to look at some
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of the things that I created in
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order to be able to use in the classroom.
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So a brief agenda of what we
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are looking at again is an overview
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of the importance of historical contextualization
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and using primary sources. I wanted to highlight
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a couple of national standards
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and what those national
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standards say should be taught in the
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classroom. And then I want to look at how
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gas and con text can support
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those national standards and
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teaching those in the classroom through
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two ways. One is accessing
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the premade lesson plans that we have made
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for you in doing this, but also
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some tips and tricks on how to create some
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custom lessons using those
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resources.
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And then as always, um
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I want to end with some time
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for questions and some support
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before I sort of let you go today.
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So starting off with common
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core literacy standards on primary
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sources. Now, I do know that
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a lot of states have also adopted
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standards that are dealing
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with primary and secondary sources.
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Um, but since this is
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a Webinar that goes across
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the United States, I wanted to stick
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to some of our national standards. And one of those
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are the common core literacy standards and
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those are divided up into
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ninth and 10th grade standards and then 11th and 12th
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grade standards. And you're gonna see the 11th and 12th
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grade standards sort of
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Um bump up from the 9th and 10th grade
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standards. But starting out with the 9th and 10th
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grade, it talks about citing specific
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textual evidence to support
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analysis of both primary and
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secondary sources and attending to such
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features as the date and origin
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of the information. And what you're gonna see
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is these lesson plans typically
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deal with both primary and secondary
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sources. And one of the very first questions
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most of these are going to ask is when
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is this written? And what style
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is it written? What type of document are
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we looking at? And so hopefully
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it's really teaching students to analyze
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the sourcing information of what they're looking
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for before just diving into
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the main content, which supports that
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common core standard.
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The next is determining the central idea
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or information of that primary or secondary
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source and providing an accurate
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summary of how key events or ideas develop
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over the course of the text. And So
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you're gonna see the question of like, what's the
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overall point of this? What point are they
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trying to get across?
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Moving on to the 11th
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and 12th grade standards, which get a little bit
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more complex, looks at sort
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of the complex primary source structure,
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um how it's structured,
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what kind of ideas are
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um given out based on the structure
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And then integrate those information from
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diverse sources of both primary and secondary
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sources into the understanding of an
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event, noticing the discrepancy
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among the sources. And so a lot of
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times this is comparing two different sources.
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And so this is something that you could build on to
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these individual lessons using
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a secondary one.
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And so what you're gonna see is that all of these
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lessons are going to support some of
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these common core literacy standards,
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even though they are typically being taught
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in the social studies classroom. These can
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also be um
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changed and used for
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the E L A classroom or really
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uh a whole lot of different areas
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that can use these primary and secondary
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sources that are in here.
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The next is historical thinking skills
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for advanced placement. Again, trying
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to stick to national standards. I wanted
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to look at the standards that are
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in um the A P classroom
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and specifically the histories of the A P classroom,
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although you're gonna see similar ones and things
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like A P government politics.
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Um But in my classroom
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for when I was teaching for 15 years, I taught
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A P US history. And so
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the origin of these lesson plans
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came from things that I would have used in my
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A P US history classroom. And
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since then I also um became
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certified through college board
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as a consultant for A P US history
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and teaching other teachers how to teach that
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course. And so these are things that
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I very much know can
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help with. not only the content
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that's being taught in the US history
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and World history classroom, but
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specifically the skill building of what
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we're looking to teach in those classrooms.
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So I want to focus on a couple of the skills
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that are required in the A P classroom.
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First is the sourcing and
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situation skill.
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And that looks at analyzing the sourcing
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and situation of primary and secondary sources
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to identify a source's point of
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view, purpose, historical situation
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and or audience. And so it's
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really understanding what's happening
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in the background of these on top
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of what's happening in the primary source,
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explain the point of view, purpose,
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historical situation and or audience
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of a source and explain the point of view, purpose,
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historical situation and
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or audience of a source
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um with that. And so what
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you're looking at is you're looking at,
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do I know why this is written?
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Do I know the audience this is written
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to um do I understand what's
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happened in the author's background
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to make them write this article.
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Do I understand what's happened
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in history to make them write
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this speech or this article? And so
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not only are we wanting students
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to be able to read and analyze the
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sources, we're wanting students to
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be able to read and analyze the sources
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within the history that
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they were written.
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And so that's what we're looking at.
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The. Next is the claim and evidence of
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the sources and this is actually analyzing
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the arguments, right? Can we understand
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what's happening in that primary source?
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And so can we understand what's
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happening in the argument? Can we
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identify the evidence that they're using
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to support their argument? Can we
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compare the argument um of
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two sources? And this one specifically
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is done
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in
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um the world history one where we compare
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two of the secret treaties prior to World
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War one.
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And so you're gonna see that
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analysis of two different sources between
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two different four different countries um
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of what they look like. And then,
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you know, explain how evidence
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is used to support that.
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The fourth one that these really support
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is analyzing the context
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of contextualization.
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And this one, I think is perfect
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for the in context suite
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because again, you are not only getting
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these primary sources, but
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you're getting all of the reference
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material that helps you put these primary
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sources in their proper context
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and explain how
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to
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um how that developed, right,
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explain the history behind
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it. And so what
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we see is again, not only are we wanting
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to teach students the
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history
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and what happened, but we're
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wanting to teach them the skill of
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analyzing these primary and secondary
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sources and also
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analyzing them within their proper context.
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Because really in the the classroom,
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we're looking at
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um not just sort of teaching
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them information, but we're
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looking at how we are
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teaching them to build the skills
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that they're gonna need to analyze
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that content and analyze that information.
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And so I developed these lesson plans
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to try to do that, but also to give
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examples of how to create more
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of these, using the great resources
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that are in this, in context suite.
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And so what I wanna do now is
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I wanna look at the ones that I've already
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created
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and what's in them, how to find
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them all of that nice information.
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And then after we look at that, I want
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to look at how we can
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make more. All right, how
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especially those of you that are
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here from the support staff
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and not necessarily classroom teachers
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of how important your
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role is in
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developing these skills in
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the classroom as well and, and being
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a part of the team that goes into
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this. So before I, I get too
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far, let's look at the ones that I've already
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made. So what is in each
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of the lessons that's already made one,
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it starts out with some teacher instructions, it
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goes through the basic grade level.
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Um and the content and the subject
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gives you a small summary of the lesson,
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but it also tells you
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um the resources that can
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be used in this lesson and, and what in context
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this goes with, they all go with the in context
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suite, but they're gonna use different
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um in context databases.
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And then it also gives you a suggested
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time frame. Again, you can use these
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um some of them have extension
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activities which would create a little bit more
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time or you can cut those to save a little bit
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of time and then the procedures, right?
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What exactly happens in this
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lesson plan? Next is a student
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handout and this, you can either
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make copies and distribute that
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way or you could digitally distribute these
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to the students um through
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the PDF
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and this just walks them through the questions
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and how to access the material of what
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they're looking for. And then finally,
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hopefully to make lives easier
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of your teachers is an answer key that goes
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with it. And so there are a few parts
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of this that the answers are gonna vary based
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on what the students see of them, but some of them
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are very specific content based
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questions. And so you're gonna
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have an answer key for those questions.
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So um one of the questions that just
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came in is what grade levels are these available
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for? They are mostly available for high school, although
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some of them are gonna work for in context, middle
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school as well. And so they are
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a, a middle school to high school range.
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And then when you're creating them, you can
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create them for any level. Um including
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I think upper elementary can really start
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being exposed to these as well.
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So next is where to find
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them. Um You can find these on
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our support page and there's actually in a couple of different
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places. And so I'm gonna show you
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a couple of different places when we jump into your live.
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But if you're looking for the easiest this
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is on our support ca support page
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um under our training center
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and you're gonna look under these content specific
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specific materials
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and then they're right here right now
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under the featured content, these gale
[00:10:59.379]
and context primary source lesson plans
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and then you're gonna see the ones that
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are already premade for you.
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The other thing that I want to
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point out is that we are going
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to use um the gale
[00:11:14.548]
document number to help you access
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these. And so you
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can either do this as a support
[00:11:20.969]
staff and find these documents and then link
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them out for the students or the students
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can use this. Um You may just
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want to show them how to, to access
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this material through this. So you would go to the
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advanced search and you're in contact
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text database and
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search for the gale document
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number that is included on the student
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handouts
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and from there, um
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it's gonna give you the resource
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that we're using. And then again, best practices
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may be for the support staff to go ahead
[00:11:51.460]
and find those documents and then use something
[00:11:53.639]
like the get link tool to then
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send that specific link out to
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the students to be able to do that.
[00:11:59.969]
So
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let's go ahead and take a look of
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where to find these on the support page.
[00:12:05.668]
So the support page is support
[00:12:07.940]
dot gale dot com.
[00:12:10.080]
Again, support dot gale dot
[00:12:12.259]
com is our support page and there's
[00:12:14.349]
gonna be a whole lot of materials in here. If
[00:12:16.408]
you haven't ever visited our support
[00:12:18.639]
page, please do because we are constantly
[00:12:20.677]
creating materials to be
[00:12:22.739]
able to use. Um But
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the first pathway that I showed
[00:12:26.918]
you to be able to get here is under this training
[00:12:29.219]
center
[00:12:30.019]
and this content specific materials
[00:12:33.927]
and then you have this gale in context
[00:12:35.989]
primary source lesson plans.
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And if you click on those,
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here are the six that I've already
[00:12:42.830]
created for use in the classroom
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and you are free to send these out and use these
[00:12:47.519]
however that you would like.
[00:12:49.528]
And so the first one that I made
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and and one of my favorites that we can look at
[00:12:53.658]
is this lesson planned from Frederick
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Douglas of looking
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at the primary source of what to the slave
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is the 4th of July.
[00:13:01.750]
And so again, they start out with
[00:13:04.359]
the teacher's procedures and teacher's
[00:13:06.548]
hand out.
[00:13:07.700]
And then you have the student hand out
[00:13:09.859]
after that
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to e e again, either distribute
[00:13:15.168]
uh digitally or distribute
[00:13:17.969]
um by copies.
[00:13:20.080]
And then at the bottom
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uh is the answer key that goes along with
[00:13:23.960]
it. So again, just make sure you don't distribute
[00:13:26.177]
the answer key when you are distributing
[00:13:28.538]
the digital version of the student handout.
[00:13:31.090]
And so you'll see that there is a search path
[00:13:33.359]
here or there is an
[00:13:35.418]
advanced search of the gil document
[00:13:37.690]
number. And that is the easiest
[00:13:39.759]
way to me to be able to make sure that you're dealing with
[00:13:41.879]
the right documents
[00:13:43.369]
um in the sense that uh
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we are uh making
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sure we're all on the same page and how
[00:13:50.177]
to find those
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um is I'm gonna go ahead and
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search with us history. You'll see that this one works
[00:13:56.168]
with us history and context
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high school in context
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and um
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middle school. Oh, I do want to show you the other couple
[00:14:06.229]
pathways before I jump in on how to do that because
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this is in here several times. But I also want
[00:14:10.629]
you to be able to look around at all the other great
[00:14:12.649]
materials that we have
[00:14:14.489]
in here.
[00:14:15.729]
So again, I found that
[00:14:18.269]
um through the training center, content specific
[00:14:20.710]
materials. But again, if I just go to support
[00:14:23.080]
dot gale dot com and go to the training center,
[00:14:25.307]
I could also find it here by browse by
[00:14:27.389]
type
[00:14:28.788]
and this is a lesson plan. So
[00:14:31.009]
if I click on lesson plans,
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they are here for me and lesson plans.
[00:14:36.469]
These are six new ones. So they're up
[00:14:38.590]
here at the top, but it also gives you the ability
[00:14:40.840]
to scroll down of some of the other lesson plans
[00:14:43.080]
that are already created for you here.
[00:14:45.700]
Or if I went to the training center, I could browse
[00:14:48.070]
by product and I like the browse by product
[00:14:50.418]
because if you are not a subscriber
[00:14:52.658]
to all the different types of products,
[00:14:54.908]
then you can see
[00:14:57.129]
um which ones are there for your product.
[00:14:59.320]
So again, I am
[00:15:01.500]
going to look at Gale and context us
[00:15:03.599]
history
[00:15:04.927]
and I can if I scroll down. So here's
[00:15:07.418]
the webinar that you're in right now
[00:15:10.219]
and then I could look at some printable tools
[00:15:12.500]
or I could look at all these lessons and activities
[00:15:15.349]
that have been created for
[00:15:17.469]
Galan context us history, including
[00:15:20.177]
these ones with a little new tag. These
[00:15:22.269]
are the ones that we're talking about today. These
[00:15:25.019]
um these lesson plans here.
[00:15:27.298]
So again,
[00:15:28.557]
was gonna click on this one and I'm actually
[00:15:30.769]
gonna go into Galan context
[00:15:32.840]
high school to show us
[00:15:34.859]
because that's what we're gonna be in today.
[00:15:37.099]
But again, this works for us history, high
[00:15:39.149]
school and middle school for this particular
[00:15:41.177]
one. So as long as you
[00:15:43.259]
are a subscriber to any of those three, this
[00:15:45.359]
particular lesson plan will work
[00:15:51.450]
And so if I go into my
[00:15:53.668]
Gael and Context high school,
[00:15:56.798]
and I'm looking for this particular
[00:15:58.950]
primary document to link out to my
[00:16:01.000]
students
[00:16:02.099]
and I am going to search by document
[00:16:04.469]
number and this is the one that I got
[00:16:06.599]
from that handout.
[00:16:08.080]
And then if I go to this field and I change
[00:16:10.460]
to gale document number
[00:16:12.629]
and I hit my search.
[00:16:16.979]
The nice thing about this is I know
[00:16:19.200]
that it's the document that is being
[00:16:21.320]
addressed in there because only one
[00:16:23.427]
is gonna come up and I'm looking for
[00:16:25.489]
that particular gale document and it's
[00:16:27.538]
the same number in all the different
[00:16:29.859]
databases that it's in. And so we
[00:16:31.908]
have this primary source of
[00:16:34.139]
this beautiful Frederick Douglass speech
[00:16:36.340]
that he delivers in 1852.
[00:16:39.119]
And so this is one of the resources
[00:16:41.658]
that a lot of those questions are on based
[00:16:43.899]
on that. And so again, best practices
[00:16:46.479]
I think is to go ahead and link
[00:16:48.509]
that out to the students using this get
[00:16:50.649]
link function right here.
[00:16:53.190]
And that creates a persistent URL
[00:16:55.528]
to this document to be able
[00:16:57.690]
to send it out.
[00:16:59.177]
Um or you, if you use Google classroom,
[00:17:01.729]
you could automatically share it to your Google
[00:17:03.950]
classroom that way. Um or
[00:17:06.380]
send it to my Google drive my one
[00:17:08.500]
drive or my email. But again,
[00:17:10.607]
the most versatile I think here is this
[00:17:12.750]
get link tool, send it directly to the students
[00:17:15.347]
so that they know exactly where they are accessing
[00:17:17.949]
this and this gives you
[00:17:20.269]
access to this particular
[00:17:22.367]
primary source that's in here and
[00:17:24.509]
to be able to very easily
[00:17:26.577]
do this activity with the students.
[00:17:31.327]
OK. Are there any questions
[00:17:33.759]
before I move on to some of the advice
[00:17:36.219]
to creating your own
[00:17:39.189]
projects for the students using
[00:17:41.298]
these primary sources?
[00:17:43.989]
I've seen a couple come through that have gotten
[00:17:46.038]
answered. So I appreciate that if you guys
[00:17:48.117]
answering them as I go.
[00:17:50.400]
And again, there are six of these that are premade.
[00:17:53.400]
Um But obviously, I have not made everything
[00:17:55.827]
that's possible in here. You're gonna see a whole lot of primary
[00:17:58.209]
documents. And so I do think it's really important
[00:18:00.219]
to look at all the great things that can
[00:18:02.420]
be made using these databases.
[00:18:07.587]
OK? I don't see any more questions coming through,
[00:18:09.607]
but again, please feel free to reach out
[00:18:11.689]
as we as we do this.
[00:18:13.890]
OK. So where are primary
[00:18:15.989]
sources within Galin context? These are all
[00:18:18.009]
the different databases that are
[00:18:20.028]
going to have these primary documents.
[00:18:22.107]
And so you're gonna see these are in biography
[00:18:24.930]
gain context, Canada Galan context, college
[00:18:27.509]
gain context, global issues, high school,
[00:18:29.670]
middle school, opposing viewpoints, us history
[00:18:32.067]
and world history. And so
[00:18:34.219]
these types of lessons can be created
[00:18:36.439]
using any of these different in context
[00:18:38.939]
databases.
[00:18:40.449]
And in order to create these, I
[00:18:42.827]
think you should utilize um
[00:18:45.038]
really both but two different search
[00:18:47.269]
paths. One is utilizing the advanced
[00:18:49.380]
search and looking for
[00:18:51.430]
primary sources. And so combine
[00:18:53.670]
your search terms and limiters to find the perfect
[00:18:56.028]
document for your product project.
[00:18:58.920]
Um And then also consider using advanced
[00:19:01.229]
search to find other unique sources to analyze
[00:19:03.420]
of images or infographics or creative
[00:19:05.778]
works. But again, we are specifically
[00:19:08.087]
looking at primary sources today. And
[00:19:10.229]
so there is a content type
[00:19:12.449]
of primary sources within here
[00:19:15.199]
and so feel free to use that advanced
[00:19:17.630]
search if you know a particular document
[00:19:20.160]
that you are wanting your students to analyze,
[00:19:23.500]
or you could utilize the content
[00:19:25.939]
buckets that are here within
[00:19:28.798]
our searches and our topic pages.
[00:19:31.759]
And so um you could then
[00:19:33.939]
dig even further and filter
[00:19:36.259]
those tools to discover the resources you're
[00:19:38.400]
looking for and then don't forget to filter by
[00:19:40.538]
content level too, especially if
[00:19:42.597]
you are looking for something that maybe
[00:19:44.880]
is middle school or upper elementary
[00:19:47.250]
appropriate um for
[00:19:49.298]
this. But again, primary sources are in middle school, they
[00:19:51.357]
are not in Gale In Context: Elementary.
[00:19:53.617]
Um at least yet. So make sure
[00:19:55.778]
that you are looking for some of those
[00:19:57.969]
in the middle school database.
[00:20:00.250]
But again, we can filter our results within
[00:20:02.670]
those content buckets to look for
[00:20:04.808]
the specific examples of what we're looking
[00:20:07.107]
at. And
[00:20:09.969]
don't forget that you have those great
[00:20:12.219]
tools within Gale In Context
[00:20:14.617]
that you can use to further your lessons.
[00:20:16.920]
If you notice on the Frederick
[00:20:18.979]
Douglas lesson plan that I had just
[00:20:21.058]
pointed out, if you were following along there
[00:20:23.317]
is an extension there that uses the highlights
[00:20:25.439]
and notes tools. So you have the ability to
[00:20:27.500]
share that content using get link,
[00:20:29.607]
download or send to. You
[00:20:31.640]
also have the ability to use are amazing
[00:20:34.375]
accessibility tools within
[00:20:36.775]
our database and make sure that you are
[00:20:38.844]
translating, using different font sizes,
[00:20:41.055]
display options or especially
[00:20:43.545]
some of these um are very
[00:20:45.732]
difficult for our our emerging
[00:20:48.104]
learners. And so the listen tool becomes
[00:20:50.295]
really important when we're dealing with primary sources.
[00:20:53.094]
And then again, encouraging analysis. The extension
[00:20:55.634]
of the
[00:20:57.692]
um the Frederick Douglas has
[00:21:00.160]
uh highlights a notes tool being used
[00:21:02.380]
to highlight three different portion
[00:21:04.439]
of
[00:21:05.430]
the um of the speech
[00:21:07.719]
that they find particularly important
[00:21:10.308]
and using the notes tool to be able
[00:21:12.439]
to summarize what exactly
[00:21:14.519]
Frederick Douglass meant by that and, and
[00:21:16.528]
turn it in.
[00:21:18.288]
And then also, you know, to develop
[00:21:20.308]
those research skills. Again, one of the important
[00:21:22.729]
takeaways, I hope that you get from these lessons
[00:21:25.150]
is not only are we building
[00:21:27.170]
content knowledge, but we're building
[00:21:29.189]
skills that go along with analyzing
[00:21:31.660]
these primary sources and
[00:21:33.808]
using historical contextualization
[00:21:35.969]
and point of view, but also how
[00:21:38.140]
easy this would be to do some further research.
[00:21:40.719]
So let's go ahead and take a look at how
[00:21:42.880]
to find these primary sources within
[00:21:45.308]
our in context databases. And
[00:21:47.538]
we're gonna stay within high school
[00:21:50.367]
of just looking for some examples.
[00:21:52.798]
So I'm gonna go back to the high school home page
[00:21:55.107]
again, I'm in Gale in Context high School, but this
[00:21:57.180]
is gonna work similarly in all
[00:21:59.298]
those different databases that I already
[00:22:01.778]
mentioned. So we'll start with our advanced
[00:22:04.229]
search. And again, we
[00:22:06.278]
have the different content types down here and I know
[00:22:08.430]
I'm looking for primary sources. So I'm gonna go
[00:22:10.449]
ahead and click that primary source content
[00:22:12.910]
type. And one of the ones that
[00:22:14.930]
I haven't made yet that I always
[00:22:17.259]
used in my classroom because that's one of my favorite
[00:22:19.278]
primary documents um
[00:22:21.357]
is Washington's farewell address. And
[00:22:23.459]
so if I were going to search
[00:22:25.587]
for Washington's farewell address, I might
[00:22:27.640]
look for Washington
[00:22:29.288]
and farewell
[00:22:31.969]
and do a general search there
[00:22:34.390]
knowing that I'm looking for that primary
[00:22:36.567]
document and seeing if that primary document
[00:22:39.140]
is here for my project that I'm wanting
[00:22:41.347]
to do,
[00:22:48.469]
give it just a second, it's searching through all
[00:22:50.827]
the great materials that we have.
[00:22:53.459]
And so we see that it's bringing
[00:22:55.607]
up this text of Washington's farewell
[00:22:57.910]
address.
[00:22:59.719]
And so it is in here, right? We have
[00:23:01.979]
the primary document in here to use
[00:23:04.867]
and so I can find some primary
[00:23:07.160]
documents that way that I might want to.
[00:23:09.259]
But again, this is using the advanced search
[00:23:11.347]
because I had something specific in mind. Now,
[00:23:13.500]
you could always just search through the
[00:23:15.567]
primary documents and look at all the
[00:23:17.617]
different types of sourcing that
[00:23:19.739]
you have here. But in teaching
[00:23:22.038]
in my classroom, I know some of the,
[00:23:24.269]
the documents that I want to be able to use
[00:23:26.519]
or at least I know maybe the person
[00:23:29.000]
that I'm looking for a primary document
[00:23:31.009]
in. And so I have this great text
[00:23:33.327]
that I could use to send to my kids.
[00:23:35.400]
Again, I could send it out. Um
[00:23:37.479]
And my kids have this and again,
[00:23:39.759]
we have the accessibility tools, they can increase
[00:23:42.239]
or decrease the font size, they could
[00:23:44.269]
change the display options. Um
[00:23:46.380]
But especially for our primary
[00:23:48.459]
sources, I love the listen tool because
[00:23:50.759]
one of the,
[00:23:51.979]
you know, great hardships
[00:23:54.058]
of teaching us history and primary documents
[00:23:56.597]
is this is something that I would cover early
[00:23:58.709]
on in the year and it's kind
[00:24:01.107]
of difficult, right? If you look at my reading level
[00:24:03.420]
of this, which I can't change because it's a primary document,
[00:24:06.278]
it's it's at an undergraduate level.
[00:24:09.479]
And so I really love the listen
[00:24:11.538]
tool here so that students can listen
[00:24:13.640]
to this primary document and understand
[00:24:16.117]
it and kind of chunk it a little bit that way
[00:24:18.278]
because
[00:24:19.250]
um it, it's sort of, you know, one
[00:24:21.347]
of the the hardest things about primary sourcing
[00:24:23.778]
in us history is sometimes you have to start
[00:24:26.087]
out with some of the harder documents and
[00:24:28.538]
the plain speaking documents come a little
[00:24:30.577]
later in us history and not in the early
[00:24:32.739]
days. So I really love the accessibility
[00:24:35.077]
tools for that one, but especially the listen tool
[00:24:39.459]
now that was using advanced search,
[00:24:41.910]
another way was we could just use our topic
[00:24:44.097]
pages or our general searches and our content
[00:24:46.597]
buckets there.
[00:24:48.009]
And so if I were to search George Washington
[00:24:50.519]
here, and
[00:24:53.337]
I notice not only with my
[00:24:55.367]
searches, do we have a topic page for George
[00:24:57.670]
Washington? We actually have a topic
[00:24:59.719]
page just for George Washington's farewell
[00:25:01.969]
address.
[00:25:03.778]
And so if I'm gonna click on there, I can
[00:25:05.847]
see in my, in my bucketed content
[00:25:07.880]
that I do have a primary source here,
[00:25:10.390]
right? Which is gonna be the same primary
[00:25:12.459]
source I just brought up in here. But
[00:25:15.097]
if I'm having the students again, if
[00:25:17.150]
you notice in most of these lesson plans,
[00:25:19.170]
not only am I giving the students the actual
[00:25:21.558]
primary document, but I'm giving
[00:25:23.567]
them some reference material to go with it
[00:25:25.660]
because the the skill here
[00:25:27.759]
is not only to read and analyze the primary
[00:25:29.837]
document, but to be able to put
[00:25:31.910]
that primary document within
[00:25:34.048]
its historical contextualization, right?
[00:25:36.219]
To be able to understand what's happening
[00:25:38.759]
in the background to create this primary
[00:25:41.278]
document. And one of the reasons
[00:25:43.439]
that I loved teaching George Washington's
[00:25:45.939]
farewell address is because it's just chock
[00:25:48.308]
full of all of these
[00:25:50.689]
um comments of what's going on
[00:25:52.880]
within the United States at the time, right? He
[00:25:54.890]
goes through all the different issues
[00:25:57.000]
that he's seeing within his administration.
[00:25:59.489]
Well, the students don't understand
[00:26:01.788]
what's happening in George Washington's administration.
[00:26:04.347]
They're gonna have a really hard time analyzing
[00:26:06.890]
this primary document.
[00:26:09.130]
And so in this sense,
[00:26:11.150]
this is a really great example of
[00:26:13.199]
something that we can give the students the primary
[00:26:15.449]
document. But we could also
[00:26:17.587]
use this get link to send students
[00:26:19.769]
right here to this topic page
[00:26:22.097]
of George Washington's farewell
[00:26:24.308]
address. You don't even have to pick a specific
[00:26:26.769]
reference material that goes with them.
[00:26:28.880]
You can use that get link and send them just
[00:26:31.269]
here to this topic page and therefore
[00:26:33.664]
they can go through and they can find their own
[00:26:35.704]
answers to what is he referencing,
[00:26:37.983]
right? What is happening in the background?
[00:26:40.056]
Or if I wanted to specifically
[00:26:42.375]
give them one of these references,
[00:26:44.394]
I have one of these references like this, which
[00:26:46.605]
is specifically going over the farewell
[00:26:48.644]
address and it goes over some
[00:26:50.733]
of the themes and context
[00:26:53.125]
of what happening within George
[00:26:55.371]
Washington's farewell address. And so not
[00:26:57.621]
only do I have access to these beautiful
[00:27:00.070]
primary sources, but I have all the
[00:27:02.082]
reference materials that go with them.
[00:27:04.442]
And so here I'm seeing the major
[00:27:06.740]
themes, I'm seeing the theme of international
[00:27:09.401]
relations and everything that's happening. I'm seeing
[00:27:12.121]
the development of political parties and
[00:27:14.141]
why that's a theme within
[00:27:16.670]
Um this particular
[00:27:18.719]
document. It gives me some quotes from
[00:27:20.847]
it. It gives me this theme of nationalism and
[00:27:22.969]
feed uh federalism.
[00:27:25.250]
And so it would be really, really
[00:27:27.269]
easy for me to give them both of these documents
[00:27:29.827]
and maybe say, OK, highlight
[00:27:32.107]
in one color um where
[00:27:34.558]
you're seeing the theme of this international
[00:27:37.117]
relations and highlight in another color
[00:27:39.189]
where we're seeing the theme of political
[00:27:41.298]
parties and where George Washington is
[00:27:43.317]
bringing that up in his farewell address.
[00:27:45.479]
And so there's so many different ideas
[00:27:47.837]
and examples of how we
[00:27:49.942]
can use this within the classroom
[00:27:52.255]
and using this to build that content
[00:27:54.462]
knowledge and that skill, knowledge
[00:27:56.854]
of what's happening um
[00:27:58.875]
within our primary sources and
[00:28:01.035]
primary source information that are within these.
[00:28:04.660]
Um And so again, some of this is also
[00:28:06.959]
finding the secondary information
[00:28:09.298]
because if you notice in all
[00:28:11.660]
of those um national
[00:28:14.077]
standards, it's not only analyzing primary
[00:28:16.380]
sources, but it's analyzing the secondary
[00:28:18.577]
sources of what they're seeing.
[00:28:20.308]
And so in the gale con in
[00:28:22.390]
context databases, they're getting both right,
[00:28:24.449]
they're getting access to those great primary documents,
[00:28:26.817]
but they're getting access to those secondary
[00:28:29.087]
documents that's analyzing all
[00:28:31.660]
of that history that's going on behind it.
[00:28:39.259]
So again, either search path will
[00:28:41.317]
work, we found the same primary document
[00:28:43.837]
through both different search paths
[00:28:46.308]
um and the supporting information
[00:28:48.680]
to go with them. And so again, if
[00:28:50.699]
that's sort of my idea is I want
[00:28:53.009]
them um to be able
[00:28:55.420]
to, to highlight that farewell
[00:28:57.680]
address,
[00:28:58.979]
let me go back to it.
[00:29:01.788]
And so all they would have to do is go back
[00:29:04.048]
to that primary document.
[00:29:07.489]
And now knowing those themes,
[00:29:09.699]
they could go through here and they could highlight
[00:29:12.107]
it, they could make a note
[00:29:14.058]
um, they could highlight it in different colors.
[00:29:16.327]
They could make a note that this is on political parties.
[00:29:20.347]
I'm not sure if it is. I, I didn't read
[00:29:22.538]
it. I'm not giving you the answers here. Um,
[00:29:24.729]
I've read it but I don't know exactly where they are
[00:29:26.769]
or, but I could, you know, make
[00:29:28.798]
a note there and they could send
[00:29:30.930]
it, they could email it to their teacher,
[00:29:33.087]
they could send it straight to their Google
[00:29:35.259]
Driver one drive and turn it in that way. And
[00:29:37.380]
that could be part of that analysis assignment
[00:29:40.479]
that goes into that.
[00:29:45.798]
So there's a whole lot of different classroom
[00:29:48.867]
uh materials that can be found through
[00:29:51.097]
these primary documents and, and
[00:29:53.259]
being able to do that. And so
[00:29:55.420]
I, I highly encourage you to
[00:29:57.719]
look through here, look through the ones
[00:29:59.867]
that have been premade. Um look
[00:30:02.087]
through the ones that um
[00:30:04.577]
you know, are teaching in the classroom
[00:30:06.837]
and being taught in the classroom of how
[00:30:09.087]
great that is. And I, I
[00:30:11.239]
will tell you from experience that
[00:30:13.719]
sometimes it's really hard to find those
[00:30:15.798]
nice primary documents
[00:30:17.808]
um
[00:30:19.077]
anywhere else and they are here
[00:30:21.890]
uh within the in contact database to be
[00:30:23.979]
able to use.
[00:30:25.660]
So again, um after this
[00:30:27.939]
and, and feel free to, to ask some questions,
[00:30:30.558]
but um please feel
[00:30:32.630]
free to always be checking our support
[00:30:34.640]
ga dot gale dot com support
[00:30:36.709]
page. This is where these lesson
[00:30:38.769]
plans are housed, but there's also a whole
[00:30:40.808]
lot of other things, things like tips sheets, tutorials,
[00:30:43.683]
um these recorded webinars, if you would
[00:30:45.834]
like to learn more, feel free to look
[00:30:47.854]
through our recorded webinars, lesson
[00:30:49.952]
plans, projects, scavenger hunts.
[00:30:52.144]
Um And as always, if you have
[00:30:54.314]
suggestions on some things that we could create
[00:30:56.594]
for you, um, feel free to send
[00:30:58.755]
those suggestions our way as well.
[00:31:02.117]
We do have an upcoming gale in the classroom
[00:31:04.558]
webinar next week, it's on inquiry
[00:31:06.650]
based learning within gale in context
[00:31:09.000]
science. And so switching gears a little bit
[00:31:11.180]
from the history classroom to the science classroom
[00:31:13.469]
with a former science teacher
[00:31:15.269]
and how to analyze that. So if you want to sign up
[00:31:17.390]
for that one, again, it's support dot gale dot com
[00:31:19.449]
slash training slash webinars.
[00:31:21.617]
And so we would love to see
[00:31:23.650]
you again on that one.
[00:31:26.170]
And then as always, um thank
[00:31:28.567]
you for coming. You have a QR
[00:31:30.709]
code here for a training survey.
[00:31:33.229]
We also get this in the email um
[00:31:35.670]
after this along with the recording
[00:31:37.689]
from today. Um but
[00:31:39.827]
I would always appreciate your feedback
[00:31:42.209]
of whether or not you
[00:31:44.640]
um are enjoying these webinars
[00:31:47.308]
and and how we can make them better for you
[00:31:49.430]
because that's what we're here for.
[00:31:51.459]
Feel free to also follow us on Instagram
[00:31:54.117]
or Twitter or you can always
[00:31:56.479]
get in contact with your customer success
[00:31:58.519]
manager at Gale dot customer success
[00:32:00.548]
at sage dot com. My
[00:32:02.739]
email is Cinda dot Wood at
[00:32:05.170]
sage dot com and I
[00:32:07.317]
would love for you to email if you have any
[00:32:09.430]
questions after that.
[00:32:11.130]
Um But I will pause here and
[00:32:13.259]
answer any questions that you have.
[00:32:15.400]
But as always, thank you for joining us today.
What we are going to look at today is
[00:00:07.158]
looking at teaching historical contextualization
[00:00:10.038]
through Gale in Context's primary
[00:00:12.739]
sources. And so
[00:00:15.028]
um I am a former social studies
[00:00:17.088]
teacher, I taught us history in the classroom
[00:00:19.318]
for about 15 years. And
[00:00:22.000]
we are going to look at some
[00:00:24.149]
of the things that I created in
[00:00:26.239]
order to be able to use in the classroom.
[00:00:30.629]
So a brief agenda of what we
[00:00:32.789]
are looking at again is an overview
[00:00:35.189]
of the importance of historical contextualization
[00:00:37.529]
and using primary sources. I wanted to highlight
[00:00:39.969]
a couple of national standards
[00:00:42.389]
and what those national
[00:00:44.709]
standards say should be taught in the
[00:00:46.789]
classroom. And then I want to look at how
[00:00:49.289]
gas and con text can support
[00:00:51.880]
those national standards and
[00:00:53.889]
teaching those in the classroom through
[00:00:56.840]
two ways. One is accessing
[00:00:59.079]
the premade lesson plans that we have made
[00:01:01.359]
for you in doing this, but also
[00:01:03.740]
some tips and tricks on how to create some
[00:01:05.828]
custom lessons using those
[00:01:08.218]
resources.
[00:01:09.849]
And then as always, um
[00:01:11.888]
I want to end with some time
[00:01:14.108]
for questions and some support
[00:01:16.319]
before I sort of let you go today.
[00:01:20.579]
So starting off with common
[00:01:22.658]
core literacy standards on primary
[00:01:24.698]
sources. Now, I do know that
[00:01:26.789]
a lot of states have also adopted
[00:01:29.099]
standards that are dealing
[00:01:31.337]
with primary and secondary sources.
[00:01:33.438]
Um, but since this is
[00:01:35.878]
a Webinar that goes across
[00:01:38.009]
the United States, I wanted to stick
[00:01:40.087]
to some of our national standards. And one of those
[00:01:42.359]
are the common core literacy standards and
[00:01:44.807]
those are divided up into
[00:01:47.188]
ninth and 10th grade standards and then 11th and 12th
[00:01:49.509]
grade standards. And you're gonna see the 11th and 12th
[00:01:51.549]
grade standards sort of
[00:01:52.870]
Um bump up from the 9th and 10th grade
[00:01:55.079]
standards. But starting out with the 9th and 10th
[00:01:57.128]
grade, it talks about citing specific
[00:01:59.209]
textual evidence to support
[00:02:01.370]
analysis of both primary and
[00:02:03.430]
secondary sources and attending to such
[00:02:05.659]
features as the date and origin
[00:02:07.938]
of the information. And what you're gonna see
[00:02:10.020]
is these lesson plans typically
[00:02:12.288]
deal with both primary and secondary
[00:02:14.399]
sources. And one of the very first questions
[00:02:16.740]
most of these are going to ask is when
[00:02:19.210]
is this written? And what style
[00:02:21.399]
is it written? What type of document are
[00:02:23.500]
we looking at? And so hopefully
[00:02:25.710]
it's really teaching students to analyze
[00:02:28.158]
the sourcing information of what they're looking
[00:02:30.360]
for before just diving into
[00:02:32.598]
the main content, which supports that
[00:02:34.889]
common core standard.
[00:02:37.337]
The next is determining the central idea
[00:02:39.617]
or information of that primary or secondary
[00:02:42.020]
source and providing an accurate
[00:02:44.117]
summary of how key events or ideas develop
[00:02:46.337]
over the course of the text. And So
[00:02:48.399]
you're gonna see the question of like, what's the
[00:02:50.438]
overall point of this? What point are they
[00:02:52.468]
trying to get across?
[00:02:54.158]
Moving on to the 11th
[00:02:56.538]
and 12th grade standards, which get a little bit
[00:02:58.617]
more complex, looks at sort
[00:03:00.669]
of the complex primary source structure,
[00:03:03.399]
um how it's structured,
[00:03:05.460]
what kind of ideas are
[00:03:08.087]
um given out based on the structure
[00:03:11.008]
And then integrate those information from
[00:03:13.307]
diverse sources of both primary and secondary
[00:03:15.639]
sources into the understanding of an
[00:03:17.649]
event, noticing the discrepancy
[00:03:19.829]
among the sources. And so a lot of
[00:03:21.848]
times this is comparing two different sources.
[00:03:24.438]
And so this is something that you could build on to
[00:03:26.468]
these individual lessons using
[00:03:28.860]
a secondary one.
[00:03:30.568]
And so what you're gonna see is that all of these
[00:03:32.728]
lessons are going to support some of
[00:03:34.867]
these common core literacy standards,
[00:03:37.057]
even though they are typically being taught
[00:03:39.527]
in the social studies classroom. These can
[00:03:41.617]
also be um
[00:03:43.860]
changed and used for
[00:03:45.908]
the E L A classroom or really
[00:03:48.008]
uh a whole lot of different areas
[00:03:50.087]
that can use these primary and secondary
[00:03:52.168]
sources that are in here.
[00:03:53.878]
The next is historical thinking skills
[00:03:56.337]
for advanced placement. Again, trying
[00:03:58.399]
to stick to national standards. I wanted
[00:04:00.508]
to look at the standards that are
[00:04:02.699]
in um the A P classroom
[00:04:04.979]
and specifically the histories of the A P classroom,
[00:04:07.438]
although you're gonna see similar ones and things
[00:04:09.699]
like A P government politics.
[00:04:11.580]
Um But in my classroom
[00:04:13.837]
for when I was teaching for 15 years, I taught
[00:04:16.059]
A P US history. And so
[00:04:18.369]
the origin of these lesson plans
[00:04:20.500]
came from things that I would have used in my
[00:04:22.629]
A P US history classroom. And
[00:04:25.040]
since then I also um became
[00:04:27.959]
certified through college board
[00:04:30.319]
as a consultant for A P US history
[00:04:32.920]
and teaching other teachers how to teach that
[00:04:35.019]
course. And so these are things that
[00:04:37.689]
I very much know can
[00:04:39.790]
help with. not only the content
[00:04:42.009]
that's being taught in the US history
[00:04:44.459]
and World history classroom, but
[00:04:46.588]
specifically the skill building of what
[00:04:48.730]
we're looking to teach in those classrooms.
[00:04:50.750]
So I want to focus on a couple of the skills
[00:04:53.480]
that are required in the A P classroom.
[00:04:55.808]
First is the sourcing and
[00:04:57.879]
situation skill.
[00:04:59.699]
And that looks at analyzing the sourcing
[00:05:01.838]
and situation of primary and secondary sources
[00:05:04.338]
to identify a source's point of
[00:05:06.439]
view, purpose, historical situation
[00:05:08.838]
and or audience. And so it's
[00:05:10.869]
really understanding what's happening
[00:05:13.250]
in the background of these on top
[00:05:15.350]
of what's happening in the primary source,
[00:05:18.088]
explain the point of view, purpose,
[00:05:20.177]
historical situation and or audience
[00:05:22.189]
of a source and explain the point of view, purpose,
[00:05:24.619]
historical situation and
[00:05:26.798]
or audience of a source
[00:05:29.439]
um with that. And so what
[00:05:31.699]
you're looking at is you're looking at,
[00:05:33.808]
do I know why this is written?
[00:05:36.048]
Do I know the audience this is written
[00:05:38.088]
to um do I understand what's
[00:05:40.230]
happened in the author's background
[00:05:42.798]
to make them write this article.
[00:05:45.949]
Do I understand what's happened
[00:05:48.427]
in history to make them write
[00:05:50.459]
this speech or this article? And so
[00:05:53.009]
not only are we wanting students
[00:05:55.298]
to be able to read and analyze the
[00:05:57.389]
sources, we're wanting students to
[00:05:59.427]
be able to read and analyze the sources
[00:06:01.588]
within the history that
[00:06:03.608]
they were written.
[00:06:04.970]
And so that's what we're looking at.
[00:06:07.079]
The. Next is the claim and evidence of
[00:06:09.108]
the sources and this is actually analyzing
[00:06:11.160]
the arguments, right? Can we understand
[00:06:13.608]
what's happening in that primary source?
[00:06:16.369]
And so can we understand what's
[00:06:18.389]
happening in the argument? Can we
[00:06:20.528]
identify the evidence that they're using
[00:06:22.588]
to support their argument? Can we
[00:06:24.709]
compare the argument um of
[00:06:26.970]
two sources? And this one specifically
[00:06:29.519]
is done
[00:06:31.139]
in
[00:06:32.058]
um the world history one where we compare
[00:06:34.409]
two of the secret treaties prior to World
[00:06:36.528]
War one.
[00:06:37.670]
And so you're gonna see that
[00:06:39.689]
analysis of two different sources between
[00:06:42.088]
two different four different countries um
[00:06:44.269]
of what they look like. And then,
[00:06:46.480]
you know, explain how evidence
[00:06:48.528]
is used to support that.
[00:06:50.329]
The fourth one that these really support
[00:06:52.588]
is analyzing the context
[00:06:54.737]
of contextualization.
[00:06:56.980]
And this one, I think is perfect
[00:06:59.358]
for the in context suite
[00:07:01.559]
because again, you are not only getting
[00:07:03.889]
these primary sources, but
[00:07:05.920]
you're getting all of the reference
[00:07:08.019]
material that helps you put these primary
[00:07:10.459]
sources in their proper context
[00:07:12.819]
and explain how
[00:07:14.879]
to
[00:07:16.088]
um how that developed, right,
[00:07:18.160]
explain the history behind
[00:07:20.358]
it. And so what
[00:07:22.670]
we see is again, not only are we wanting
[00:07:25.069]
to teach students the
[00:07:27.250]
history
[00:07:28.290]
and what happened, but we're
[00:07:30.410]
wanting to teach them the skill of
[00:07:32.470]
analyzing these primary and secondary
[00:07:34.889]
sources and also
[00:07:37.069]
analyzing them within their proper context.
[00:07:39.730]
Because really in the the classroom,
[00:07:42.250]
we're looking at
[00:07:43.588]
um not just sort of teaching
[00:07:45.939]
them information, but we're
[00:07:47.970]
looking at how we are
[00:07:49.987]
teaching them to build the skills
[00:07:52.069]
that they're gonna need to analyze
[00:07:54.159]
that content and analyze that information.
[00:07:56.608]
And so I developed these lesson plans
[00:07:59.009]
to try to do that, but also to give
[00:08:01.410]
examples of how to create more
[00:08:03.608]
of these, using the great resources
[00:08:06.290]
that are in this, in context suite.
[00:08:09.389]
And so what I wanna do now is
[00:08:11.639]
I wanna look at the ones that I've already
[00:08:13.819]
created
[00:08:15.009]
and what's in them, how to find
[00:08:17.189]
them all of that nice information.
[00:08:19.588]
And then after we look at that, I want
[00:08:21.730]
to look at how we can
[00:08:23.809]
make more. All right, how
[00:08:25.949]
especially those of you that are
[00:08:28.009]
here from the support staff
[00:08:30.487]
and not necessarily classroom teachers
[00:08:32.548]
of how important your
[00:08:34.599]
role is in
[00:08:35.585]
developing these skills in
[00:08:37.625]
the classroom as well and, and being
[00:08:40.094]
a part of the team that goes into
[00:08:42.315]
this. So before I, I get too
[00:08:44.384]
far, let's look at the ones that I've already
[00:08:46.514]
made. So what is in each
[00:08:48.815]
of the lessons that's already made one,
[00:08:51.173]
it starts out with some teacher instructions, it
[00:08:53.254]
goes through the basic grade level.
[00:08:55.734]
Um and the content and the subject
[00:08:58.484]
gives you a small summary of the lesson,
[00:09:00.614]
but it also tells you
[00:09:02.389]
um the resources that can
[00:09:04.408]
be used in this lesson and, and what in context
[00:09:07.028]
this goes with, they all go with the in context
[00:09:09.298]
suite, but they're gonna use different
[00:09:11.278]
um in context databases.
[00:09:13.639]
And then it also gives you a suggested
[00:09:16.190]
time frame. Again, you can use these
[00:09:18.969]
um some of them have extension
[00:09:21.369]
activities which would create a little bit more
[00:09:23.450]
time or you can cut those to save a little bit
[00:09:25.489]
of time and then the procedures, right?
[00:09:27.629]
What exactly happens in this
[00:09:29.769]
lesson plan? Next is a student
[00:09:31.889]
handout and this, you can either
[00:09:34.250]
make copies and distribute that
[00:09:36.408]
way or you could digitally distribute these
[00:09:39.009]
to the students um through
[00:09:41.450]
the PDF
[00:09:42.969]
and this just walks them through the questions
[00:09:45.028]
and how to access the material of what
[00:09:47.158]
they're looking for. And then finally,
[00:09:49.320]
hopefully to make lives easier
[00:09:51.330]
of your teachers is an answer key that goes
[00:09:53.639]
with it. And so there are a few parts
[00:09:55.729]
of this that the answers are gonna vary based
[00:09:58.019]
on what the students see of them, but some of them
[00:10:00.080]
are very specific content based
[00:10:02.369]
questions. And so you're gonna
[00:10:04.460]
have an answer key for those questions.
[00:10:10.239]
So um one of the questions that just
[00:10:12.278]
came in is what grade levels are these available
[00:10:14.379]
for? They are mostly available for high school, although
[00:10:16.440]
some of them are gonna work for in context, middle
[00:10:18.619]
school as well. And so they are
[00:10:20.658]
a, a middle school to high school range.
[00:10:22.879]
And then when you're creating them, you can
[00:10:24.899]
create them for any level. Um including
[00:10:27.460]
I think upper elementary can really start
[00:10:29.700]
being exposed to these as well.
[00:10:32.807]
So next is where to find
[00:10:34.989]
them. Um You can find these on
[00:10:37.048]
our support page and there's actually in a couple of different
[00:10:39.168]
places. And so I'm gonna show you
[00:10:41.269]
a couple of different places when we jump into your live.
[00:10:43.509]
But if you're looking for the easiest this
[00:10:45.759]
is on our support ca support page
[00:10:48.649]
um under our training center
[00:10:50.960]
and you're gonna look under these content specific
[00:10:53.028]
specific materials
[00:10:55.210]
and then they're right here right now
[00:10:57.229]
under the featured content, these gale
[00:10:59.379]
and context primary source lesson plans
[00:11:02.869]
and then you're gonna see the ones that
[00:11:04.960]
are already premade for you.
[00:11:08.129]
The other thing that I want to
[00:11:10.229]
point out is that we are going
[00:11:12.389]
to use um the gale
[00:11:14.548]
document number to help you access
[00:11:16.580]
these. And so you
[00:11:18.668]
can either do this as a support
[00:11:20.969]
staff and find these documents and then link
[00:11:23.200]
them out for the students or the students
[00:11:25.369]
can use this. Um You may just
[00:11:27.389]
want to show them how to, to access
[00:11:29.557]
this material through this. So you would go to the
[00:11:31.658]
advanced search and you're in contact
[00:11:33.879]
text database and
[00:11:36.340]
search for the gale document
[00:11:38.349]
number that is included on the student
[00:11:40.479]
handouts
[00:11:41.840]
and from there, um
[00:11:44.200]
it's gonna give you the resource
[00:11:46.658]
that we're using. And then again, best practices
[00:11:49.239]
may be for the support staff to go ahead
[00:11:51.460]
and find those documents and then use something
[00:11:53.639]
like the get link tool to then
[00:11:55.759]
send that specific link out to
[00:11:57.899]
the students to be able to do that.
[00:11:59.969]
So
[00:12:01.028]
let's go ahead and take a look of
[00:12:03.048]
where to find these on the support page.
[00:12:05.668]
So the support page is support
[00:12:07.940]
dot gale dot com.
[00:12:10.080]
Again, support dot gale dot
[00:12:12.259]
com is our support page and there's
[00:12:14.349]
gonna be a whole lot of materials in here. If
[00:12:16.408]
you haven't ever visited our support
[00:12:18.639]
page, please do because we are constantly
[00:12:20.677]
creating materials to be
[00:12:22.739]
able to use. Um But
[00:12:24.879]
the first pathway that I showed
[00:12:26.918]
you to be able to get here is under this training
[00:12:29.219]
center
[00:12:30.019]
and this content specific materials
[00:12:33.927]
and then you have this gale in context
[00:12:35.989]
primary source lesson plans.
[00:12:38.750]
And if you click on those,
[00:12:40.710]
here are the six that I've already
[00:12:42.830]
created for use in the classroom
[00:12:45.349]
and you are free to send these out and use these
[00:12:47.519]
however that you would like.
[00:12:49.528]
And so the first one that I made
[00:12:51.609]
and and one of my favorites that we can look at
[00:12:53.658]
is this lesson planned from Frederick
[00:12:55.807]
Douglas of looking
[00:12:58.158]
at the primary source of what to the slave
[00:13:00.219]
is the 4th of July.
[00:13:01.750]
And so again, they start out with
[00:13:04.359]
the teacher's procedures and teacher's
[00:13:06.548]
hand out.
[00:13:07.700]
And then you have the student hand out
[00:13:09.859]
after that
[00:13:12.288]
to e e again, either distribute
[00:13:15.168]
uh digitally or distribute
[00:13:17.969]
um by copies.
[00:13:20.080]
And then at the bottom
[00:13:21.879]
uh is the answer key that goes along with
[00:13:23.960]
it. So again, just make sure you don't distribute
[00:13:26.177]
the answer key when you are distributing
[00:13:28.538]
the digital version of the student handout.
[00:13:31.090]
And so you'll see that there is a search path
[00:13:33.359]
here or there is an
[00:13:35.418]
advanced search of the gil document
[00:13:37.690]
number. And that is the easiest
[00:13:39.759]
way to me to be able to make sure that you're dealing with
[00:13:41.879]
the right documents
[00:13:43.369]
um in the sense that uh
[00:13:45.509]
we are uh making
[00:13:47.849]
sure we're all on the same page and how
[00:13:50.177]
to find those
[00:13:51.889]
um is I'm gonna go ahead and
[00:13:53.908]
search with us history. You'll see that this one works
[00:13:56.168]
with us history and context
[00:13:58.668]
high school in context
[00:14:00.690]
and um
[00:14:04.048]
middle school. Oh, I do want to show you the other couple
[00:14:06.229]
pathways before I jump in on how to do that because
[00:14:08.469]
this is in here several times. But I also want
[00:14:10.629]
you to be able to look around at all the other great
[00:14:12.649]
materials that we have
[00:14:14.489]
in here.
[00:14:15.729]
So again, I found that
[00:14:18.269]
um through the training center, content specific
[00:14:20.710]
materials. But again, if I just go to support
[00:14:23.080]
dot gale dot com and go to the training center,
[00:14:25.307]
I could also find it here by browse by
[00:14:27.389]
type
[00:14:28.788]
and this is a lesson plan. So
[00:14:31.009]
if I click on lesson plans,
[00:14:33.548]
they are here for me and lesson plans.
[00:14:36.469]
These are six new ones. So they're up
[00:14:38.590]
here at the top, but it also gives you the ability
[00:14:40.840]
to scroll down of some of the other lesson plans
[00:14:43.080]
that are already created for you here.
[00:14:45.700]
Or if I went to the training center, I could browse
[00:14:48.070]
by product and I like the browse by product
[00:14:50.418]
because if you are not a subscriber
[00:14:52.658]
to all the different types of products,
[00:14:54.908]
then you can see
[00:14:57.129]
um which ones are there for your product.
[00:14:59.320]
So again, I am
[00:15:01.500]
going to look at Gale and context us
[00:15:03.599]
history
[00:15:04.927]
and I can if I scroll down. So here's
[00:15:07.418]
the webinar that you're in right now
[00:15:10.219]
and then I could look at some printable tools
[00:15:12.500]
or I could look at all these lessons and activities
[00:15:15.349]
that have been created for
[00:15:17.469]
Galan context us history, including
[00:15:20.177]
these ones with a little new tag. These
[00:15:22.269]
are the ones that we're talking about today. These
[00:15:25.019]
um these lesson plans here.
[00:15:27.298]
So again,
[00:15:28.557]
was gonna click on this one and I'm actually
[00:15:30.769]
gonna go into Galan context
[00:15:32.840]
high school to show us
[00:15:34.859]
because that's what we're gonna be in today.
[00:15:37.099]
But again, this works for us history, high
[00:15:39.149]
school and middle school for this particular
[00:15:41.177]
one. So as long as you
[00:15:43.259]
are a subscriber to any of those three, this
[00:15:45.359]
particular lesson plan will work
[00:15:51.450]
And so if I go into my
[00:15:53.668]
Gael and Context high school,
[00:15:56.798]
and I'm looking for this particular
[00:15:58.950]
primary document to link out to my
[00:16:01.000]
students
[00:16:02.099]
and I am going to search by document
[00:16:04.469]
number and this is the one that I got
[00:16:06.599]
from that handout.
[00:16:08.080]
And then if I go to this field and I change
[00:16:10.460]
to gale document number
[00:16:12.629]
and I hit my search.
[00:16:16.979]
The nice thing about this is I know
[00:16:19.200]
that it's the document that is being
[00:16:21.320]
addressed in there because only one
[00:16:23.427]
is gonna come up and I'm looking for
[00:16:25.489]
that particular gale document and it's
[00:16:27.538]
the same number in all the different
[00:16:29.859]
databases that it's in. And so we
[00:16:31.908]
have this primary source of
[00:16:34.139]
this beautiful Frederick Douglass speech
[00:16:36.340]
that he delivers in 1852.
[00:16:39.119]
And so this is one of the resources
[00:16:41.658]
that a lot of those questions are on based
[00:16:43.899]
on that. And so again, best practices
[00:16:46.479]
I think is to go ahead and link
[00:16:48.509]
that out to the students using this get
[00:16:50.649]
link function right here.
[00:16:53.190]
And that creates a persistent URL
[00:16:55.528]
to this document to be able
[00:16:57.690]
to send it out.
[00:16:59.177]
Um or you, if you use Google classroom,
[00:17:01.729]
you could automatically share it to your Google
[00:17:03.950]
classroom that way. Um or
[00:17:06.380]
send it to my Google drive my one
[00:17:08.500]
drive or my email. But again,
[00:17:10.607]
the most versatile I think here is this
[00:17:12.750]
get link tool, send it directly to the students
[00:17:15.347]
so that they know exactly where they are accessing
[00:17:17.949]
this and this gives you
[00:17:20.269]
access to this particular
[00:17:22.367]
primary source that's in here and
[00:17:24.509]
to be able to very easily
[00:17:26.577]
do this activity with the students.
[00:17:31.327]
OK. Are there any questions
[00:17:33.759]
before I move on to some of the advice
[00:17:36.219]
to creating your own
[00:17:39.189]
projects for the students using
[00:17:41.298]
these primary sources?
[00:17:43.989]
I've seen a couple come through that have gotten
[00:17:46.038]
answered. So I appreciate that if you guys
[00:17:48.117]
answering them as I go.
[00:17:50.400]
And again, there are six of these that are premade.
[00:17:53.400]
Um But obviously, I have not made everything
[00:17:55.827]
that's possible in here. You're gonna see a whole lot of primary
[00:17:58.209]
documents. And so I do think it's really important
[00:18:00.219]
to look at all the great things that can
[00:18:02.420]
be made using these databases.
[00:18:07.587]
OK? I don't see any more questions coming through,
[00:18:09.607]
but again, please feel free to reach out
[00:18:11.689]
as we as we do this.
[00:18:13.890]
OK. So where are primary
[00:18:15.989]
sources within Galin context? These are all
[00:18:18.009]
the different databases that are
[00:18:20.028]
going to have these primary documents.
[00:18:22.107]
And so you're gonna see these are in biography
[00:18:24.930]
gain context, Canada Galan context, college
[00:18:27.509]
gain context, global issues, high school,
[00:18:29.670]
middle school, opposing viewpoints, us history
[00:18:32.067]
and world history. And so
[00:18:34.219]
these types of lessons can be created
[00:18:36.439]
using any of these different in context
[00:18:38.939]
databases.
[00:18:40.449]
And in order to create these, I
[00:18:42.827]
think you should utilize um
[00:18:45.038]
really both but two different search
[00:18:47.269]
paths. One is utilizing the advanced
[00:18:49.380]
search and looking for
[00:18:51.430]
primary sources. And so combine
[00:18:53.670]
your search terms and limiters to find the perfect
[00:18:56.028]
document for your product project.
[00:18:58.920]
Um And then also consider using advanced
[00:19:01.229]
search to find other unique sources to analyze
[00:19:03.420]
of images or infographics or creative
[00:19:05.778]
works. But again, we are specifically
[00:19:08.087]
looking at primary sources today. And
[00:19:10.229]
so there is a content type
[00:19:12.449]
of primary sources within here
[00:19:15.199]
and so feel free to use that advanced
[00:19:17.630]
search if you know a particular document
[00:19:20.160]
that you are wanting your students to analyze,
[00:19:23.500]
or you could utilize the content
[00:19:25.939]
buckets that are here within
[00:19:28.798]
our searches and our topic pages.
[00:19:31.759]
And so um you could then
[00:19:33.939]
dig even further and filter
[00:19:36.259]
those tools to discover the resources you're
[00:19:38.400]
looking for and then don't forget to filter by
[00:19:40.538]
content level too, especially if
[00:19:42.597]
you are looking for something that maybe
[00:19:44.880]
is middle school or upper elementary
[00:19:47.250]
appropriate um for
[00:19:49.298]
this. But again, primary sources are in middle school, they
[00:19:51.357]
are not in Gale In Context: Elementary.
[00:19:53.617]
Um at least yet. So make sure
[00:19:55.778]
that you are looking for some of those
[00:19:57.969]
in the middle school database.
[00:20:00.250]
But again, we can filter our results within
[00:20:02.670]
those content buckets to look for
[00:20:04.808]
the specific examples of what we're looking
[00:20:07.107]
at. And
[00:20:09.969]
don't forget that you have those great
[00:20:12.219]
tools within Gale In Context
[00:20:14.617]
that you can use to further your lessons.
[00:20:16.920]
If you notice on the Frederick
[00:20:18.979]
Douglas lesson plan that I had just
[00:20:21.058]
pointed out, if you were following along there
[00:20:23.317]
is an extension there that uses the highlights
[00:20:25.439]
and notes tools. So you have the ability to
[00:20:27.500]
share that content using get link,
[00:20:29.607]
download or send to. You
[00:20:31.640]
also have the ability to use are amazing
[00:20:34.375]
accessibility tools within
[00:20:36.775]
our database and make sure that you are
[00:20:38.844]
translating, using different font sizes,
[00:20:41.055]
display options or especially
[00:20:43.545]
some of these um are very
[00:20:45.732]
difficult for our our emerging
[00:20:48.104]
learners. And so the listen tool becomes
[00:20:50.295]
really important when we're dealing with primary sources.
[00:20:53.094]
And then again, encouraging analysis. The extension
[00:20:55.634]
of the
[00:20:57.692]
um the Frederick Douglas has
[00:21:00.160]
uh highlights a notes tool being used
[00:21:02.380]
to highlight three different portion
[00:21:04.439]
of
[00:21:05.430]
the um of the speech
[00:21:07.719]
that they find particularly important
[00:21:10.308]
and using the notes tool to be able
[00:21:12.439]
to summarize what exactly
[00:21:14.519]
Frederick Douglass meant by that and, and
[00:21:16.528]
turn it in.
[00:21:18.288]
And then also, you know, to develop
[00:21:20.308]
those research skills. Again, one of the important
[00:21:22.729]
takeaways, I hope that you get from these lessons
[00:21:25.150]
is not only are we building
[00:21:27.170]
content knowledge, but we're building
[00:21:29.189]
skills that go along with analyzing
[00:21:31.660]
these primary sources and
[00:21:33.808]
using historical contextualization
[00:21:35.969]
and point of view, but also how
[00:21:38.140]
easy this would be to do some further research.
[00:21:40.719]
So let's go ahead and take a look at how
[00:21:42.880]
to find these primary sources within
[00:21:45.308]
our in context databases. And
[00:21:47.538]
we're gonna stay within high school
[00:21:50.367]
of just looking for some examples.
[00:21:52.798]
So I'm gonna go back to the high school home page
[00:21:55.107]
again, I'm in Gale in Context high School, but this
[00:21:57.180]
is gonna work similarly in all
[00:21:59.298]
those different databases that I already
[00:22:01.778]
mentioned. So we'll start with our advanced
[00:22:04.229]
search. And again, we
[00:22:06.278]
have the different content types down here and I know
[00:22:08.430]
I'm looking for primary sources. So I'm gonna go
[00:22:10.449]
ahead and click that primary source content
[00:22:12.910]
type. And one of the ones that
[00:22:14.930]
I haven't made yet that I always
[00:22:17.259]
used in my classroom because that's one of my favorite
[00:22:19.278]
primary documents um
[00:22:21.357]
is Washington's farewell address. And
[00:22:23.459]
so if I were going to search
[00:22:25.587]
for Washington's farewell address, I might
[00:22:27.640]
look for Washington
[00:22:29.288]
and farewell
[00:22:31.969]
and do a general search there
[00:22:34.390]
knowing that I'm looking for that primary
[00:22:36.567]
document and seeing if that primary document
[00:22:39.140]
is here for my project that I'm wanting
[00:22:41.347]
to do,
[00:22:48.469]
give it just a second, it's searching through all
[00:22:50.827]
the great materials that we have.
[00:22:53.459]
And so we see that it's bringing
[00:22:55.607]
up this text of Washington's farewell
[00:22:57.910]
address.
[00:22:59.719]
And so it is in here, right? We have
[00:23:01.979]
the primary document in here to use
[00:23:04.867]
and so I can find some primary
[00:23:07.160]
documents that way that I might want to.
[00:23:09.259]
But again, this is using the advanced search
[00:23:11.347]
because I had something specific in mind. Now,
[00:23:13.500]
you could always just search through the
[00:23:15.567]
primary documents and look at all the
[00:23:17.617]
different types of sourcing that
[00:23:19.739]
you have here. But in teaching
[00:23:22.038]
in my classroom, I know some of the,
[00:23:24.269]
the documents that I want to be able to use
[00:23:26.519]
or at least I know maybe the person
[00:23:29.000]
that I'm looking for a primary document
[00:23:31.009]
in. And so I have this great text
[00:23:33.327]
that I could use to send to my kids.
[00:23:35.400]
Again, I could send it out. Um
[00:23:37.479]
And my kids have this and again,
[00:23:39.759]
we have the accessibility tools, they can increase
[00:23:42.239]
or decrease the font size, they could
[00:23:44.269]
change the display options. Um
[00:23:46.380]
But especially for our primary
[00:23:48.459]
sources, I love the listen tool because
[00:23:50.759]
one of the,
[00:23:51.979]
you know, great hardships
[00:23:54.058]
of teaching us history and primary documents
[00:23:56.597]
is this is something that I would cover early
[00:23:58.709]
on in the year and it's kind
[00:24:01.107]
of difficult, right? If you look at my reading level
[00:24:03.420]
of this, which I can't change because it's a primary document,
[00:24:06.278]
it's it's at an undergraduate level.
[00:24:09.479]
And so I really love the listen
[00:24:11.538]
tool here so that students can listen
[00:24:13.640]
to this primary document and understand
[00:24:16.117]
it and kind of chunk it a little bit that way
[00:24:18.278]
because
[00:24:19.250]
um it, it's sort of, you know, one
[00:24:21.347]
of the the hardest things about primary sourcing
[00:24:23.778]
in us history is sometimes you have to start
[00:24:26.087]
out with some of the harder documents and
[00:24:28.538]
the plain speaking documents come a little
[00:24:30.577]
later in us history and not in the early
[00:24:32.739]
days. So I really love the accessibility
[00:24:35.077]
tools for that one, but especially the listen tool
[00:24:39.459]
now that was using advanced search,
[00:24:41.910]
another way was we could just use our topic
[00:24:44.097]
pages or our general searches and our content
[00:24:46.597]
buckets there.
[00:24:48.009]
And so if I were to search George Washington
[00:24:50.519]
here, and
[00:24:53.337]
I notice not only with my
[00:24:55.367]
searches, do we have a topic page for George
[00:24:57.670]
Washington? We actually have a topic
[00:24:59.719]
page just for George Washington's farewell
[00:25:01.969]
address.
[00:25:03.778]
And so if I'm gonna click on there, I can
[00:25:05.847]
see in my, in my bucketed content
[00:25:07.880]
that I do have a primary source here,
[00:25:10.390]
right? Which is gonna be the same primary
[00:25:12.459]
source I just brought up in here. But
[00:25:15.097]
if I'm having the students again, if
[00:25:17.150]
you notice in most of these lesson plans,
[00:25:19.170]
not only am I giving the students the actual
[00:25:21.558]
primary document, but I'm giving
[00:25:23.567]
them some reference material to go with it
[00:25:25.660]
because the the skill here
[00:25:27.759]
is not only to read and analyze the primary
[00:25:29.837]
document, but to be able to put
[00:25:31.910]
that primary document within
[00:25:34.048]
its historical contextualization, right?
[00:25:36.219]
To be able to understand what's happening
[00:25:38.759]
in the background to create this primary
[00:25:41.278]
document. And one of the reasons
[00:25:43.439]
that I loved teaching George Washington's
[00:25:45.939]
farewell address is because it's just chock
[00:25:48.308]
full of all of these
[00:25:50.689]
um comments of what's going on
[00:25:52.880]
within the United States at the time, right? He
[00:25:54.890]
goes through all the different issues
[00:25:57.000]
that he's seeing within his administration.
[00:25:59.489]
Well, the students don't understand
[00:26:01.788]
what's happening in George Washington's administration.
[00:26:04.347]
They're gonna have a really hard time analyzing
[00:26:06.890]
this primary document.
[00:26:09.130]
And so in this sense,
[00:26:11.150]
this is a really great example of
[00:26:13.199]
something that we can give the students the primary
[00:26:15.449]
document. But we could also
[00:26:17.587]
use this get link to send students
[00:26:19.769]
right here to this topic page
[00:26:22.097]
of George Washington's farewell
[00:26:24.308]
address. You don't even have to pick a specific
[00:26:26.769]
reference material that goes with them.
[00:26:28.880]
You can use that get link and send them just
[00:26:31.269]
here to this topic page and therefore
[00:26:33.664]
they can go through and they can find their own
[00:26:35.704]
answers to what is he referencing,
[00:26:37.983]
right? What is happening in the background?
[00:26:40.056]
Or if I wanted to specifically
[00:26:42.375]
give them one of these references,
[00:26:44.394]
I have one of these references like this, which
[00:26:46.605]
is specifically going over the farewell
[00:26:48.644]
address and it goes over some
[00:26:50.733]
of the themes and context
[00:26:53.125]
of what happening within George
[00:26:55.371]
Washington's farewell address. And so not
[00:26:57.621]
only do I have access to these beautiful
[00:27:00.070]
primary sources, but I have all the
[00:27:02.082]
reference materials that go with them.
[00:27:04.442]
And so here I'm seeing the major
[00:27:06.740]
themes, I'm seeing the theme of international
[00:27:09.401]
relations and everything that's happening. I'm seeing
[00:27:12.121]
the development of political parties and
[00:27:14.141]
why that's a theme within
[00:27:16.670]
Um this particular
[00:27:18.719]
document. It gives me some quotes from
[00:27:20.847]
it. It gives me this theme of nationalism and
[00:27:22.969]
feed uh federalism.
[00:27:25.250]
And so it would be really, really
[00:27:27.269]
easy for me to give them both of these documents
[00:27:29.827]
and maybe say, OK, highlight
[00:27:32.107]
in one color um where
[00:27:34.558]
you're seeing the theme of this international
[00:27:37.117]
relations and highlight in another color
[00:27:39.189]
where we're seeing the theme of political
[00:27:41.298]
parties and where George Washington is
[00:27:43.317]
bringing that up in his farewell address.
[00:27:45.479]
And so there's so many different ideas
[00:27:47.837]
and examples of how we
[00:27:49.942]
can use this within the classroom
[00:27:52.255]
and using this to build that content
[00:27:54.462]
knowledge and that skill, knowledge
[00:27:56.854]
of what's happening um
[00:27:58.875]
within our primary sources and
[00:28:01.035]
primary source information that are within these.
[00:28:04.660]
Um And so again, some of this is also
[00:28:06.959]
finding the secondary information
[00:28:09.298]
because if you notice in all
[00:28:11.660]
of those um national
[00:28:14.077]
standards, it's not only analyzing primary
[00:28:16.380]
sources, but it's analyzing the secondary
[00:28:18.577]
sources of what they're seeing.
[00:28:20.308]
And so in the gale con in
[00:28:22.390]
context databases, they're getting both right,
[00:28:24.449]
they're getting access to those great primary documents,
[00:28:26.817]
but they're getting access to those secondary
[00:28:29.087]
documents that's analyzing all
[00:28:31.660]
of that history that's going on behind it.
[00:28:39.259]
So again, either search path will
[00:28:41.317]
work, we found the same primary document
[00:28:43.837]
through both different search paths
[00:28:46.308]
um and the supporting information
[00:28:48.680]
to go with them. And so again, if
[00:28:50.699]
that's sort of my idea is I want
[00:28:53.009]
them um to be able
[00:28:55.420]
to, to highlight that farewell
[00:28:57.680]
address,
[00:28:58.979]
let me go back to it.
[00:29:01.788]
And so all they would have to do is go back
[00:29:04.048]
to that primary document.
[00:29:07.489]
And now knowing those themes,
[00:29:09.699]
they could go through here and they could highlight
[00:29:12.107]
it, they could make a note
[00:29:14.058]
um, they could highlight it in different colors.
[00:29:16.327]
They could make a note that this is on political parties.
[00:29:20.347]
I'm not sure if it is. I, I didn't read
[00:29:22.538]
it. I'm not giving you the answers here. Um,
[00:29:24.729]
I've read it but I don't know exactly where they are
[00:29:26.769]
or, but I could, you know, make
[00:29:28.798]
a note there and they could send
[00:29:30.930]
it, they could email it to their teacher,
[00:29:33.087]
they could send it straight to their Google
[00:29:35.259]
Driver one drive and turn it in that way. And
[00:29:37.380]
that could be part of that analysis assignment
[00:29:40.479]
that goes into that.
[00:29:45.798]
So there's a whole lot of different classroom
[00:29:48.867]
uh materials that can be found through
[00:29:51.097]
these primary documents and, and
[00:29:53.259]
being able to do that. And so
[00:29:55.420]
I, I highly encourage you to
[00:29:57.719]
look through here, look through the ones
[00:29:59.867]
that have been premade. Um look
[00:30:02.087]
through the ones that um
[00:30:04.577]
you know, are teaching in the classroom
[00:30:06.837]
and being taught in the classroom of how
[00:30:09.087]
great that is. And I, I
[00:30:11.239]
will tell you from experience that
[00:30:13.719]
sometimes it's really hard to find those
[00:30:15.798]
nice primary documents
[00:30:17.808]
um
[00:30:19.077]
anywhere else and they are here
[00:30:21.890]
uh within the in contact database to be
[00:30:23.979]
able to use.
[00:30:25.660]
So again, um after this
[00:30:27.939]
and, and feel free to, to ask some questions,
[00:30:30.558]
but um please feel
[00:30:32.630]
free to always be checking our support
[00:30:34.640]
ga dot gale dot com support
[00:30:36.709]
page. This is where these lesson
[00:30:38.769]
plans are housed, but there's also a whole
[00:30:40.808]
lot of other things, things like tips sheets, tutorials,
[00:30:43.683]
um these recorded webinars, if you would
[00:30:45.834]
like to learn more, feel free to look
[00:30:47.854]
through our recorded webinars, lesson
[00:30:49.952]
plans, projects, scavenger hunts.
[00:30:52.144]
Um And as always, if you have
[00:30:54.314]
suggestions on some things that we could create
[00:30:56.594]
for you, um, feel free to send
[00:30:58.755]
those suggestions our way as well.
[00:31:02.117]
We do have an upcoming gale in the classroom
[00:31:04.558]
webinar next week, it's on inquiry
[00:31:06.650]
based learning within gale in context
[00:31:09.000]
science. And so switching gears a little bit
[00:31:11.180]
from the history classroom to the science classroom
[00:31:13.469]
with a former science teacher
[00:31:15.269]
and how to analyze that. So if you want to sign up
[00:31:17.390]
for that one, again, it's support dot gale dot com
[00:31:19.449]
slash training slash webinars.
[00:31:21.617]
And so we would love to see
[00:31:23.650]
you again on that one.
[00:31:26.170]
And then as always, um thank
[00:31:28.567]
you for coming. You have a QR
[00:31:30.709]
code here for a training survey.
[00:31:33.229]
We also get this in the email um
[00:31:35.670]
after this along with the recording
[00:31:37.689]
from today. Um but
[00:31:39.827]
I would always appreciate your feedback
[00:31:42.209]
of whether or not you
[00:31:44.640]
um are enjoying these webinars
[00:31:47.308]
and and how we can make them better for you
[00:31:49.430]
because that's what we're here for.
[00:31:51.459]
Feel free to also follow us on Instagram
[00:31:54.117]
or Twitter or you can always
[00:31:56.479]
get in contact with your customer success
[00:31:58.519]
manager at Gale dot customer success
[00:32:00.548]
at sage dot com. My
[00:32:02.739]
email is Cinda dot Wood at
[00:32:05.170]
sage dot com and I
[00:32:07.317]
would love for you to email if you have any
[00:32:09.430]
questions after that.
[00:32:11.130]
Um But I will pause here and
[00:32:13.259]
answer any questions that you have.
[00:32:15.400]
But as always, thank you for joining us today.