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Gale 101- Gale In Context: U.S. History

Gale In Context: U.S. History is designed to support users in exploring and understanding American history from colonization through contemporary history including the war on terrorism and the rise of the internet. Diverse content types including Reference Articles, Biographies, Primary Sources, Academic Journals, and Multimedia materials engage all types of learners to ensure equitable access and maximize understanding.

View this session to explore the key topics, workflows, and tools designed to support users in effective research, teaching, and learning.

Duration: 30 Minutes
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Welcome everyone. Thank you again for joining

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our Gale 101 session. Today is

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going to be looking at Gale In Context: U.S. History

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My name is Amber Winters

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and I'm a senior training consultant here with Gale.

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So for our session today, we have kind of

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four main sections we're going to go through first,

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we'll have a quick resource overview

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just for anyone who's really new to the resource,

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what you can expect to find. Then we'll take

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a look at some of the key content types that are

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going to be available for you.

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Excuse me, for you and for

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your user. Sorry, we have a question

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pop up here.

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Looks like we have a question about

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that picture. So that picture

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is the March on Washington.

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Um So yeah, again, we'll go over

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the key content, the different content types you're going to

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find within the resource, then we're

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actually going to walk through the platform.

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So you'll see how we can search how we can browse

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all of the filters we have available as well as

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some of the different document tools and features.

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So things like highlights and notes using

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the citation tool. We're going to take a look at all of that

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today. And then at the end of the session,

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I do have some wrap up information for you. I

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said questions here as well, but I should

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be able to answer questions as we move along today.

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So as you think of questions, go ahead and pop

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those into the Q and A, it's already open and

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I'll be able to answer them. But again, if there's any

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complicated questions that I think need to

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wait until the end of the session for a better explanation,

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we will have time for that.

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So let's go ahead and get started with gel and context us

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history. So this resource is really designed

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for secondary level students

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and up. So we're talking upper

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middle school, high school students as well as

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undergrads. Even adults can

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jump into this resource to find information, you know,

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if they um

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just learning something new about history and just want

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to learn a little bit more. This is a great place for them to go.

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Um I've pulled out a screenshot here. I actually

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got myself lost in a little bit of a rabbit hole learning

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about the interstate highway system. So it

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is actually a nice resource for adults as well. Anyone

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who's joining from a public library, this

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is a great place to send people if they're just looking for

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some more historical information

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and a few of the key subject areas found within

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this resource are going to include peoples and cultures,

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events in decades, court cases,

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political constructs and movements, as well as

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wars and conflicts. And this resource

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spans from the colonialization

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of North America all the way to

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more contemporary history. So things like 911

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and things similar to that. So it's really

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spanning the whole

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kind of United States history. You

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will find content

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In addition to all of those subject area

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content, we have some great tools that are

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going to help your users as well as well.

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So highlights and notes are going to be available. All

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of our information is translatable.

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So your users can choose whatever language they prefer.

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We also have a read speaker that will read the text

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out loud to them. So if you have struggling readers,

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they can have anything within the resource,

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read aloud to them, even captions on images

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will be read to them.

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We also have integrations with Google and Microsoft.

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So if users want to save content for later or

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maybe share out with their peers or with their colleagues,

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they can do that as well.

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And we'll take a look at all of those ones we get in the resource.

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But first, let's talk about some of the different content types

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you're going to find here. And these are broad categories

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that I'm going to go over. they get a much more

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intricate and much more intricate

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as you kind of dig in. But just

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some broad categories. The first is what a lot

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of people are going to expect reference articles.

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That's where you're going to get an overview of the

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information you're going to get just the facts

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of whatever topic you're learning about. Again,

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I pulled a screenshot of the Interstate

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Highway Act, which was surprisingly interesting.

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So anyone digging into the resource,

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you might want to take a look at that topic page.

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Um

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But they're going to get the facts. So if you have students

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who are maybe just starting off learning about a

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topic, it's a great way to get them started,

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direct them to the reference articles and they're going to get

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those bits of information that they'll need

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to start digging in more. Start

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maybe critically thinking about different points of view

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about historical events and things like that.

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We also have some great multimedia content

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in the forms of videos and images as well as

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audio files like podcasts. So

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these are really nice for any of your learners who just prefer

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to get knowledge

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other, other ways than text. They can

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listen to things. They can take a look at images.

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You see, I've pulled forward here. We have a lot of great

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political cartoons found

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under our image section. So these are also really

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nice to pull out. If I have any teachers on the line,

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you know, for a quick bell ringer,

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you know, while you're doing your attendance, you pull up this

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kind of interesting little

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political, political cartoon and just

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have them think about it, have them talk about

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it, you know, what does exactly does this mean? What are you seeing

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in the cartoon? What do you think that the

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author is trying to say?

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And we also have a huge primary source collections.

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And so right now we're at just over

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5000 unique primary

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sources that are going to help your students

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or your users. So these

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could be helpful to supplement a class,

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class lesson that you're going to be doing.

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Of course, these are going to be great for projects

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if you're at the public library, this is great for

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homework help as well.

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Something that's really nice within those resources.

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This is these will actually be labeled as

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primary sources as well, which

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I think is a subtle but important thing

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because of course, for students trying to understand

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the difference between a primary

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source and a secondary source is sometimes

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difficult. So what we've done is we've pulled them out

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into their own separate kind of content bucket

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and we've labeled them primary sources. So

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students know when they click into it. OK?

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You know, this was written during that time,

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it's a primary source.

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We also have some really nice case overviews

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that are going to go over some of the key

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cases in US history and

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it's going to give some main ideas about those

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cases as well as a kind of a cultural

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background. So your students are going to

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understand what was going on in society

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around, you know, Miranda V Arizona

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or whatever court case they're looking at. So not just

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getting, you know, a transcript of the court case,

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they may get that as well, but they're also getting context

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and they're getting background so they can better understand

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what the world was like, what the US was like

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while this court case was going on,

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we include biographies in here as well.

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So if you're looking for people instead of events,

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you'll find again all the way from

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colonialization to more

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contemporary history, you'll find individuals

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here in this resource to support whatever

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learning you're looking for.

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And finally, we have some timelines built in

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here too and you'll see these are pretty

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pretty visual. We have timelines

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around surrounding people as well

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as events. You'll see this one is about the Affordable

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Care Act. So definitely a more contemporary

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piece of history, but they just provide

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quick little bits of information about the

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person or about the event to kind of

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give a quick background. A nice simple thing

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to see. This is great for them to include maybe in a project

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as well. You know, if they're looking for something visual,

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they can tack in there that this is a great

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thing for them to use. It's ready to go for them within

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the resource.

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Now, I wanna just take a look and kind of click

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through everything so you can see how we have everything

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organized before I do. I haven't seen any questions

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come up in the Q and A but I do just wanna

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pause. Does anyone have any questions for me before

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we really roll into the resource?

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OK.

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No questions, no problem. We'll go ahead

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and get started here. So this is the home page of Gill

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in Context us history. If you're familiar

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with any of the other in context resources,

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you'll notice it looks nearly identical,

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of course, with different pictures since it's different subjects.

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But we've kept all of the in context resources

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almost identical in their,

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their pathways and their workflows. So

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right here on the home page, if I scroll down, you see,

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we pull forward some different topics of interest

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and these generally change monthly depending on

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what's going on.

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A lot of times we may highlights you know,

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an observance. So, um Hispanic

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Heritage Month or something like that, you'll find something

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pulled up here as well. Um Again,

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I looked at the Interstate Highway system one recently,

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um but it'll change monthly kind

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of again, just depending on what's going down

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underneath that.

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We have this browse topics section

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here and all of these topics that are listed

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are actually topic,

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sometimes called portal pages that we've

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created for your users. And what we

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do is we make this nice organized page that

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has an overview, overview of whatever topic

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they're going to be learning about.

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And then it has content buckets with all of the different

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results related to that topic. So

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our reference articles are pulled out separately.

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Our primary sources are images and

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it organizes it for them. So

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for any teachers on the line, I really

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recommend if you can find the topic page for

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what you want your students to look at, have

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them go there first before they even start running

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searches or anything like that. Have

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them start at that nice clean landing

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point and start their research from there

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a lot of times it's more effective.

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because of course, students sometimes struggle to build

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their own search terms to, to build um

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productive and effective search terms. So

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we try to help them along with that with

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these prebuilt topic pages. But you'll see,

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we have them organized here.

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We have some African American perspectives. We've pulled

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out our biographies are in a separate section.

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Government documents. If you're looking for information

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on court cases, they have their own section as well.

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Something I also like to point out that's a little

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bit hidden at the very bottom here, we also have state

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portals. So if you want

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some history specific to your state, maybe you're doing a project

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specific to your state,

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you can actually click into the state's option

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and you can click directly into the topic

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page or the portal page for your

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state. And

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you'll see, I can browse really all

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the topics if I want to. And here you'll see. There's a lot

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though. So these are all

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topic pages that students will be able to click into

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and this isn't the only content

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we have. There are of course, going to be topics

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that aren't studied as much that we don't have

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fully developed topic pages about. So

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if they're looking for something a little bit more obscure,

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they may not find this prebuilt topic page,

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but they can run a search and they'll still pull information

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for whatever that topic is.

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Now, I'm going to go ahead and jump back to home here

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because there's another great way to find topic pages

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again, which is a great place for students

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to start. If I start to type, let's

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say I want to learn about the Black Power movement

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today. When

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I start to type here, you see, I have a few

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different drop down options.

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The 1st 1234, being

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bolded. So when your students start to search

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any of these predictive texts that

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come back, bolded, these are going to be

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topic pages for them. So if they

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were to run a search for one of these or to click into

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one of these, they're not going to get just that

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basic search results page. They're going to

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get that topic page feel. So let's

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do that. Let's click into Black Power Movement here.

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Yeah. And now here we are on our topic page.

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So a few things I want to point out at the very top

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is our overview. Again, this is giving them

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the background. This is like their starting point

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for their research. If this is something new,

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this is where they may want to go to kind of get their footing

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or if this is, you know, the wrap up of

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the unit and they're just trying to remember what they learned at the very

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beginning of the unit, which happens.

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This overview again is a really nice summary

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just to remind them, you know, this is what happened.

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This is what we took a look at.

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they can click the blue read more button here

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and it from

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bits of information here. So you'll see this is oh yeah,

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at the very bottom, this one's got some critical thinking questions.

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And I will say these are great to share again as

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a bell ringer or maybe on a discussion

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board. You know, if you want to just have students discuss

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something quickly, you can just steal these

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critical thinking questions from us. We definitely

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want you to use them wherever and

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you post them wherever you want them to go. You can share with the

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full document even and have students read through

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and then answer those critical thinking questions.

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I'm going to go back here to my topic page

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and I can do that by using the back button in the browser

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or I can select Black

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Power Movement right here in my little breadcrumb trail.

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So let's go that way.

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So scrolling down under the overview.

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Now, if your students are ready

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to kind of dig into the information

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a little bit more you'll see in this gray bar

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here, we show all of the different content types

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that we have available for this resource. So you'll

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or for this topic. So you see if we got

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quite a bit of reference, we've got some videos,

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some academic journals for our higher level users,

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biographies, audio files, some case

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overviews, primary sources, magazines,

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images and news here.

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And then you'll see I can scroll down. And

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now I'm starting to see the first three in each

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of those categories here. So my first three reference

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articles are found primary sources.

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You see, I can just scroll down and take a look at all of these content

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buckets really quickly. And this is going to help

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me narrow down my results, you know. So I'm not just

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getting a huge list of,

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you know, thousands of articles

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and videos and things kind of all just bundled together.

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These are all pulled out separately. So if they want a video,

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they can just scroll and boom, click just into

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their videos that are related to this resource

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and the very bottom of our topic page here,

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I also want to point out we include related topics.

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So this is a really nice way for users to kind

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of move forward with their research. You know, they read

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through learning about the Black Power movement,

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maybe they want to learn more about Malcolm X. Of course,

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he's mentioned frequently, I'm sure within this

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topic page. So he has his own topic page

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as well. So they can jump in to learn more

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about him. Maybe they want to take a broader

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look at the civil rights movement, they can

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do that as well using these related topics.

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So realistically,

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your users can actually click all the way through this

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resource without even running a search. You

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know, if they're following the

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pathway by using these different related topics,

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you know, they don't have to worry about building search terms

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if they struggle with that.

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Now, let's go ahead and scroll up here

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and I'm going to just click into my reference content

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and we're going to pull forward all 100

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and 12 articles that I have related

[00:14:04.129]
to the Black Power Movement. And as you

[00:14:06.149]
would imagine, that's a lot for students to look through

[00:14:08.639]
it is sorted by relevance,

[00:14:11.769]
but I have some great filters on this right

[00:14:13.798]
hand side here that's going to help me out. So

[00:14:16.119]
of course, I'm not gonna read through 100 and 12

[00:14:18.239]
reference articles, I can narrow

[00:14:20.259]
it down, I can narrow it down based on subjects.

[00:14:22.609]
So to get a little bit more specific than Black

[00:14:24.769]
Power movement.

[00:14:25.928]
If I wanna see how students were involved

[00:14:27.969]
with the movement, you'll see, I click into that here.

[00:14:31.308]
Scrolling down again. As I mentioned, Malcolm

[00:14:33.428]
X is mentioned frequently. If I want to learn

[00:14:35.558]
a bit about racial violence around this time,

[00:14:38.219]
I can start to narrow it down using the subjects option.

[00:14:41.820]
I can also search within my results here if I want

[00:14:44.000]
to do that. So if I have something very specific in mind,

[00:14:46.609]
I can run a search right here within my

[00:14:48.649]
results.

[00:14:51.149]
And what's nice is if I did click into reference and I realized,

[00:14:53.509]
you know, this is actually not what I want. I want a primary

[00:14:55.750]
source. You'll see at the top of the page

[00:14:58.058]
here, I can click into primary sources

[00:15:02.979]
and I'm taking a look at the primary sources we have

[00:15:05.058]
available. You'll see, it looks like we have a few speeches,

[00:15:08.000]
an essay, a manifesto

[00:15:11.210]
quite a few speeches and I can click

[00:15:13.369]
into any of these and start to take a look at these primary sources.

[00:15:15.678]
Instead,

[00:15:17.969]
you see it was nice. We do give a little background

[00:15:20.109]
before our primary source. So again, we're

[00:15:22.239]
providing students with context about what

[00:15:24.359]
they're going to be learning about and then they'll

[00:15:26.489]
see the primary source itself down below

[00:15:28.759]
here.

[00:15:34.048]
I'm gonna jump back here

[00:15:37.070]
and click back into my reference articles

[00:15:39.129]
because I do want to show you a nice little feature

[00:15:41.250]
here that we have

[00:15:42.469]
in this resource and a few of our other in context

[00:15:44.700]
resources and it's this level documents

[00:15:47.330]
option listed here under our filters.

[00:15:49.859]
So a lot of our reference works, what we've

[00:15:51.879]
decided to do is build

[00:15:53.879]
two versions of the same article

[00:15:55.960]
at different levels. So if you're working

[00:15:58.109]
in a classroom where you have students who are at

[00:16:00.440]
two very different levels and you need to differentiate

[00:16:03.000]
what's being provided for them.

[00:16:04.798]
This level documents option is a really nice

[00:16:06.859]
way to do that.

[00:16:07.950]
And not all of our documents are leveled because this

[00:16:10.029]
is something we actually have to do by hand.

[00:16:12.168]
So it's um

[00:16:14.119]
it's something we're continuously adding to the resource.

[00:16:16.529]
But as you could imagine,

[00:16:17.759]
it does take some time.

[00:16:19.700]
But what this is is when I click into

[00:16:21.788]
my level documents option here, you'll see, I

[00:16:23.798]
have two articles with the same title

[00:16:26.678]
and it's giving me the lexile measures here

[00:16:29.678]
and sometimes a little bit easier to see is

[00:16:31.719]
the content level icons listed here as well.

[00:16:34.690]
So our content levels range from level

[00:16:36.788]
one, which is going to be like your elementary

[00:16:38.928]
school information, you're most

[00:16:41.019]
likely not going to find anything level one within this

[00:16:43.029]
resource all the way up to level five,

[00:16:45.369]
which is going to be your high school,

[00:16:47.629]
your undergrad things like that.

[00:16:50.099]
So we have these just quick little

[00:16:53.250]
quick little flags that are gonna let you know right

[00:16:55.320]
next to the lexile. So you'll see this

[00:16:57.500]
is a higher level art article article,

[00:16:59.649]
this level five and a lower level article,

[00:17:02.009]
this level four, that's going to be the same topic

[00:17:04.219]
though. So let me just click into one here.

[00:17:06.318]
I'll click into this top one

[00:17:11.299]
and again, you'll see this has kind of the same

[00:17:13.368]
layout as that overview. We took a look at earlier.

[00:17:15.809]
This one's got some main ideas pulled out

[00:17:18.959]
and critical thinking questions pulled out here as, wow.

[00:17:22.858]
And since this is leveled, I can actually change

[00:17:25.539]
what level I'm looking at while I'm on the document

[00:17:28.459]
you see on the left hand side here, we list our reading

[00:17:30.608]
levels. So again, I clicked into the higher

[00:17:32.930]
leveled article the first time.

[00:17:35.108]
If I now want to look at the lower level one, I can

[00:17:37.140]
click that

[00:17:39.449]
and you'll see it actually looks almost identical.

[00:17:42.199]
Of course, the difference is going to be

[00:17:44.920]
the vocabulary, um, the

[00:17:47.068]
sentence structure and things like that.

[00:17:49.358]
But what we've tried to do is make

[00:17:51.400]
them look as similar as possible, especially

[00:17:53.789]
if you're going to be giving them to students who are, you

[00:17:55.868]
know, sitting right next to each other because as

[00:17:57.969]
we know, students get embarrassed if they have to be handed a lower

[00:18:00.338]
level piece of text. So

[00:18:02.858]
unless someone's looking really closely you're

[00:18:05.088]
most likely going to be the only person who knows

[00:18:07.338]
what version of the document students are going to get.

[00:18:09.500]
But regardless of the version they get, they'll get

[00:18:11.618]
the same information, of course, to set

[00:18:13.759]
those different levels to make it really accessible

[00:18:15.799]
for them. Now,

[00:18:19.500]
since we're on a document, let's go ahead and look at some of

[00:18:21.549]
the different document tools we have available

[00:18:23.680]
here and I just will pause for a second. I haven't

[00:18:25.979]
seen any questions, but I do want to remind

[00:18:28.420]
everyone if you do have a question that Q

[00:18:30.578]
and A box is open.

[00:18:35.549]
OK. Now let's go ahead and take a look here.

[00:18:38.039]
So our first tool that I like to point out

[00:18:40.140]
this is really great to get buy in from students

[00:18:42.209]
who are doing projects and who are

[00:18:44.219]
tired of writing out their own citations after

[00:18:46.380]
they Google and find a document on Google.

[00:18:48.439]
right? Within the platform, we have our citation

[00:18:50.838]
tool built into our toolbar here

[00:18:52.949]
and we have citations for every single

[00:18:55.170]
piece of content within this resource. So if it's

[00:18:57.250]
an article, if it's an image, if

[00:18:59.259]
it's a video, a primary source, literally

[00:19:01.650]
anything they're going to find here is going

[00:19:03.670]
to have a citation attached to it. So

[00:19:05.858]
again, if you're trying to get buy in from students,

[00:19:08.449]
all they have to do is select it and copy

[00:19:10.729]
and paste it to wherever they want it to go,

[00:19:12.719]
you know, put in their work cited and they're

[00:19:14.848]
done, they don't have to worry about building their own citation.

[00:19:17.108]
It's a really nice feature we have here and you

[00:19:19.118]
can see we have options for Mlaap, a Chicago

[00:19:21.430]
or Harvard.

[00:19:23.449]
And if they don't want to copy and paste, they can also

[00:19:25.500]
export. So if they're using, you know, easy bever

[00:19:27.509]
noodle tools or if they want to send it over

[00:19:29.588]
to their drive, they can do that here as well.

[00:19:33.289]
And our citations are also found at

[00:19:35.318]
the very bottom of all of our

[00:19:37.328]
entries here, you'll see our source citation.

[00:19:39.489]
So if they miss it in the toolbar here,

[00:19:41.729]
hopefully they'll remember. It's at the very bottom of the page.

[00:19:43.989]
Again, they can choose whatever edition

[00:19:46.170]
whatever citation version

[00:19:48.328]
they need,

[00:19:49.630]
copy and paste it or download it, it's

[00:19:51.709]
ready to go for them.

[00:19:56.368]
Now, moving on from that citation button, we

[00:19:58.479]
also have our send to option.

[00:20:01.479]
Well, we have a question. Is there a topic page

[00:20:03.588]
for National History Day projects?

[00:20:05.939]
You know, I'm not sure, but

[00:20:08.430]
let me go through all of these tools

[00:20:10.779]
and then I'll search for it.

[00:20:12.150]
I think there is, but I don't want

[00:20:14.239]
you to quote me on that. So let me go through

[00:20:16.309]
these document tools and I will take a look, see if

[00:20:18.400]
we can find a topic page for National

[00:20:20.430]
History Day projects. Yeah.

[00:20:23.180]
Um OK. So

[00:20:25.390]
kind of moving on from citations here, we also

[00:20:27.559]
have this nice send to option.

[00:20:29.759]
So if I find an article or an image

[00:20:31.949]
or whatever that I think is interesting that I want

[00:20:34.009]
to save for later, I can hit that send to button.

[00:20:36.209]
I can send over to one of my drives, either Google

[00:20:38.430]
or Microsoft or I can email it to

[00:20:40.479]
myself. What's really nice is if I send

[00:20:42.588]
over to one of these drives here, it's

[00:20:44.848]
going to stay in my drive permanently. So

[00:20:47.049]
if I send it over at the beginning of the semester

[00:20:49.420]
and I want to use it to study for my final at the end,

[00:20:52.039]
it's still going to be in my drive waiting for me.

[00:20:56.549]
I can also download or print

[00:20:58.848]
it if I prefer those methods. And

[00:21:00.880]
these tools are also found right here.

[00:21:03.608]
We kind of duplicated where they're

[00:21:05.959]
located to make sure your students see it. So they do

[00:21:08.068]
the same thing. You'll see. We have our drives,

[00:21:10.259]
email, download or print,

[00:21:11.989]
so they'll find it up top or down below.

[00:21:14.809]
Next step. We also have this really nice get

[00:21:17.140]
link.

[00:21:17.969]
So if this is maybe something you

[00:21:20.078]
as an educator or as a librarian want to share

[00:21:22.289]
out with your users, you can use this, get

[00:21:24.459]
link, copy and paste it in social media

[00:21:26.500]
post on your discussion

[00:21:28.729]
board and the syllabus

[00:21:30.459]
wherever you wanted to go, it's a persistent URL

[00:21:32.539]
that's not going to break. So you

[00:21:34.640]
can post it wherever you want it, you don't need to worry

[00:21:36.719]
about it breaking and you know, having everyone reach

[00:21:38.759]
out to you because you can't access whatever you

[00:21:40.799]
found, you can use this, get link and really

[00:21:42.989]
post it wherever you want it to go.

[00:21:47.368]
Now, scrolling down here, we have some

[00:21:49.799]
kind of text manipulation and accessibility

[00:21:52.199]
tools that you're going to find down here on

[00:21:54.559]
the left side of the page underneath

[00:21:56.759]
the title of the article itself here, you'll

[00:21:59.009]
see this is where we can find our translation, you can

[00:22:01.108]
translate both the article as well

[00:22:03.199]
as the interface language. So translating

[00:22:05.338]
the interface language is going to change all

[00:22:07.509]
of the buttons your students are pressing as well as the

[00:22:09.519]
search bar and any any other navigation

[00:22:12.059]
um bits of information into

[00:22:14.328]
whatever language they prefer.

[00:22:17.049]
Next to that, they can also decrease or increase

[00:22:19.400]
the font size as needed

[00:22:21.920]
right next to that, we have some different display options.

[00:22:24.368]
So again, really trying to enhance the accessibility

[00:22:27.029]
for your students,

[00:22:28.318]
they can really go in and

[00:22:30.068]
choose exactly what they prefer to see

[00:22:32.170]
and how they prefer to see it.

[00:22:35.009]
And when they do change these

[00:22:37.180]
options here that these actually follow them along

[00:22:39.449]
throughout the session.

[00:22:40.900]
So

[00:22:41.848]
when they click into a new article, they're not going to have to do

[00:22:43.868]
this every single time we wanna make sure

[00:22:45.979]
they can access the information really easily.

[00:22:48.900]
Let's go back to default settings. Today

[00:22:52.739]
right next to our display options. We also have our

[00:22:54.769]
listen tool. I'm going to pause it today

[00:22:56.868]
because I'm not sharing my computer audio with you.

[00:22:59.029]
But when they hit that and they'll hit play, it'll

[00:23:01.160]
read through the,

[00:23:03.430]
oh, they

[00:23:20.519]
can just hit that listen button and it'll pop up

[00:23:22.660]
this little box and it'll just hit play and it'll read that

[00:23:24.848]
through for them.

[00:23:26.559]
And you'll see, we've got a little hamburger icon here

[00:23:29.338]
that gives us some different settings options.

[00:23:31.818]
So we can change um

[00:23:34.140]
how the text is being read. You'll see right now

[00:23:36.400]
when I hit play, it's going to read the full sentence,

[00:23:39.078]
highlight the full sentence and then highlight each

[00:23:41.170]
word as it's reading through that word.

[00:23:43.930]
We can change that at any time. On

[00:23:45.989]
the left hand side here, you'll see if we can change, scrolling

[00:23:49.838]
all that good stuff right here. Nice and simple.

[00:23:55.539]
And one last tool I wanna show

[00:23:57.578]
you before we take a look to see if we can find National History

[00:23:59.949]
Day. And the resource is our highlights

[00:24:02.219]
and notes tool.

[00:24:03.828]
So as I'm scrolling through here, if I find something that

[00:24:05.858]
I think is particularly important, maybe

[00:24:08.078]
it's a quote that I wanna use in a project.

[00:24:10.608]
Maybe it's just something I find interesting.

[00:24:13.059]
I can click and drag to highlight over a piece of text.

[00:24:15.848]
I can choose the color and I can add a note here

[00:24:22.430]
and I can do this as much or as

[00:24:24.469]
little as I want

[00:24:29.640]
and these are going to be session based. So these

[00:24:31.858]
are going to be really helpful for your students,

[00:24:34.750]
right? As they're kind of annotating and talking to

[00:24:36.809]
the text. But if they want to save it,

[00:24:38.838]
if they want to hold on to it for later, they will

[00:24:40.910]
need to get it out of the platform so they

[00:24:42.939]
can do that any of the way as I mentioned before, send

[00:24:45.348]
to their drives, download print, email

[00:24:47.670]
it to themselves. Once they get

[00:24:49.729]
it off the platform, these highlights are going to stay on

[00:24:51.759]
this document for them. If they are signed

[00:24:53.858]
off due to an activity or they just close out of their browser

[00:24:56.199]
and go somewhere else, any highlights

[00:24:58.209]
they took are gone. So

[00:25:00.309]
this is great. If students are planning on saving

[00:25:02.578]
documents and using them later, they can highlight

[00:25:05.229]
important pieces and just have

[00:25:07.338]
that to themselves.

[00:25:11.719]
And all of our highlights and notes are actually stored

[00:25:13.880]
in a separate place as well. You'll see, I have my highlights

[00:25:16.199]
and notes button up top here with the little three

[00:25:18.269]
next to it.

[00:25:19.630]
If I click into this and select view all highlights

[00:25:21.949]
and notes,

[00:25:24.059]
I'm actually going to see, excuse

[00:25:26.259]
me, all of the highlights

[00:25:28.598]
and notes that I've taken throughout the session

[00:25:31.009]
you'll see here. It shows me what article I was

[00:25:33.150]
in. It shows me the color I used

[00:25:35.489]
the actual text I highlighted. If I added

[00:25:37.529]
a note, it's showing that here and

[00:25:39.689]
I can also add and edit notes on this page

[00:25:41.809]
as well.

[00:25:43.039]
I can label these highlight colors. So

[00:25:45.140]
if I highlighted things specifically for different

[00:25:47.559]
bits of research or, you

[00:25:49.660]
know, if I highlighted all of the interesting quotes

[00:25:51.709]
in pink and maybe I highlighted the main points

[00:25:53.739]
of the article in yellow, I can label

[00:25:55.900]
those here

[00:25:57.750]
to remind myself and I can actually

[00:26:00.219]
send this out to my drive or download

[00:26:02.608]
it or print it as well.

[00:26:04.479]
Yeah, maybe

[00:26:20.890]
they went through, you know, five or six articles

[00:26:23.358]
and just like highlighted a whole lot of information.

[00:26:26.410]
This might be a nice way for them to keep all of that

[00:26:28.489]
information in one spot. And then

[00:26:30.578]
again, if they need to click into the article,

[00:26:33.509]
they'll just go to that document wherever it's located.

[00:26:35.608]
If it's in there. Um

[00:26:37.328]
If it's in their onedrive, if it's in their Google Drive,

[00:26:39.549]
it's downloaded, they can just click back

[00:26:41.608]
into this

[00:26:43.279]
and had taken them right back here to the document

[00:26:45.578]
they were on

[00:26:46.660]
and again. So this is the same session

[00:26:48.709]
I didn't sign off or anything like that.

[00:26:50.750]
I have all my highlighted highlights

[00:26:52.858]
still listed here. Ready to go.

[00:26:57.529]
Now, I'm going to take a look, see if we can find any National

[00:26:59.979]
History Day project information

[00:27:02.469]
before I do though. Are there any questions about

[00:27:04.640]
any of these tools that we went over any of the features

[00:27:06.959]
we're going to find within the resource.

[00:27:13.868]
Ok. I don't see you. So let's go ahead

[00:27:16.049]
and take a look at that question we had earlier.

[00:27:18.959]
Um, I'm not sure if we have anything for

[00:27:21.009]
National history, but let's just start typing

[00:27:23.150]
in

[00:27:26.489]
yeah, looks like we have a topic page

[00:27:28.769]
for National History Day. Let's go ahead and click

[00:27:30.809]
in and see what it's all about.

[00:27:35.279]
Yep. So this is our topic page here. You'll see. We

[00:27:37.318]
have an overview. Let's scroll down

[00:27:39.380]
here and see some of the bits of information here.

[00:27:41.559]
Looks like we've got reference materials, biographies,

[00:27:45.059]
all that good stuff. And this is really going to be

[00:27:47.088]
kind of a starting point. So this is gonna be getting

[00:27:49.279]
them started.

[00:27:51.588]
What's nice you'll see here on this left hand side

[00:27:53.828]
is we have some links to different primary

[00:27:55.858]
sources. So these are going to be housed on

[00:27:58.068]
other vendors platforms. So

[00:28:00.078]
individual vendors that we work with,

[00:28:02.170]
who instead of uploading into our resource,

[00:28:04.500]
want everyone to access through their, their web

[00:28:06.630]
page. We find those primary sources here as

[00:28:08.750]
well. So, yes,

[00:28:11.858]
Regina, we do have a National History Day

[00:28:14.559]
topic page. You can just run a search, start

[00:28:16.769]
searching for national and it's going to pop up in the predictive

[00:28:19.049]
text.

[00:28:26.598]
Ok.

[00:28:27.420]
Well, let's go ahead and jump back here to my slides

[00:28:29.549]
then for some quick wrap up information

[00:28:31.939]
before I let you go for the day. if

[00:28:34.250]
you have any questions, once the session is done

[00:28:36.439]
that you didn't think to ask, feel free to reach out

[00:28:38.529]
to me again. My name is Amber Winters

[00:28:40.618]
and my email is just [email protected]

[00:28:42.719]
If you wanna talk more

[00:28:44.868]
specifically about how you can use this resource

[00:28:47.180]
with your learning community, um You know, you want

[00:28:49.209]
some ideas maybe on integrating it into your curriculum,

[00:28:52.068]
you a public library, you know, if you have

[00:28:54.380]
a program going on

[00:28:56.598]
and you really want help with you

[00:28:58.630]
can reach out to your customer success manager. If

[00:29:00.769]
you don't know who that is, just send a quick email to

[00:29:02.989]
[email protected]

[00:29:04.640]
and we'll forward you to the correct

[00:29:06.759]
person.

[00:29:07.739]
If right now you don't have access to Gale In Context: U.S. History

[00:29:10.000]
and you want it, you can reach

[00:29:12.170]
out to your sales consultant. If you don't know who

[00:29:14.259]
that is, you can go to support.gale.com/repfinder

[00:29:17.410]
and you'll be able to pull up the correct

[00:29:19.588]
individual.

[00:29:21.239]
And we also have our great support site available

[00:29:23.269]
to you. So um recorded

[00:29:25.400]
webinars like this one will be available on the support

[00:29:27.769]
site. You're going to find lesson plans and activities,

[00:29:31.459]
marketing materials like flyers and social

[00:29:33.608]
media posts. Really anything you need

[00:29:35.630]
to get the resource into the

[00:29:37.729]
hands of your users. So don't re invent

[00:29:39.848]
the wheel if you need something like that,

[00:29:42.068]
go to our support site support.gale.com

[00:29:44.289]
and most likely you'll be able to find what you need.

[00:29:47.029]
And finally, I would like to shout

[00:29:49.108]
out our tech support team. If you ever need any technical

[00:29:51.380]
support, you can reach out to them just by

[00:29:53.640]
sending an email to [email protected]

[00:29:55.789]
they'll be able to help

[00:29:57.939]
you out with any sort of tech thing that you need

[00:29:59.969]
to address.

[00:30:03.900]
Ok? Now, I don't see any more questions

[00:30:06.160]
coming in, so I'll go ahead and end our session today.

[00:30:08.380]
Um I appreciate everyone for being on the line.

[00:30:10.469]
Hopefully we'll see you all in future Gale

[00:30:12.729]
101 and other Gale webinars.
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