Using Scraps of the Past to Develop Critical Literacy for the Future

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Using Scraps of the Past to Develop Critical
Literacy for the Future

• Glenna Gustafson, EdD
• Tamara Wallace, PhD
• School of Teacher Education and Leadership
• Radford University
• ggustafso_at_radford.edu twallace8_at_radford.edu

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• What do you see?
• Where do you think this image was taken?

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• What new people or things do you see?
• What time period does this painting represent?
• Make a hypothesis about what is happening in this
  picture.

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• What new things do you see?
• What do you think happened before the event in
  the painting?

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• What new evidence supports or shifts your
  hypothesis?
• Why do you think this painting was created?

• Christy, H. C. (ca. 1960). Scene at Signing of
  the Constitution of the United States. Library of
  Congress Prints Photographs

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• How did your perception of the image change as
  you saw more of the image?

• What questions did the image leave you with?
• Do you understand the big picture?

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Building A Case for Critical Literacy

• Recognizing the power of texts

Influence of Authors, Texts Illustrators,
Reader
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Critical Literacy Approaches

• Change the power relationship between the
• text and the reader.

Text Analysis
Author Text/Illustrations
Reader
Critique
Multiple Perspectives
Reading the world
(Freire, 1970)
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Primary Sources Critical Literacy

• Engage Students in Active Learning
• Develop inquiry skills.
• Develop observation skills.
• Develop research skills that lead to analyzing
  sources and forming conclusions.
• Promote Critical Literacy by Examining
• Social issues and power relations
• Multiple perspectives
• Develop empathy for the human condition.
• Analyze different points of view.
• Understand that all people make their own
  personal histories.

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Integrating Primary Sources into Your Instruction

• Focus Activities Use 1-2 short primary sources
  for focus activities to introduce a topic or to
  re-engage students during a longer unit.
• Inquiry Activities Help students explore main
  concepts in a block of instruction using an
  inquiry approach students answer questions about
  historical eras, generate and test hypotheses,
  and derive conclusions.
• Application Activities - Use primary sources to
  help students apply the concepts they are
  learning and to extend that learning beyond the
  textbook, other instructional materials, or other
  primary resources
• http//memory.loc.gov/learn/lessons/fw.htmlfocus

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Primary Source Learning
http//www.primarysourcelearning.org/
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Sort Activities
http//www.primarysourcelearning.org/teaching_mate
rials/sort.php
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Native American Cultural Groups Sort

• Smart Board Activity

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Life in a Box
http//www.primarysourcelearning.org/teaching_mate
rials/box.php
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Life in a Box Activity

• Select varied primary sources (i.e., photographs,
  documents, artifacts) and place them in a box.
• Selected items must relate to a particular
  person, theme, or topic.
• You may choose to number items in the box for
  easy identification.
• Distribute boxes to participants.
• Instruct participants to identify and describe
  each item in the box, determine purpose of each
  item, make inferences about the item and the
  topic to which it relates.

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Timeline
http//www.primarysourcelearning.org/tps/students/
timeline.php
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Timeline
http//www.primarysourcelearning.org/tps/students/
timeline.php?p2
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Blind Sequencing Activity (Variation of Timeline)

• Select theme/topic
• Locate various photographs, maps, documents that
  relate to theme/topic Select items that tell a
  story about the theme/topic
• Laminate items in order to create individual
  cards
• Distribute individual cards to students face down
• Instruct students to describe his/her individual
  cards to group members
• The team discusses patterns, themes, ideas
  expressed in each of the cards and then decide
  what story the cards tell and sequence the cards
  to tell that story

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PowerQuestsCombining PowerPoint and Primary
Sources

• Selected issue/topic or related content
• Relate to curriculum standards
• Represent/format the topic
• Developed investigative questions
• Blooms Levels Analysis, Synthesis, Evaluation
• Analyze, distinguish, examine, investigate
• Gathered primary source documents related to
  content/topic
• Saving photos, audio clips, text documents
• Power of the right click
• Screen captures Screen hunter
• Library of Congress

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The Massive ResistanceMovement in Virginia
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Understanding your charge

• As a teacher, you have been appointed to serve on
  a committee with the county of commissioners to
  devise a plan for addressing
• the educational inequities endured by the
  families of former Prince Edward County students.
  However, before you make your recommendations,
  you must learn why what happened in Prince Edward
  County is called the shame of our nation.
• As you explore the history of Prince Edward
  County and its role in the Massive Resistance
  movement, you will observe the conditions of
  schools, document inequities, identify the leader
  of the Massive resistance movement in Virginia,
  and a host of other things. You will record all
  of your observations and findings on an activity
  sheet.
• You will use the information from your activity
  sheets to make
• recommendations to the committee.

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Where is Prince Edward County?

• Click here to see a map of Virginia.
• On your activity sheet
• Find the map of Virginia and color Prince Edward
  County red.
• Write the name of the city where Prince Edward
  County is located at the bottom of your map.

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A Look at Secondary Schools

• Study carefully the two photographs above. What
  do you notice?
• Now on your activity sheet
• Explain how the above photographs of the schools
  do or do not represent the 1896 U.S. Supreme
  Court support of separate but equal law.
  According to the high court, separate but equal
  is constitutional as long as the facilities were
  of equal quality.

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• http//www.americaslibrary.gov/cgi-bin/page.cgi

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Image Detective

• http//www.edc.org/CCT/PMA/image_detective/method.
  html

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HSI Historical Scene Investigation
http//www.wm.edu/hsi/

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http//www.wm.edu/hsi/cases/civil/civil_preview.ht
ml
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Questions Comments