Going to the source student activity

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Information about Going to the source student activity

Published on February 25, 2014

Author: marshafulton

Source: slideshare.net


A classroom activity based on the Early Crow Reservation Oral HIstory Project produced by the Extreme History Project and presented at the Indian Ed For All Best Practices Conference in Missoula, Montana on February 25, 2015

Going to the Source Student Activity Sources Object Document Oral History Photograph Secondary Source Example Beads from the 2nd Crow Agency archaeological site Agents report Mardell Plainfeather’s Oral History Mardell Plainfeather’s Aunts, Lizzie and Mary Shane Aaberg Cultural Consulting Report from Second Crow Agency Questions 1. How can these sources be integrated into telling a complete story? 2. What does each source tell us about the Crow Tribe during their early reservation period? 3. How much would the story change if one or more sources were missing? 4. What are your questions about each source? Where would you go to find the answers? 5. How would you validate these sources? 6. Are any of these sources more valid than others? Why? Common Core Alignment for 4th Grade College and Career Readiness Anchor Standards Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Reading Standards for Informational Text Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Include texts by and about American Indians. Craft and Structure 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 6. Compare and contrast a firsthand and secondhand account of the same event or topic, including those of American Indians; describe the differences in focus and the information provided. Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same to pic in order to write or speak about the subject knowledgeably. Speaking and Listening Standards Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one -on-one, in groups, and teacher - led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed - upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points.

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