TPS Professional Development Activity Template

Please submit final version in Word format so that the lesson plan can be
vetted for publication.
TPS train-the-trainer workshops are designed to prepare classroom teachers, school
librarians, and others, to coach, mentor, and/or lead professional development events
with/for colleagues. Those who complete, implement their planned final project, and
report back about the experience will be named TPS Coaches. This form provides an
outline for planning a wide variety of such activities.

Note: Instructions are italicized and should be removed before publication.

Name: Julie Carter
School or Institution: DYouville College
Projected Date for Implementation: Sept 1, 2016
Title of
Activity
Overview

Essential
or
Investiga
tive
Question
Audience

Enhancing Historical Thinking Strategies using Primary Sources

Compose a 25- to 35-word summary of the activity that will help a potential
facilitator know whether they are interested in it or not.
Habits of thinking by historians include (but are not limited to) interpretive
thinking, avoiding presentism, and contextualization. Engaging in primary
source analysis allows teachers to focus on these and other historian habits
of mind. This activity introduces participants to the experiences of WWII
soldiers and nurses through the lens of Jim Crow.
WHAT CAN PRIMARY SOURCES TELL US ABOUT THE CONTEXT AND
EXPERIENCES OF RACISM DURING THE MIDDLE OF THE 20th CENTURY?

This activity is best suited for educators of the following grade

levels:
Grades 6-8
Grades 9-12
This activity is best suited for educators of the following content
areas:
Art/Music
English/ Language Arts
Social Studies/ Social Sciences
Technology
Other Library

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Time
Required
Goal

45mins to 1 hour
Learners will compare narratives from different perspectives on racial
equality during the early to mid-20th century.
Learners will analyze other documents of the period to add context to
narratives. These documents will help contextualize narratives.

Standard
s

Objective
s

Digital
Resource
s

Your PD Activity should reference one or more professional development

standard from AASL, ISTE, or Learning Forward (formerly NSDC), as
appropriate for your audience.
21st Century Learner Standards http://www.ala.org/aasl/standardsguidelines/learning-standards
ISTE Standards for Teachers http://www.iste.org/standards/standardsfor-teachers
Learning Forward The Professional Learning Association
http://learningforward.org/standards#.U8amn_ldUk0
By the end of this PD Activity, participants will be able to:
Analyze a primary source using Library of Congress tools.
Access primary sources and teaching resources from loc.gov for
instructional use.
Analyze a set of related primary sources in order to identify multiple
perspectives.
Demonstrate how primary sources can support at least one teaching
strategy (e.g., literacy, inquiry-based learning, historical thinking,
etc.).
Primary sources from loc.gov:
Jim Crow & Segregation Primary Source Set
Title: The Jim Crow Car
o URL:
http://www.loc.gov/teachers/classroommaterials/primarysource
sets/civil-rights/
Title: What a colored Man should do to vote pamphlet
o URL:
http://www.loc.gov/teachers/classroommaterials/primarysource
sets/civil-rights/
Title: African American children on way to PS 204
o Date created/published: 1965
o Creator/Author: Dick DiMarisco
o URL: http://www.loc.gov/pictures/item/2004670162/
Title: Signs of Signs of the Times
o Date created/published: 2016
o Creator/Author: Jeff Bridges
o URL: https://blogs.loc.gov/picturethis/2016/02/signs-of-theirtimes-jim-crow-was-here/
Video/Audio Archives:
Title: Gwendolyn Patton (cued to 46:57) play to 48:56

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URL: https://www.loc.gov/item/afc2010039_crhp0020/

From Buffalo Soldiers Veterans History Project

Title: Audio Interview of A. William Perry
o Date created/published: n.d.
o Creator/Author: Jerri Donohue
o URL:
https://memory.loc.gov/diglib/vhp/bib/loc.natlib.afc2001001.51
117
o Use: Narrative describing discrimination experienced in Army
o Segment: 18:00-20:25
Title: Audio interview of Oneida Miller Stuart, Nurse
o Date created/published: n.d.
o Creator/Author: Douglass Clernin
o URL:
http://memory.loc.gov/diglib/vhp/story/loc.natlib.afc2001001.04
850/ Dealing with racist patients vignette
o Segment: 24.00 28:59
Other resources:
o Title Officer Recalls 2 U.S. Armies 1 Black 1 White
Newspaper clipping, unknown source
URL: http://memory.loc.gov/diglib/vhpstories/story/loc.natlib.afc2001001.54076/pageturner?
ID=pm0002001
o

Classroo
m
Materials

White board, markers, projector, computers for audio and video viewing,
table space
For environment: Basket of materials (sticky notes, markers, chocolates,
packages of nuts from TJs, flowers, ice water and glasses
The Following LOC analysis tools from
https://www.loc.gov/teachers/usingprimarysources/guides.html:
Photographs, oral histories, newspapers, political cartoons
Or have the Primary Source Analysis Tool set up on computers for the above
genres
https://www.loc.gov/teachers/primary-source-analysis-tool/

Preparati
on

Prepare a white board with a T-chart labeled Jim Crow Laws/Experiences of

Segregation
Have the following documents from Jim Crow and Segregation and other
sets
Copy of of Signs of the Times available at
https://blogs.loc.gov/picturethis/2016/02/signs-of-their-times-jim-crowwas-here/
The Jim Crow Car from the Jim Crow PS Set
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/ci

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vil-rights/
What a colored Man should do to vote pamphlet
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/ci
vil-rights/
Listening Area with the following narratives: Gwendolyn Patton (cued
to 46:57) play to 48:56
https://www.loc.gov/item/afc2010039_crhp0020/
Have the following primary source documents Buffalo Soldiers Veterans
History Project

Procedur
e

Assessme
nt/
Reflectio
n

Distribute Signs of our Times Lets do a quick read giving us an

overview of Jim Crow and some images. When done reading: View the
images of these signs of discrimination. What do we notice? What prior
knowledge helps us interpret what we might see here.
Using the T-Chart: Lets brainstorm for a minute about what we know about
Jim Crow and its consequences. What were some of the laws or
requirements of Jim Crow segregation? How did that impact peoples lives?
In order to explore how it impacted real peoples lives, lets look a set
of documents that provides more background and use some careful
analysis to find evidence from these sources for how Jim Crow
affected African American people. Notice we have an array of
different types of sources video, audio, newspaper, photographs,
and cartoons.
As you move from station to station, use the analysis tool thats
available to you (on computer or paper).
When youre done with your analysis, mail it me and yourselves.
Lets return to the Signs of the Times images. What else do we
notice now?
Teachers will email their analysis tools to me
Final Discussion: What was your experience like as a learner? What did you
learn that you didnt already know? What kind of historical thinking do you
think you were engaged in subconsciously? How did returning the images a
second time shed light we didnt have before? How might you use an
activity like this with your students?

Please submit final version in Word format so that the lesson plan can be
vetted for publication.

Last updated 7/1/16

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