Overview
Young boys were used in the coal mines of Pennsylvania in the late 19th and early 20th centuries as “breakers”. Their job was to sort through the ore found by the adult miners and separate the slate from the coal. We will use a similar mental process to sift and sort and make meaning of the primary documents in the Library of Congress.
The aim of this workshop is to get documents to talk to us. We will analyze, we will criticize; we will build, we will tear down, and we will build again. We will orient ourselves backward, that is, we will work with the end in mind. The end, in this case, is to get the teacher to all but disappear, and allow the student to ask the right question of the right document. But don't disappear quite yet: there is work to be done.
We will use Bloom’s Cognitive taxonomy as our method of inquiry posing questions in the sequence of knowledge, comprehension, analysis, and evaluation. This process will be referred to as the SCAN – EXPLAIN – ANALYZE – EVALUATE process for student learning. Printable student worksheets for this process are provided.
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- Scan, explain, analyze, and evaluate two photographs from the Library of Congress.
- Scan, explain, analyze, and evaluate two sound recordings from the Library of Congress.
- Scan, explain, analyze, and evaluate two sheetmusic documents from the Library of Congress.
- Search selected collections for similar appropriate documents for student use.
- Save and print primary documents for classroom use.
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