[00:00:04.940] What we are going to look at today is [00:00:07.158] looking at teaching historical contextualization [00:00:10.038] through Gale in Context's primary [00:00:12.739] sources. And so [00:00:15.028] um I am a former social studies [00:00:17.088] teacher, I taught us history in the classroom [00:00:19.318] for about 15 years. And [00:00:22.000] we are going to look at some [00:00:24.149] of the things that I created in [00:00:26.239] order to be able to use in the classroom. [00:00:30.629] So a brief agenda of what we [00:00:32.789] are looking at again is an overview [00:00:35.189] of the importance of historical contextualization [00:00:37.529] and using primary sources. I wanted to highlight [00:00:39.969] a couple of national standards [00:00:42.389] and what those national [00:00:44.709] standards say should be taught in the [00:00:46.789] classroom. And then I want to look at how [00:00:49.289] gas and con text can support [00:00:51.880] those national standards and [00:00:53.889] teaching those in the classroom through [00:00:56.840] two ways. One is accessing [00:00:59.079] the premade lesson plans that we have made [00:01:01.359] for you in doing this, but also [00:01:03.740] some tips and tricks on how to create some [00:01:05.828] custom lessons using those [00:01:08.218] resources. [00:01:09.849] And then as always, um [00:01:11.888] I want to end with some time [00:01:14.108] for questions and some support [00:01:16.319] before I sort of let you go today. [00:01:20.579] So starting off with common [00:01:22.658] core literacy standards on primary [00:01:24.698] sources. Now, I do know that [00:01:26.789] a lot of states have also adopted [00:01:29.099] standards that are dealing [00:01:31.337] with primary and secondary sources. [00:01:33.438] Um, but since this is [00:01:35.878] a Webinar that goes across [00:01:38.009] the United States, I wanted to stick [00:01:40.087] to some of our national standards. And one of those [00:01:42.359] are the common core literacy standards and [00:01:44.807] those are divided up into [00:01:47.188] ninth and 10th grade standards and then 11th and 12th [00:01:49.509] grade standards. And you're gonna see the 11th and 12th [00:01:51.549] grade standards sort of [00:01:52.870] Um bump up from the 9th and 10th grade [00:01:55.079] standards. But starting out with the 9th and 10th [00:01:57.128] grade, it talks about citing specific [00:01:59.209] textual evidence to support [00:02:01.370] analysis of both primary and [00:02:03.430] secondary sources and attending to such [00:02:05.659] features as the date and origin [00:02:07.938] of the information. And what you're gonna see [00:02:10.020] is these lesson plans typically [00:02:12.288] deal with both primary and secondary [00:02:14.399] sources. And one of the very first questions [00:02:16.740] most of these are going to ask is when [00:02:19.210] is this written? And what style [00:02:21.399] is it written? What type of document are [00:02:23.500] we looking at? And so hopefully [00:02:25.710] it's really teaching students to analyze [00:02:28.158] the sourcing information of what they're looking [00:02:30.360] for before just diving into [00:02:32.598] the main content, which supports that [00:02:34.889] common core standard. [00:02:37.337] The next is determining the central idea [00:02:39.617] or information of that primary or secondary [00:02:42.020] source and providing an accurate [00:02:44.117] summary of how key events or ideas develop [00:02:46.337] over the course of the text. And So [00:02:48.399] you're gonna see the question of like, what's the [00:02:50.438] overall point of this? What point are they [00:02:52.468] trying to get across? [00:02:54.158] Moving on to the 11th [00:02:56.538] and 12th grade standards, which get a little bit [00:02:58.617] more complex, looks at sort [00:03:00.669] of the complex primary source structure, [00:03:03.399] um how it's structured, [00:03:05.460] what kind of ideas are [00:03:08.087] um given out based on the structure [00:03:11.008] And then integrate those information from [00:03:13.307] diverse sources of both primary and secondary [00:03:15.639] sources into the understanding of an [00:03:17.649] event, noticing the discrepancy [00:03:19.829] among the sources. And so a lot of [00:03:21.848] times this is comparing two different sources. [00:03:24.438] And so this is something that you could build on to [00:03:26.468] these individual lessons using [00:03:28.860] a secondary one. [00:03:30.568] And so what you're gonna see is that all of these [00:03:32.728] lessons are going to support some of [00:03:34.867] these common core literacy standards, [00:03:37.057] even though they are typically being taught [00:03:39.527] in the social studies classroom. These can [00:03:41.617] also be um [00:03:43.860] changed and used for [00:03:45.908] the E L A classroom or really [00:03:48.008] uh a whole lot of different areas [00:03:50.087] that can use these primary and secondary [00:03:52.168] sources that are in here. [00:03:53.878] The next is historical thinking skills [00:03:56.337] for advanced placement. Again, trying [00:03:58.399] to stick to national standards. I wanted [00:04:00.508] to look at the standards that are [00:04:02.699] in um the A P classroom [00:04:04.979] and specifically the histories of the A P classroom, [00:04:07.438] although you're gonna see similar ones and things [00:04:09.699] like A P government politics. [00:04:11.580] Um But in my classroom [00:04:13.837] for when I was teaching for 15 years, I taught [00:04:16.059] A P US history. And so [00:04:18.369] the origin of these lesson plans [00:04:20.500] came from things that I would have used in my [00:04:22.629] A P US history classroom. And [00:04:25.040] since then I also um became [00:04:27.959] certified through college board [00:04:30.319] as a consultant for A P US history [00:04:32.920] and teaching other teachers how to teach that [00:04:35.019] course. And so these are things that [00:04:37.689] I very much know can [00:04:39.790] help with. not only the content [00:04:42.009] that's being taught in the US history [00:04:44.459] and World history classroom, but [00:04:46.588] specifically the skill building of what [00:04:48.730] we're looking to teach in those classrooms. [00:04:50.750] So I want to focus on a couple of the skills [00:04:53.480] that are required in the A P classroom. [00:04:55.808] First is the sourcing and [00:04:57.879] situation skill. [00:04:59.699] And that looks at analyzing the sourcing [00:05:01.838] and situation of primary and secondary sources [00:05:04.338] to identify a source's point of [00:05:06.439] view, purpose, historical situation [00:05:08.838] and or audience. And so it's [00:05:10.869] really understanding what's happening [00:05:13.250] in the background of these on top [00:05:15.350] of what's happening in the primary source, [00:05:18.088] explain the point of view, purpose, [00:05:20.177] historical situation and or audience [00:05:22.189] of a source and explain the point of view, purpose, [00:05:24.619] historical situation and [00:05:26.798] or audience of a source [00:05:29.439] um with that. And so what [00:05:31.699] you're looking at is you're looking at, [00:05:33.808] do I know why this is written? [00:05:36.048] Do I know the audience this is written [00:05:38.088] to um do I understand what's [00:05:40.230] happened in the author's background [00:05:42.798] to make them write this article. [00:05:45.949] Do I understand what's happened [00:05:48.427] in history to make them write [00:05:50.459] this speech or this article? And so [00:05:53.009] not only are we wanting students [00:05:55.298] to be able to read and analyze the [00:05:57.389] sources, we're wanting students to [00:05:59.427] be able to read and analyze the sources [00:06:01.588] within the history that [00:06:03.608] they were written. [00:06:04.970] And so that's what we're looking at. [00:06:07.079] The. Next is the claim and evidence of [00:06:09.108] the sources and this is actually analyzing [00:06:11.160] the arguments, right? Can we understand [00:06:13.608] what's happening in that primary source? [00:06:16.369] And so can we understand what's [00:06:18.389] happening in the argument? Can we [00:06:20.528] identify the evidence that they're using [00:06:22.588] to support their argument? Can we [00:06:24.709] compare the argument um of [00:06:26.970] two sources? And this one specifically [00:06:29.519] is done [00:06:31.139] in [00:06:32.058] um the world history one where we compare [00:06:34.409] two of the secret treaties prior to World [00:06:36.528] War one. [00:06:37.670] And so you're gonna see that [00:06:39.689] analysis of two different sources between [00:06:42.088] two different four different countries um [00:06:44.269] of what they look like. And then, [00:06:46.480] you know, explain how evidence [00:06:48.528] is used to support that. [00:06:50.329] The fourth one that these really support [00:06:52.588] is analyzing the context [00:06:54.737] of contextualization. [00:06:56.980] And this one, I think is perfect [00:06:59.358] for the in context suite [00:07:01.559] because again, you are not only getting [00:07:03.889] these primary sources, but [00:07:05.920] you're getting all of the reference [00:07:08.019] material that helps you put these primary [00:07:10.459] sources in their proper context [00:07:12.819] and explain how [00:07:14.879] to [00:07:16.088] um how that developed, right, [00:07:18.160] explain the history behind [00:07:20.358] it. And so what [00:07:22.670] we see is again, not only are we wanting [00:07:25.069] to teach students the [00:07:27.250] history [00:07:28.290] and what happened, but we're [00:07:30.410] wanting to teach them the skill of [00:07:32.470] analyzing these primary and secondary [00:07:34.889] sources and also [00:07:37.069] analyzing them within their proper context. [00:07:39.730] Because really in the the classroom, [00:07:42.250] we're looking at [00:07:43.588] um not just sort of teaching [00:07:45.939] them information, but we're [00:07:47.970] looking at how we are [00:07:49.987] teaching them to build the skills [00:07:52.069] that they're gonna need to analyze [00:07:54.159] that content and analyze that information. [00:07:56.608] And so I developed these lesson plans [00:07:59.009] to try to do that, but also to give [00:08:01.410] examples of how to create more [00:08:03.608] of these, using the great resources [00:08:06.290] that are in this, in context suite. [00:08:09.389] And so what I wanna do now is [00:08:11.639] I wanna look at the ones that I've already [00:08:13.819] created [00:08:15.009] and what's in them, how to find [00:08:17.189] them all of that nice information. [00:08:19.588] And then after we look at that, I want [00:08:21.730] to look at how we can [00:08:23.809] make more. All right, how [00:08:25.949] especially those of you that are [00:08:28.009] here from the support staff [00:08:30.487] and not necessarily classroom teachers [00:08:32.548] of how important your [00:08:34.599] role is in [00:08:35.585] developing these skills in [00:08:37.625] the classroom as well and, and being [00:08:40.094] a part of the team that goes into [00:08:42.315] this. So before I, I get too [00:08:44.384] far, let's look at the ones that I've already [00:08:46.514] made. So what is in each [00:08:48.815] of the lessons that's already made one, [00:08:51.173] it starts out with some teacher instructions, it [00:08:53.254] goes through the basic grade level. [00:08:55.734] Um and the content and the subject [00:08:58.484] gives you a small summary of the lesson, [00:09:00.614] but it also tells you [00:09:02.389] um the resources that can [00:09:04.408] be used in this lesson and, and what in context [00:09:07.028] this goes with, they all go with the in context [00:09:09.298] suite, but they're gonna use different [00:09:11.278] um in context databases. [00:09:13.639] And then it also gives you a suggested [00:09:16.190] time frame. Again, you can use these [00:09:18.969] um some of them have extension [00:09:21.369] activities which would create a little bit more [00:09:23.450] time or you can cut those to save a little bit [00:09:25.489] of time and then the procedures, right? [00:09:27.629] What exactly happens in this [00:09:29.769] lesson plan? Next is a student [00:09:31.889] handout and this, you can either [00:09:34.250] make copies and distribute that [00:09:36.408] way or you could digitally distribute these [00:09:39.009] to the students um through [00:09:41.450] the PDF [00:09:42.969] and this just walks them through the questions [00:09:45.028] and how to access the material of what [00:09:47.158] they're looking for. And then finally, [00:09:49.320] hopefully to make lives easier [00:09:51.330] of your teachers is an answer key that goes [00:09:53.639] with it. And so there are a few parts [00:09:55.729] of this that the answers are gonna vary based [00:09:58.019] on what the students see of them, but some of them [00:10:00.080] are very specific content based [00:10:02.369] questions. And so you're gonna [00:10:04.460] have an answer key for those questions. [00:10:10.239] So um one of the questions that just [00:10:12.278] came in is what grade levels are these available [00:10:14.379] for? They are mostly available for high school, although [00:10:16.440] some of them are gonna work for in context, middle [00:10:18.619] school as well. And so they are [00:10:20.658] a, a middle school to high school range. [00:10:22.879] And then when you're creating them, you can [00:10:24.899] create them for any level. Um including [00:10:27.460] I think upper elementary can really start [00:10:29.700] being exposed to these as well. [00:10:32.807] So next is where to find [00:10:34.989] them. Um You can find these on [00:10:37.048] our support page and there's actually in a couple of different [00:10:39.168] places. And so I'm gonna show you [00:10:41.269] a couple of different places when we jump into your live. [00:10:43.509] But if you're looking for the easiest this [00:10:45.759] is on our support ca support page [00:10:48.649] um under our training center [00:10:50.960] and you're gonna look under these content specific [00:10:53.028] specific materials [00:10:55.210] and then they're right here right now [00:10:57.229] under the featured content, these gale [00:10:59.379] and context primary source lesson plans [00:11:02.869] and then you're gonna see the ones that [00:11:04.960] are already premade for you. [00:11:08.129] The other thing that I want to [00:11:10.229] point out is that we are going [00:11:12.389] to use um the gale [00:11:14.548] document number to help you access [00:11:16.580] these. And so you [00:11:18.668] can either do this as a support [00:11:20.969] staff and find these documents and then link [00:11:23.200] them out for the students or the students [00:11:25.369] can use this. Um You may just [00:11:27.389] want to show them how to, to access [00:11:29.557] this material through this. So you would go to the [00:11:31.658] advanced search and you're in contact [00:11:33.879] text database and [00:11:36.340] search for the gale document [00:11:38.349] number that is included on the student [00:11:40.479] handouts [00:11:41.840] and from there, um [00:11:44.200] it's gonna give you the resource [00:11:46.658] that we're using. And then again, best practices [00:11:49.239] may be for the support staff to go ahead [00:11:51.460] and find those documents and then use something [00:11:53.639] like the get link tool to then [00:11:55.759] send that specific link out to [00:11:57.899] the students to be able to do that. [00:11:59.969] So [00:12:01.028] let's go ahead and take a look of [00:12:03.048] where to find these on the support page. [00:12:05.668] So the support page is support [00:12:07.940] dot gale dot com. [00:12:10.080] Again, support dot gale dot [00:12:12.259] com is our support page and there's [00:12:14.349] gonna be a whole lot of materials in here. If [00:12:16.408] you haven't ever visited our support [00:12:18.639] page, please do because we are constantly [00:12:20.677] creating materials to be [00:12:22.739] able to use. Um But [00:12:24.879] the first pathway that I showed [00:12:26.918] you to be able to get here is under this training [00:12:29.219] center [00:12:30.019] and this content specific materials [00:12:33.927] and then you have this gale in context [00:12:35.989] primary source lesson plans. [00:12:38.750] And if you click on those, [00:12:40.710] here are the six that I've already [00:12:42.830] created for use in the classroom [00:12:45.349] and you are free to send these out and use these [00:12:47.519] however that you would like. [00:12:49.528] And so the first one that I made [00:12:51.609] and and one of my favorites that we can look at [00:12:53.658] is this lesson planned from Frederick [00:12:55.807] Douglas of looking [00:12:58.158] at the primary source of what to the slave [00:13:00.219] is the 4th of July. [00:13:01.750] And so again, they start out with [00:13:04.359] the teacher's procedures and teacher's [00:13:06.548] hand out. [00:13:07.700] And then you have the student hand out [00:13:09.859] after that [00:13:12.288] to e e again, either distribute [00:13:15.168] uh digitally or distribute [00:13:17.969] um by copies. [00:13:20.080] And then at the bottom [00:13:21.879] uh is the answer key that goes along with [00:13:23.960] it. So again, just make sure you don't distribute [00:13:26.177] the answer key when you are distributing [00:13:28.538] the digital version of the student handout. [00:13:31.090] And so you'll see that there is a search path [00:13:33.359] here or there is an [00:13:35.418] advanced search of the gil document [00:13:37.690] number. And that is the easiest [00:13:39.759] way to me to be able to make sure that you're dealing with [00:13:41.879] the right documents [00:13:43.369] um in the sense that uh [00:13:45.509] we are uh making [00:13:47.849] sure we're all on the same page and how [00:13:50.177] to find those [00:13:51.889] um is I'm gonna go ahead and [00:13:53.908] search with us history. You'll see that this one works [00:13:56.168] with us history and context [00:13:58.668] high school in context [00:14:00.690] and um [00:14:04.048] middle school. Oh, I do want to show you the other couple [00:14:06.229] pathways before I jump in on how to do that because [00:14:08.469] this is in here several times. But I also want [00:14:10.629] you to be able to look around at all the other great [00:14:12.649] materials that we have [00:14:14.489] in here. [00:14:15.729] So again, I found that [00:14:18.269] um through the training center, content specific [00:14:20.710] materials. But again, if I just go to support [00:14:23.080] dot gale dot com and go to the training center, [00:14:25.307] I could also find it here by browse by [00:14:27.389] type [00:14:28.788] and this is a lesson plan. So [00:14:31.009] if I click on lesson plans, [00:14:33.548] they are here for me and lesson plans. [00:14:36.469] These are six new ones. So they're up [00:14:38.590] here at the top, but it also gives you the ability [00:14:40.840] to scroll down of some of the other lesson plans [00:14:43.080] that are already created for you here. [00:14:45.700] Or if I went to the training center, I could browse [00:14:48.070] by product and I like the browse by product [00:14:50.418] because if you are not a subscriber [00:14:52.658] to all the different types of products, [00:14:54.908] then you can see [00:14:57.129] um which ones are there for your product. [00:14:59.320] So again, I am [00:15:01.500] going to look at Gale and context us [00:15:03.599] history [00:15:04.927] and I can if I scroll down. So here's [00:15:07.418] the webinar that you're in right now [00:15:10.219] and then I could look at some printable tools [00:15:12.500] or I could look at all these lessons and activities [00:15:15.349] that have been created for [00:15:17.469] Galan context us history, including [00:15:20.177] these ones with a little new tag. These [00:15:22.269] are the ones that we're talking about today. These [00:15:25.019] um these lesson plans here. [00:15:27.298] So again, [00:15:28.557] was gonna click on this one and I'm actually [00:15:30.769] gonna go into Galan context [00:15:32.840] high school to show us [00:15:34.859] because that's what we're gonna be in today. [00:15:37.099] But again, this works for us history, high [00:15:39.149] school and middle school for this particular [00:15:41.177] one. So as long as you [00:15:43.259] are a subscriber to any of those three, this [00:15:45.359] particular lesson plan will work [00:15:51.450] And so if I go into my [00:15:53.668] Gael and Context high school, [00:15:56.798] and I'm looking for this particular [00:15:58.950] primary document to link out to my [00:16:01.000] students [00:16:02.099] and I am going to search by document [00:16:04.469] number and this is the one that I got [00:16:06.599] from that handout. [00:16:08.080] And then if I go to this field and I change [00:16:10.460] to gale document number [00:16:12.629] and I hit my search. [00:16:16.979] The nice thing about this is I know [00:16:19.200] that it's the document that is being [00:16:21.320] addressed in there because only one [00:16:23.427] is gonna come up and I'm looking for [00:16:25.489] that particular gale document and it's [00:16:27.538] the same number in all the different [00:16:29.859] databases that it's in. And so we [00:16:31.908] have this primary source of [00:16:34.139] this beautiful Frederick Douglass speech [00:16:36.340] that he delivers in 1852. [00:16:39.119] And so this is one of the resources [00:16:41.658] that a lot of those questions are on based [00:16:43.899] on that. And so again, best practices [00:16:46.479] I think is to go ahead and link [00:16:48.509] that out to the students using this get [00:16:50.649] link function right here. [00:16:53.190] And that creates a persistent URL [00:16:55.528] to this document to be able [00:16:57.690] to send it out. [00:16:59.177] Um or you, if you use Google classroom, [00:17:01.729] you could automatically share it to your Google [00:17:03.950] classroom that way. Um or [00:17:06.380] send it to my Google drive my one [00:17:08.500] drive or my email. But again, [00:17:10.607] the most versatile I think here is this [00:17:12.750] get link tool, send it directly to the students [00:17:15.347] so that they know exactly where they are accessing [00:17:17.949] this and this gives you [00:17:20.269] access to this particular [00:17:22.367] primary source that's in here and [00:17:24.509] to be able to very easily [00:17:26.577] do this activity with the students. [00:17:31.327] OK. Are there any questions [00:17:33.759] before I move on to some of the advice [00:17:36.219] to creating your own [00:17:39.189] projects for the students using [00:17:41.298] these primary sources? [00:17:43.989] I've seen a couple come through that have gotten [00:17:46.038] answered. So I appreciate that if you guys [00:17:48.117] answering them as I go. [00:17:50.400] And again, there are six of these that are premade. [00:17:53.400] Um But obviously, I have not made everything [00:17:55.827] that's possible in here. You're gonna see a whole lot of primary [00:17:58.209] documents. And so I do think it's really important [00:18:00.219] to look at all the great things that can [00:18:02.420] be made using these databases. [00:18:07.587] OK? I don't see any more questions coming through, [00:18:09.607] but again, please feel free to reach out [00:18:11.689] as we as we do this. [00:18:13.890] OK. So where are primary [00:18:15.989] sources within Galin context? These are all [00:18:18.009] the different databases that are [00:18:20.028] going to have these primary documents. [00:18:22.107] And so you're gonna see these are in biography [00:18:24.930] gain context, Canada Galan context, college [00:18:27.509] gain context, global issues, high school, [00:18:29.670] middle school, opposing viewpoints, us history [00:18:32.067] and world history. And so [00:18:34.219] these types of lessons can be created [00:18:36.439] using any of these different in context [00:18:38.939] databases. [00:18:40.449] And in order to create these, I [00:18:42.827] think you should utilize um [00:18:45.038] really both but two different search [00:18:47.269] paths. One is utilizing the advanced [00:18:49.380] search and looking for [00:18:51.430] primary sources. And so combine [00:18:53.670] your search terms and limiters to find the perfect [00:18:56.028] document for your product project. [00:18:58.920] Um And then also consider using advanced [00:19:01.229] search to find other unique sources to analyze [00:19:03.420] of images or infographics or creative [00:19:05.778] works. But again, we are specifically [00:19:08.087] looking at primary sources today. And [00:19:10.229] so there is a content type [00:19:12.449] of primary sources within here [00:19:15.199] and so feel free to use that advanced [00:19:17.630] search if you know a particular document [00:19:20.160] that you are wanting your students to analyze, [00:19:23.500] or you could utilize the content [00:19:25.939] buckets that are here within [00:19:28.798] our searches and our topic pages. [00:19:31.759] And so um you could then [00:19:33.939] dig even further and filter [00:19:36.259] those tools to discover the resources you're [00:19:38.400] looking for and then don't forget to filter by [00:19:40.538] content level too, especially if [00:19:42.597] you are looking for something that maybe [00:19:44.880] is middle school or upper elementary [00:19:47.250] appropriate um for [00:19:49.298] this. But again, primary sources are in middle school, they [00:19:51.357] are not in Gale In Context: Elementary. [00:19:53.617] Um at least yet. So make sure [00:19:55.778] that you are looking for some of those [00:19:57.969] in the middle school database. [00:20:00.250] But again, we can filter our results within [00:20:02.670] those content buckets to look for [00:20:04.808] the specific examples of what we're looking [00:20:07.107] at. And [00:20:09.969] don't forget that you have those great [00:20:12.219] tools within Gale In Context [00:20:14.617] that you can use to further your lessons. [00:20:16.920] If you notice on the Frederick [00:20:18.979] Douglas lesson plan that I had just [00:20:21.058] pointed out, if you were following along there [00:20:23.317] is an extension there that uses the highlights [00:20:25.439] and notes tools. So you have the ability to [00:20:27.500] share that content using get link, [00:20:29.607] download or send to. You [00:20:31.640] also have the ability to use are amazing [00:20:34.375] accessibility tools within [00:20:36.775] our database and make sure that you are [00:20:38.844] translating, using different font sizes, [00:20:41.055] display options or especially [00:20:43.545] some of these um are very [00:20:45.732] difficult for our our emerging [00:20:48.104] learners. And so the listen tool becomes [00:20:50.295] really important when we're dealing with primary sources. [00:20:53.094] And then again, encouraging analysis. The extension [00:20:55.634] of the [00:20:57.692] um the Frederick Douglas has [00:21:00.160] uh highlights a notes tool being used [00:21:02.380] to highlight three different portion [00:21:04.439] of [00:21:05.430] the um of the speech [00:21:07.719] that they find particularly important [00:21:10.308] and using the notes tool to be able [00:21:12.439] to summarize what exactly [00:21:14.519] Frederick Douglass meant by that and, and [00:21:16.528] turn it in. [00:21:18.288] And then also, you know, to develop [00:21:20.308] those research skills. Again, one of the important [00:21:22.729] takeaways, I hope that you get from these lessons [00:21:25.150] is not only are we building [00:21:27.170] content knowledge, but we're building [00:21:29.189] skills that go along with analyzing [00:21:31.660] these primary sources and [00:21:33.808] using historical contextualization [00:21:35.969] and point of view, but also how [00:21:38.140] easy this would be to do some further research. [00:21:40.719] So let's go ahead and take a look at how [00:21:42.880] to find these primary sources within [00:21:45.308] our in context databases. And [00:21:47.538] we're gonna stay within high school [00:21:50.367] of just looking for some examples. [00:21:52.798] So I'm gonna go back to the high school home page [00:21:55.107] again, I'm in Gale in Context high School, but this [00:21:57.180] is gonna work similarly in all [00:21:59.298] those different databases that I already [00:22:01.778] mentioned. So we'll start with our advanced [00:22:04.229] search. And again, we [00:22:06.278] have the different content types down here and I know [00:22:08.430] I'm looking for primary sources. So I'm gonna go [00:22:10.449] ahead and click that primary source content [00:22:12.910] type. And one of the ones that [00:22:14.930] I haven't made yet that I always [00:22:17.259] used in my classroom because that's one of my favorite [00:22:19.278] primary documents um [00:22:21.357] is Washington's farewell address. And [00:22:23.459] so if I were going to search [00:22:25.587] for Washington's farewell address, I might [00:22:27.640] look for Washington [00:22:29.288] and farewell [00:22:31.969] and do a general search there [00:22:34.390] knowing that I'm looking for that primary [00:22:36.567] document and seeing if that primary document [00:22:39.140] is here for my project that I'm wanting [00:22:41.347] to do, [00:22:48.469] give it just a second, it's searching through all [00:22:50.827] the great materials that we have. [00:22:53.459] And so we see that it's bringing [00:22:55.607] up this text of Washington's farewell [00:22:57.910] address. [00:22:59.719] And so it is in here, right? We have [00:23:01.979] the primary document in here to use [00:23:04.867] and so I can find some primary [00:23:07.160] documents that way that I might want to. [00:23:09.259] But again, this is using the advanced search [00:23:11.347] because I had something specific in mind. Now, [00:23:13.500] you could always just search through the [00:23:15.567] primary documents and look at all the [00:23:17.617] different types of sourcing that [00:23:19.739] you have here. But in teaching [00:23:22.038] in my classroom, I know some of the, [00:23:24.269] the documents that I want to be able to use [00:23:26.519] or at least I know maybe the person [00:23:29.000] that I'm looking for a primary document [00:23:31.009] in. And so I have this great text [00:23:33.327] that I could use to send to my kids. [00:23:35.400] Again, I could send it out. Um [00:23:37.479] And my kids have this and again, [00:23:39.759] we have the accessibility tools, they can increase [00:23:42.239] or decrease the font size, they could [00:23:44.269] change the display options. Um [00:23:46.380] But especially for our primary [00:23:48.459] sources, I love the listen tool because [00:23:50.759] one of the, [00:23:51.979] you know, great hardships [00:23:54.058] of teaching us history and primary documents [00:23:56.597] is this is something that I would cover early [00:23:58.709] on in the year and it's kind [00:24:01.107] of difficult, right? If you look at my reading level [00:24:03.420] of this, which I can't change because it's a primary document, [00:24:06.278] it's it's at an undergraduate level. [00:24:09.479] And so I really love the listen [00:24:11.538] tool here so that students can listen [00:24:13.640] to this primary document and understand [00:24:16.117] it and kind of chunk it a little bit that way [00:24:18.278] because [00:24:19.250] um it, it's sort of, you know, one [00:24:21.347] of the the hardest things about primary sourcing [00:24:23.778] in us history is sometimes you have to start [00:24:26.087] out with some of the harder documents and [00:24:28.538] the plain speaking documents come a little [00:24:30.577] later in us history and not in the early [00:24:32.739] days. So I really love the accessibility [00:24:35.077] tools for that one, but especially the listen tool [00:24:39.459] now that was using advanced search, [00:24:41.910] another way was we could just use our topic [00:24:44.097] pages or our general searches and our content [00:24:46.597] buckets there. [00:24:48.009] And so if I were to search George Washington [00:24:50.519] here, and [00:24:53.337] I notice not only with my [00:24:55.367] searches, do we have a topic page for George [00:24:57.670] Washington? We actually have a topic [00:24:59.719] page just for George Washington's farewell [00:25:01.969] address. [00:25:03.778] And so if I'm gonna click on there, I can [00:25:05.847] see in my, in my bucketed content [00:25:07.880] that I do have a primary source here, [00:25:10.390] right? Which is gonna be the same primary [00:25:12.459] source I just brought up in here. But [00:25:15.097] if I'm having the students again, if [00:25:17.150] you notice in most of these lesson plans, [00:25:19.170] not only am I giving the students the actual [00:25:21.558] primary document, but I'm giving [00:25:23.567] them some reference material to go with it [00:25:25.660] because the the skill here [00:25:27.759] is not only to read and analyze the primary [00:25:29.837] document, but to be able to put [00:25:31.910] that primary document within [00:25:34.048] its historical contextualization, right? [00:25:36.219] To be able to understand what's happening [00:25:38.759] in the background to create this primary [00:25:41.278] document. And one of the reasons [00:25:43.439] that I loved teaching George Washington's [00:25:45.939] farewell address is because it's just chock [00:25:48.308] full of all of these [00:25:50.689] um comments of what's going on [00:25:52.880] within the United States at the time, right? He [00:25:54.890] goes through all the different issues [00:25:57.000] that he's seeing within his administration. [00:25:59.489] Well, the students don't understand [00:26:01.788] what's happening in George Washington's administration. [00:26:04.347] They're gonna have a really hard time analyzing [00:26:06.890] this primary document. [00:26:09.130] And so in this sense, [00:26:11.150] this is a really great example of [00:26:13.199] something that we can give the students the primary [00:26:15.449] document. But we could also [00:26:17.587] use this get link to send students [00:26:19.769] right here to this topic page [00:26:22.097] of George Washington's farewell [00:26:24.308] address. You don't even have to pick a specific [00:26:26.769] reference material that goes with them. [00:26:28.880] You can use that get link and send them just [00:26:31.269] here to this topic page and therefore [00:26:33.664] they can go through and they can find their own [00:26:35.704] answers to what is he referencing, [00:26:37.983] right? What is happening in the background? [00:26:40.056] Or if I wanted to specifically [00:26:42.375] give them one of these references, [00:26:44.394] I have one of these references like this, which [00:26:46.605] is specifically going over the farewell [00:26:48.644] address and it goes over some [00:26:50.733] of the themes and context [00:26:53.125] of what happening within George [00:26:55.371] Washington's farewell address. And so not [00:26:57.621] only do I have access to these beautiful [00:27:00.070] primary sources, but I have all the [00:27:02.082] reference materials that go with them. [00:27:04.442] And so here I'm seeing the major [00:27:06.740] themes, I'm seeing the theme of international [00:27:09.401] relations and everything that's happening. I'm seeing [00:27:12.121] the development of political parties and [00:27:14.141] why that's a theme within [00:27:16.670] Um this particular [00:27:18.719] document. It gives me some quotes from [00:27:20.847] it. It gives me this theme of nationalism and [00:27:22.969] feed uh federalism. [00:27:25.250] And so it would be really, really [00:27:27.269] easy for me to give them both of these documents [00:27:29.827] and maybe say, OK, highlight [00:27:32.107] in one color um where [00:27:34.558] you're seeing the theme of this international [00:27:37.117] relations and highlight in another color [00:27:39.189] where we're seeing the theme of political [00:27:41.298] parties and where George Washington is [00:27:43.317] bringing that up in his farewell address. [00:27:45.479] And so there's so many different ideas [00:27:47.837] and examples of how we [00:27:49.942] can use this within the classroom [00:27:52.255] and using this to build that content [00:27:54.462] knowledge and that skill, knowledge [00:27:56.854] of what's happening um [00:27:58.875] within our primary sources and [00:28:01.035] primary source information that are within these. [00:28:04.660] Um And so again, some of this is also [00:28:06.959] finding the secondary information [00:28:09.298] because if you notice in all [00:28:11.660] of those um national [00:28:14.077] standards, it's not only analyzing primary [00:28:16.380] sources, but it's analyzing the secondary [00:28:18.577] sources of what they're seeing. [00:28:20.308] And so in the gale con in [00:28:22.390] context databases, they're getting both right, [00:28:24.449] they're getting access to those great primary documents, [00:28:26.817] but they're getting access to those secondary [00:28:29.087] documents that's analyzing all [00:28:31.660] of that history that's going on behind it. [00:28:39.259] So again, either search path will [00:28:41.317] work, we found the same primary document [00:28:43.837] through both different search paths [00:28:46.308] um and the supporting information [00:28:48.680] to go with them. And so again, if [00:28:50.699] that's sort of my idea is I want [00:28:53.009] them um to be able [00:28:55.420] to, to highlight that farewell [00:28:57.680] address, [00:28:58.979] let me go back to it. [00:29:01.788] And so all they would have to do is go back [00:29:04.048] to that primary document. [00:29:07.489] And now knowing those themes, [00:29:09.699] they could go through here and they could highlight [00:29:12.107] it, they could make a note [00:29:14.058] um, they could highlight it in different colors. [00:29:16.327] They could make a note that this is on political parties. [00:29:20.347] I'm not sure if it is. I, I didn't read [00:29:22.538] it. I'm not giving you the answers here. Um, [00:29:24.729] I've read it but I don't know exactly where they are [00:29:26.769] or, but I could, you know, make [00:29:28.798] a note there and they could send [00:29:30.930] it, they could email it to their teacher, [00:29:33.087] they could send it straight to their Google [00:29:35.259] Driver one drive and turn it in that way. And [00:29:37.380] that could be part of that analysis assignment [00:29:40.479] that goes into that. [00:29:45.798] So there's a whole lot of different classroom [00:29:48.867] uh materials that can be found through [00:29:51.097] these primary documents and, and [00:29:53.259] being able to do that. And so [00:29:55.420] I, I highly encourage you to [00:29:57.719] look through here, look through the ones [00:29:59.867] that have been premade. Um look [00:30:02.087] through the ones that um [00:30:04.577] you know, are teaching in the classroom [00:30:06.837] and being taught in the classroom of how [00:30:09.087] great that is. And I, I [00:30:11.239] will tell you from experience that [00:30:13.719] sometimes it's really hard to find those [00:30:15.798] nice primary documents [00:30:17.808] um [00:30:19.077] anywhere else and they are here [00:30:21.890] uh within the in contact database to be [00:30:23.979] able to use. [00:30:25.660] So again, um after this [00:30:27.939] and, and feel free to, to ask some questions, [00:30:30.558] but um please feel [00:30:32.630] free to always be checking our support [00:30:34.640] ga dot gale dot com support [00:30:36.709] page. This is where these lesson [00:30:38.769] plans are housed, but there's also a whole [00:30:40.808] lot of other things, things like tips sheets, tutorials, [00:30:43.683] um these recorded webinars, if you would [00:30:45.834] like to learn more, feel free to look [00:30:47.854] through our recorded webinars, lesson [00:30:49.952] plans, projects, scavenger hunts. [00:30:52.144] Um And as always, if you have [00:30:54.314] suggestions on some things that we could create [00:30:56.594] for you, um, feel free to send [00:30:58.755] those suggestions our way as well. [00:31:02.117] We do have an upcoming gale in the classroom [00:31:04.558] webinar next week, it's on inquiry [00:31:06.650] based learning within gale in context [00:31:09.000] science. And so switching gears a little bit [00:31:11.180] from the history classroom to the science classroom [00:31:13.469] with a former science teacher [00:31:15.269] and how to analyze that. So if you want to sign up [00:31:17.390] for that one, again, it's support dot gale dot com [00:31:19.449] slash training slash webinars. [00:31:21.617] And so we would love to see [00:31:23.650] you again on that one. [00:31:26.170] And then as always, um thank [00:31:28.567] you for coming. You have a QR [00:31:30.709] code here for a training survey. [00:31:33.229] We also get this in the email um [00:31:35.670] after this along with the recording [00:31:37.689] from today. Um but [00:31:39.827] I would always appreciate your feedback [00:31:42.209] of whether or not you [00:31:44.640] um are enjoying these webinars [00:31:47.308] and and how we can make them better for you [00:31:49.430] because that's what we're here for. [00:31:51.459] Feel free to also follow us on Instagram [00:31:54.117] or Twitter or you can always [00:31:56.479] get in contact with your customer success [00:31:58.519] manager at Gale dot customer success [00:32:00.548] at sage dot com. My [00:32:02.739] email is Cinda dot Wood at [00:32:05.170] sage dot com and I [00:32:07.317] would love for you to email if you have any [00:32:09.430] questions after that. [00:32:11.130] Um But I will pause here and [00:32:13.259] answer any questions that you have. [00:32:15.400] But as always, thank you for joining us today.