Testing the Waters: Generating Research Questions through Primary Source Analysis

This post is from an activity that took place during the 2013-2014 school year. It was previously unpublished, but as I have moved forward with the next steps and hope to share those reflections in this blog, I thought this would be a good reference on my students' journey of generating research questions through primary source analysis.

One thing I’ve rarely done is let my students develop their own research questions. I was afraid they would come up with questions that were far off the topic or impossible to answer with our available resources.

After attending the summer institute, I wondered if students could develop their own research questions through using primary sources and the LOC’s Primary Source Analysis Tool. Might it engage the students in their research and allow them to find more of their own voice through their research writing?

I recruited the fourth grade teachers in my experiment. Fourth grade students research a famous Missourian. They answer questions about the person’s childhood, adulthood, and why they are famous. The questions cover the overall person, but aren’t unique to the researcher or the person being researched.

As a trial “famous Missourian”, I chose Ella Ewing, a woman who grew up in Northeast Missouri and was thought to be the tallest woman of her time. She was a sideshow attraction for years at museums and even the Barnum and Bailey Circus.

 

http://www.loc.gov/pictures/item/2002719038/

I chose three primary sources in an effort to look at different elements of Ella’s life. The first was a 1898 Barnum and Bailey circus poster of side-show acts. While it didn’t contain Ella Ewing, these were people she could have worked with. The second was an October 1903 article from the Spokane Press describing Ella as well as other sideshow performers that were appearing at the local fairgrounds. Finally, Students would analyze a photo of Ella Ewing standing next to a chair. My hope was that these three primary sources would bring the students closer to Ella, helping them understand her enough to want to know more.

Students worked in small groups to analyze the primary sources. Magnifying glass in hand, they made observations, reflections, and asked questions using “I see, I think, and I wonder” to frame their statements.

After analyzing the circus poster, I ask students to think about what they would like to know about Ella Ewing after viewing this one connection to her life. They wrote their questions in the Further Investigation section of the Primary Source Analysis Tool.

●      What did she do in the circus?

●      Which circuses did she work for?

●      Did Ella get an offensive “circus” name?

●      I wonder why she would want to do this. (work in the circus)

●      Was she embarrassed about being with these people? (other side show acts)

Even though they knew nothing of Ella Ewing, this poster gave them an idea of her world and made them wonder about her. Their questions reflect that wonder as well as an emotional reaction to Ella’s world. They were beginning to put themselves into her shoes.

http://goo.gl/jEDfbw

Next, students analyzed the newspaper article that mentioned Ella Ewing. They underlined what they saw that was interesting or important to them, wrote reflections and questions. Again, I asked them to think about what they would like to know about Ella Ewing.

●      How tall is she?

●      Was Ella Ewing taller than the Congo Giant?

●      I wonder how much Ella was paid.

●      Did she join the circus for money?

●      Does Ella feel good that she’s not a phoney and some of her crew is?

●      Was she offended to be a circus attraction?

Students read why Ella Ewing was part of the sideshow and it is evident in their questions. Not only did they express their reaction to the second primary source, their questioning about the circus poster evolved as students wondered about the height of Ella and the Congo Giant or compared Ella’s gift of height to what they perceived as other “phoney” sideshow performers.

 

http://www.ruralmissouri.coop/03pages/03MarchElla.html

Finally, students saw the photo of Ella Ewing standing next to a chair. Their analysis was followed by one final chance to ask questions about her life.

●      How did she get so tall?

●      How big was she when she was born?

●      Did she get made fun of at school?

●      Did people stare at Ella?

●      Were people afraid of her height?

With this stark photo, student’s questions are just as stark, but also pointed. The emotional connection continued as students wondered about how others reacted to and treated Ella Ewing.

While not all of these questions can be answered, they do allow student researchers to connect to the person being researched. The answers that students find to other questions provide rich detail that gives depth and unique perspective to a research report.

This experiment may to a larger test. An archivist at the Missouri History Museum, and I have spoken about putting together sets of primary sources around other famous Missourians. I hope that they will also help students develop research questions and connect with the person they are researching.

Reaction to The Arctic Code by Matthew Kirby

Over the winter break, I finished an advanced copy of Matthew Kirby's newest book, The Arctic Code, the first in The Dark Gravity Sequence series. Not only was I pleasantly surprised by the first book in this series, I immediately had students in mind to recommend this book to. That's a sure sign that it will be a successful addition to my library.

The only other book of Matthew Kirby's that I had read was his historical fantasy The Clockwork Three. While I was a fan of that book as well, The Arctic Code is very different and, I believe, targeted to an overlapping, but slightly younger reader.

The Arctic Code is an ecocrisis dystopian novel centered around Eleanor, the daughter of a climatologists who is searching for oil reserves in the arctic as part of a non-profit company. Energy is in dire need as the world seems to be going through a new ice age. Eleanor, because of cryptic messages from her mother, believe her mother is in danger. Her mother then goes missing and Eleanor finds her way from a frozen Phoenix to the north to find her.

As Eleanor sneaks on to a transport plane to Alaska, Kirby introduces us to the pilot, Luke, who becomes Eleanor's guide and protector through much of the story. He is also one of the most developed characters and enjoyable to read.

We are also introduced to Julian and Finn, sons of another scientist who has disappeared with Eleanor's mother. They become companions on the rest of the journey. While these two characters are not as fully developed, Kirby gives the reader enough of their sibling relationship to distinguish them and leave us hoping for more in future books.

Through the rest of the story, Eleanor does find her mother who has started working for the Global Energy Trust, an extremely profitable energy company who works closely with the government. We are also introduced to a bit of advanced science that hints at the reason for the ice age as well as a driver that will move the story forward in other installments of the series.

As I mentioned before, Kirby's story is enjoyable. I was quickly reminded of Mark Peter Hughes' A Crack in the Sky, one of my favorite dystopian stories for middle grade students in recent years. The Arctic Code is not as complex and therefore would be a great read for a slightly younger reader. The action throughout the story will be an appeal for many and the female lead character is welcome.

Action is the driving force which can leave some characters a little underdeveloped at moments. That may seem like a criticism, but it is not meant to be. I'm hoping that this strategy allows for character growth through the series while letting the continued action keep the readers engaged from book to book.

Kirby has many elements he can explore in future books along with his characters. There is the advanced technology story line that drives the characters to their next adventure as well as the reliance on fossil fuels along with the economic classes that show through Eleanor's eyes as have and have-nots. Kirby also hints at the corruption and power that can take place when corporations work too closely with or even control a government.

These potential future story elements, along with the initial story itself, make me think this could be a successful series for those who love adventure, female main characters, and those who wish to begin exploring middle grade dystopian novels.

On a side note, Kirby addresses the absence of Eleanor's father in his story by making her biological father a donor. This is merely hinted at in the story and while most students may read over it, unaware of what it means, others may inquire. 

Discovering the Person and not the Persona in George Washington through Primary Sources

This past fall I was fortunate to be selected as a Missouri educator who was able to attend a Weekend with George Washington hosted at Mount Vernon. It was an incredible opportunity to rediscover George Washington and the amazing impact he had on not only the early country, but on us today. Several discussions made an impact on me and helped me start to see George Washington more as a person and less as a list of character traits that one might list off for the Father of our Country. I wanted to try to bring some of that to my fifth grade students during their visits to the library as they learned about the formation of the US in the classroom. I also wanted to see how they could use primary sources to help them come to their own discoveries about George Washington.

Finding a starting point was especially challenging. The fifth grade curriculum was a moving target as I looked for resources while students moved forward in their studies. I also needed to select primary sources that were both approachable as well as engaging. Students had to have enough background knowledge to interact with the resource and it had to accomplish that task of understanding the man who was George Washington.

After much searching, I selected the moment George Washington was appointed to lead the Continental Army. In multiple accounts, it states that George Washington, after being selected, refuses a salary and asks for only his expenses to be paid. His gesture at this moment seemed to fit the noble character of George Washington, sacrificing for the betterment of the country. It is also a small moment that is told in multiple books in our library so I consider it part of the lore of George Washington.

But there had to be more to the story. I searched for primary sources that would help me understand this moment and understand the man. What I found surprised me, made me wonder, and expanded my idea of who George Washington was. I couldn't wait to share them with my students to see how they would interpret them.

The lesson started with a blank SmartBoard. I knew students had been talking about the American Revolution. Part of that involved George Washington's role in the war. I asked students to think about George Washington, not only during the Revolutionary War, but throughout his life. "You know a bit about George Washington. I know you've talked about him in class. If you had to use one word or even a short phrase, how would you describe George Washington?"

"Brave" "Courageous" "Strong" "Modest" "Honest" "Leader" "Kind" "Hardworking"

Next, students, in pairs, analyzed the Journals of the Continental Congress for either June 15th, June 16th, or June 17th, 1775 where Washington is appointed to lead the army. It is reported that Washington accepts and states "I do not think myself equal to the command I am honored with," and asks to only be paid for his expenses. On June 17th, the Congress officially appoints Washington. This reinforces what can be found in many other books, but there was more information. Prior to Washington accepting the position, the Congress allowed $500 per month for pay and expenses for Washington. Here we have another piece of information. After sharing their analysis with the rest of the class, I again asked students to share a word or phrase that could describe Washington related to this event.

"Noble" "Put others first" "Humble" "Modest" "Trusted" "Patriot" "Commander in Chief"
All of these continue to fit with the persona of George Washington.

On their next visit to the library, we reviewed what students had discovered about George Washington. Then we looked at several pages of his Revolutionary War Expense Account as Commander in Chief of the Continental Army that was submitted to the Continental Board of Treasury. This is all in his own handwriting and is difficult to understand. To assist students in the analysis of the pages, they paired the page with a corresponding page from a secondary source, a 1917 book by John C. Fitzpatrick where he explains some of Washington's expense account in annotations.

As students analyzed the expense account, many had a noticeable reaction to what they read. I encouraged them to write these reactions down as reflections or questions on the Primary Source Analysis Sheet.

"Why would you need to buy curtains during a war?" "So unnecessary. 217 bottles of wine." "What are 'loaves of sugar'?" "He spent a lot of money." "Why did he get slippers? He's in war right now!"

There was a lot of conversation as students were investing themselves in trying to understand George Washington. Many students looked for justification. Students talked about how life was different and the possibility that drinking wine was more common. One student spoke about how Washington was leading his army for years and would need things other than military supplies. Another pointed out an amount of money that was given to a soldier's wife and reported in the expense account. Students were finding that George Washington was not one dimensional and were trying to make sense of that discovery.

After students finished their analysis, I shared a final secondary source from the National Archives showing the amount that George Washington incurred during the American Revolution, $160, 074. To more fully understand the number, I shared with students that there were large expenses for spies as well as supplies and materials for other soldiers, something not likely taken into account by the Continental Congress initially. Many students recalled the initial $500 monthly allocation suggested by the Continental Congress and that it was far exceeded by the amount George Washington spent over approximately 8 years.

I believe there was much more we could have uncovered about Washington with this activity, but our time was limited. I asked students, one final time, to share a word that could describe George Washington based on what we had analyzed that day.

"Smart" "Wise" Clever" "Not Wise" "Rich"

Given what students had analyzed, I think all of these traits are fair. More importantly, I think they are not all traits that typically fall under the persona of George Washington. Students had begun to look beyond that persona to understand and describe the person. In the meantime, students had investigated and analyzed papers dealing with the Continental Congress and the Revolutionary War. Overall, I think this first investigation into George Washington was a success and I look forward to students building on it in future activities.

How Using Primary Sources in Science Helped Me Reshape My Definition of Primary Sources

Meetings with my librarian colleagues are usually quite amicable. Except when it comes to what makes something a primary source. Then the clashes start. I'm not kidding. There have literally been arguments where voices are raised as we've wrestled with this question as a group. I thought about those lively discussions when I recently realized that my own definition for what makes something a primary source had changed.

For the last couple of years, I had used two resources to shape my definition of a primary source. The first is from the Library of Congress. One description it gives is that primary sources are "original documents and objects created at the time under study." It also goes on to read that "They are different from secondary sources, accounts or interpretations of events created by someone without firsthand experience." The second source contradicts that somewhat. In a podcast episode from Creative Learning Factory, they focus on newspapers being a primary source. With many articles not being written by someone with firsthand experience, can we consider these primary sources? The podcast takes the position that "primary sources are either an eyewitness account or an artifact of its time." To me, if I wanted to know what a greater community would know of an event, a newspaper article would qualify as a primary source of that question.

Earlier this year, the students did an activity where they analyzed primary sources of scientists notes and writings to investigate how they organize their work and their thinking. The sources were from all different time periods and a variety of scientists. Students recognized organizational strategies of these scientists and connected them to their own writing as elementary student scientists.

During other activities where I had utilized primary sources with students, there was a focus around a date, year, or range of time. We used primary sources to focus on colonial times, the building of a American symbol, or the time when a famous individual was alive. There was a beginning date and ending date. Even when we would focus on events like Thanksgiving or Halloween, the date would be important. What was Thanksgiving like 70 years ago? How did they celebrate Halloween 100 years ago? I could even attach specific dates to these types of investigations, and more importantly, many times the dates were important for us to compare our lives with those of others or to put it into a chronological context for our understanding.

With our activity about scientists and their notes, that specific date didn't seem to matter. Instead, the moment in time mattered, that moment when the scientist was writing down his or her ideas, questions, or observations. While we had information on when those moments took place, they weren't important to the analysis of the primary source or the understanding that they were working to come to. Students didn't need the date that Alexander Graham Bell wrote about his experiment to come to understand how he decided to record his ideas and they didn't need to know the year that Leonardo da Vinci drew illustrations of a bow to compare his method to theirs.

Is this new viewpoint unique to using primary sources in certain science settings? I don't think so, but it was what moved my thinking forward. I think the same idea of a primary source not being attached to a date, but a moment in time would apply in the work our fifth graders have done when using primary sources to define geocentric and heliocentric models of the solar system. What made those resources primary sources in that case wasn't the year they were created (although you could have done another activity with that being an important factor) but that these images were products of moments when these scientists were creating or defining either a geocentric or heliocentric model of the solar system.

I realize that this original misconception was not caused by a faulty definition by the Library of Congress or a misspoken idea in a podcast. It was my interpretation of those things that was flawed. To me, that word "time" in the definitions originally meant that date or date range or era. What I failed to think about was about "time" as "moments" Those moments could be scattered over years, decades, or centuries. And artifacts could have been created in all of those moments that are connected, not by the date, but by the activity or intention by the creator of the artifact at that moment. 

I'm sure that my working definition of a primary source will continue to evolve over time. For now, I am looking forward to that next spirited discussion with my fellow librarians.

Reaction to John Stephens' The Black Reckoning (book 3 in The Books of Beginnings series)

I just finished reading an advanced copy of John Stephens' The Black Reckoning. I can't say I ran across it. It was more like I hunted it down. I'll admit that I'm a big fan of the first two books in the Book of Beginnings series, The Emerald Atlas and The Fire Chronicle, so when me asking a local bookseller about the final book in the series and the ARC showing up at her desk coincided, I knew I had to hunt it down.

Now I usually don't read second or third books in a series. As an elementary librarian, I think I need to be widely read, so I usually just read the first book so I can recommend it with some authority and then move on to the next series. After I picked up The Black Reckoning though, I had to reread the first two books in the series, not because I forgot what had happened, but just because I enjoyed the first two books so much. Neither of them disappointed the second time and either did The Black Reckoning.

The Black Reckoning picks up right where The Fire Chronicle leaves off. Emma, the youngest of the siblings, has been kidnapped, leaving Kate and Michael, along with a great supporting cast, to find her. They do find Emma, and sooner than I thought. I was glad too because it is when the three siblings are together that the story is at its best. Their unique voices can be heard and there is evidence of growth as they really begin to change, both as characters and in how they view each other, that is refreshing to see over the series of books.

Of course, there are other relationships there too. The most focused in this story is Kate's relationship with Rafe (spoiler alert!) who turns into the Dire Magnus at the end of the second book. How can this happen when it is 100 years after Kate left Rafe? You'll find out. And Michael's relationship with the elf princess? It is just as funny but a bit endearing too as Michael allows himself to be more than just embarrassed by her attention.

The fantasy element is in full force as well. The story continues with trolls, elves, and other characters from the first two books. The author also brings in giants (and their gross but funny hygiene issues) and carriadin, found in the land of the dead. Other characters pop up again as well. While I won't give away the details, the arrival and departure of the witch from The Emerald Atlas was one of my favorite parts of the book.

If you've read the first two books, you'll know that the final book in the series deals with Emma finding her magical book, referred to both as The Book of Death and The Black Reckoning. (While I'm not positive why Stephens gives the book two names, I'm guessing it has something to do with the book in the story being the title of the story itself. Watching your child read The Black Reckoning is probably more palatable than them flipping through the pages of The Book of Death.) Stephens does a good job of limiting the strengths the children have gathered along the way like the power of the two other books or their large cast of supporting characters from Dr. Pym to Gabriel.

And then there are the concerns from adults about these books. I hear that they are too predictable or borrow too much. And I wouldn't disagree with the basics of that concern. There are hints of other stories in here and you know from the beginning of the first book how this final book will end, with the three children defeating evil, the Dire Magnus. But what makes these books ones that I want to reread or hunt down the newest copy of is not the end of the story, it is the journey that John Stephens brings us on. It is the relationship of Kate, Michael, and Emma. It is great moments of dialogue, especially from Emma. It is the twists and turns and reading how these characters deal with them that makes this ride an enjoyable ending to a great series.

The Black Reckoning is scheduled to be released on April 7, 2015.

Taking Notes Like a Scientist: Using Primary Sources to Examine Note Taking Strategies

Last summer, I participated in the Library of Congress Science Seminar, a five day professional development opportunity that allowed me to begin exploring the integration of primary sources as a resource in science instruction. As part of that week, I made a plan on one way to integrate primary sources with the direction to implement the lesson during the first half of the school year.

My idea for a lesson revolved around science note booking and note taking in our school. In 3rd grade, our science teacher introduces the process. It continues through their elementary career. During a book study last year on research, using Chris Lehman’s book “Energize Research Reading and Writing”, I saw many correlations between the free form style that students use when science note booking and the introduction to note taking styles with student choice based on need emphasized in Lehman’s book.

I saw them as two styles that could complement the other. My question was how to bridge the gap between the two. While at the Seminar, I decided primary sources might be the answer. Through the use of primary sources, students could connect their own natural tendencies to organize information through science note booking with tried methods to organize information that scientists have used in the past. Instead of teachers demonstrating note taking methods, students would discover the note taking methods of actual scientists and attempt to incorporate those methods into their own note taking. These methods could transfer into note taking in other subject areas as needs arose.

During the first week of school, third grade students participated in the note booking emersion. They observed fish, plants (and all of the insects on them), and other scientific phenomena. During their excursion, many students saw some type of small eggs on melon leafs in the school garden. This caused a lot of excitement and speculation. The classroom teacher had a naturally generated question and we decided to run with it. Students would do a mini research project trying to answer their question and I would help them think about their note taking in the process.

http://www.loc.gov/item/magbell.25300102/    

Students began their study of scientists’ notes by analyzing a page from a notebook of Alexander Graham Bell. Students used a modified version of the Primary Sources Analysis Tool from Library of Congress. For the purposes of this lesson and because of time restrictions, I wanted students to focus in on what they saw as an organizational tool (Observation) and why they thought the scientist organized his information in this way (Reflection). 

Students found a great deal of organizing methods. Pages were numbered, ideas were dated and sorted into short paragraphs. There were drawings of Bell’s telephone that was labeled with letters and those corresponding letters were used in his writing about the device. And in each method, students were able to give some reflection as to the “why” of its use. “Short paragraphs are easier to read.” “If you date things, you’ll know what order you did them in.” “Labeling the picture and using the labels in his writing helps me understand what he is writing about.”

Smaller groups then continued by analyzing another note or recording method of a scientist. Students analyzed the directions for using a macaroni machine written by Thomas Jefferson. They explored the drawings for a crossbow by Leonardo da Vinci. Students even looked at more recent notes by Dave Morrison as he thought about measuring the surface temperature on Mars. 

In these other works, students noticed drawings done from different perspectives, underlined and circled words, tables, step by step directions, and different ideas for the same goal drawn side by side. In each case, students were, again, able to express an idea about why the scientist chose to organize his thinking in that way. “It makes it easier to read.” “This was probably really important.” “You can see different details when he draws it this way.”

We extended the activity by asking students to look at their initial writing and drawing from their note booking experience. Could they see similarities between their work and the work of the scientists? They shared example after example, further reinforcing themselves as scientists and their work as scientific. I also feel they saw the work they do in a school setting existing outside of and beyond school. This skill was important and was used by great minds! Finally, I asked them, “As you take more notes, either from observations or from reading or viewing images, what strategies did these scientists use to organize their information that could help you?” Many shared ideas directly from their findings through the primary source analysis.

As they moved forward with their study, I did revisit their second set of notes and there were definite similarities between their work at the scientists’ work they studied.  My hope is that this has laid a foundation and gives examples to call back to as students continue to explore note taking.

note: For anyone trying something similar, I will share that I did have to make transcripts of much of the notes because of the cursive handwriting. While students were willing to make attempts, the struggle would have slowed down the activity too much.

My Favorite Thanksgiving Primary Sources

This week really starts the Thanksgiving season for me. The five class days before the Thanksgiving break, the students and I do different kinds of Thanksgiving activities. Really, we analyze and investigate all kinds of Thanksgiving primary sources, kindergarten through fifth grade.

I know this might not sound like fun, not compared to crafty activities or reading a great Thanksgiving picture book. I would argue that it is better though. I see it as a discovering of knowledge about Thanksgivings past. In each grade, we focus on a different primary source or set of primary sources, and we don't just analyze them. We try to go further. This is something that I try to emphasize with my students. What do you do with that knowledge about the primary source you just analyzed? What can you connect it to? How can it help you look at something else in a different way?  How can you use it to compare life now to life at another time? For this set of activities, we typically talk through this. In other activities, we may write or illustrate. With the excitement that leads up to Thanksgiving break, the students often want to talk, so I take advantage of that.

I thought I would share my favorite Thanksgiving primary sources.

http://www.loc.gov/pictures/item/ggb2004010001/

Kindergarten students will be analyzing a wonderful photo from 1911 of students in a schoolyard titled
School Children's Thanksgiving Games. In the photo, some students sit on a bench watching other students who are in different Thanksgiving costumes. My favorite find in the photo, a child wearing a turkey mask, hasn't been seen by a student yet. See if you can find it.
After analyzing this photo, students compare these students celebrating Thanksgiving to their school celebrations at RM Captain.

In first and second grade we move the celebration from school to home and analyze photos from the Crouch family's Thanksgiving taken in 1940. These twenty photos are a wonderful snapshot of a Thanksgiving day in a large family's home. While the photos don't individually contain the detail that

http://www.loc.gov/pictures/item/fsa2000023954/PP/

the 1911 school photo does, as a group, they are rich with information about culture and tradition.
In first grade we will focus in on a photo of Mrs. Crouch pouring water on the turkey, the photo of the pies with the family visible in the mirror's reflection, and the photo of the whole family eating with the children at a separate table. Students will fully analyze one of the photos with the Observe, Reflect, Analyze model (using I see, I think, and I wonder) and do a lighter, quicker analysis of the others where we focus in on only what we see. Similar to kindergarten's comparison to school, first grade students compare their home celebrations to the Thanksgiving celebration in the photos.
In second grade, students will analyze several photos in groups, focusing their analysis on where events are taking place in the photos. In groups, they will attempt to create a map of the Couch's kitchen where the meal was cooked and eaten, highlighting furniture and other points of interest from the photos in their map.

http://chroniclingamerica.loc.gov/lccn/sn89081022/1922-11-22/ed-1/seq-5/

Third grade students are going to be building on the first grade idea of the Thanksgiving meal
traditions and be planning their own Thanksgiving meal with a primary source twist. The class will collaborate on items for the meal and then shop in two places. Two groups will use a current local grocery store advertisement. Two other groups will use newspaper advertisements from about 90 years ago. The two advertisements, the first from 1919 and the second from 1922, list many items that students may use today. I'm eager to see if it does the job. While we won't be doing a traditional analysis on these pieces, I'm looking forward to the math and problem solving connections.

http://www.loc.gov/pictures/item/ggb2004010002/

Fourth grade students will work with my favorite Thanksgiving primary sources. Earlier this year, our fifth grade classes did a primary source analysis to learn about a lost Halloween tradition. Our fourth graders will learn about a lost Thanksgiving tradition. They will first analyze a hundred year old photo of Thanksgiving Maskers, a group of boys dressed in costume who look like they are more fit for Halloween night. Following their analysis, which may leave more questions than answers, they will read a newspaper editorial from the same time period where the writer shares her distain for the maskers tradition of walking down the sidewalk banging pots and blowing horns, and asking passersby for pennies or candy while families are trying to enjoy their Thanksgiving. Learning about this lost tradition gives students a chance to be historians and investigate the a tradition completely foreign to them.

http://www.loc.gov/pictures/item/2004660226/

Finally, in fifth grade, students will be looking at Thanksgiving officially being named a national
holiday with Lincoln's 1863 proclamation while analyzing an 1861 drawing of Civil War soldiers celebrating Thanksgiving in camp. Hoping that students see that Thanksgiving was being celebrated before being named an official holiday, they will then use a secondary source to give them an overview of other presidents making Thanksgiving proclamations going back to George Washington.

I'm looking forward to this week with students before Thanksgiving, not just because of the great primary sources that they will be interacting with. I'm also looking forward to the K-5 experience throughout the entire building all connecting back to different learning around Thanksgiving as well as the potential experiences that students have year after year with these primary sources.