Jennifer+Mellske

Teaching With Primary Sources

I chose to complete assignment number three. I thought of a topic and found two different media formats of primary sources. I then completed a teacher's guide for analyzing photos and prints. I then took the assignment a step further and created a lesson plan of sorts to show how I would lay out the whole lesson and make it relate to my educational field of math.

I. Start with class polls
 * A. What do you call it soda or pop?
 * B. Who drinks pop?
 * C. Who likes Pepsi vs. Coke?

II. [|Brief History of Beverage Industry: Celebrating 50 years of service].

III. How does advertising effect or influence what we buy?
 * A. [|189- Photo Ad]
 * 1. [[file:Primary Sources[Final].docx]]
 * 2. Beginning follow up activity
 * B. [|1954-56 Stop Motion video]
 * 1. Intermediate follow up activity
 * C. [|1979 Mean Joe Green Video]
 * 1. Intermediate follow up activity
 * D. 2011 How would you advertise?
 * 1. Advanced follow up activity
 * a.[| Prezi]
 * b.[|Goanimate!]

media type="custom" key="11215236"

IV. Segue into graphing with supply and demand examples.
 * A. Unit on graphing Linear Equations

__Questions.__

1//. Why did I choose the assignment I did?// <span style="color: #008080; font-family: Tahoma,Geneva,sans-serif;"> I choose the assignment I did because there were not many choices in the lesson plans for mathematics. I wanted to complete a lesson or activity that I could potentially use in my classroom. I wanted to use a variety of items from the Library of Congress to show the students that the Library of Congress has great resources and is a great outlet for primary sources.

<span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">2 <span style="font-family: Tahoma,Geneva,sans-serif;"><span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">. //How does the assignment I chose work with my background?// <span style="color: #008080; font-family: Tahoma,Geneva,sans-serif;"> I try to teach my students to question and reason their way through math. We must ask many questions and find the basis for our answers from the primary problems we are given. I wanted students to work on their reasoning skills as well as find out that there is math in everything we do. It has been proven time and time again that the more interested a student is in a topic, they more they will learn and participate. Students are faced with many choices every day. It only seemed logical to hint at a cultural norm that they are facing everyday. The most important time to a student is lunch! So I thought we can incorporate this into a real life lesson for them.

<span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">3. //How would I use this in staff development training I may do in my future education career?// Since I am within the Curriculum and Instruction master's program, I tried to create a lesson that I would use. In doing so I found the LOC website to be a great tool. I will bring this site and the tools that I have used into many meetings and curriculum type situations in which I hope to participate in the future. I will show them the site, what I planned and hope they can come up with their own uses for either the lesson or the site.

4. //How would the Library of Congress website benefit the subject in which I teach?// If I were looking to point out a specific mathematician, then I could look to see what support the website can offer. As for specific lesson related to mathematics in general, I only found one such lesson plan. I believe this lesson would be more geared towards the middle schools and would have to be part of an interdisciplinary lesson related to social studies. If I were a history or english teacher, there are more resources geared specifically towards them in that sense of pre-made lessons.