Harvard's collections are the product of more than three centuries of decisions encompassing every imaginable thematic interest. The contours of these collections also, inevitably, reflect an evolving understanding of what academic libraries are expected to acquire-at one point the basic books that any educated person would have at his command; more recently a broadening array of resources, in all formats, to support an inclusive community's discipline-based inquiries. Libraries at other colleges and universities have of course pursued similar goals. Harvard, however, is unique for the duration of its efforts, and also unusual in having consistently anticipated scholarly needs by documenting emerging social, intellectual, and political trends. A host of distinctive collections, and the uniquely rich sum of these parts, are a visible result.
These Primary Source Sets are compiled and written for educators. However, we think these collections will be of interest to many groups of users.
Check out these additions to the growing list of primary source sets, selected primary sources from the rich collections of the Library of Congress on a particular curricular topic. Designed for quick and easy download, each set includes a teacher's guide to historical context, teaching tips and analysis guides, and a graphic organizer to deepen student engagement with these rich artifacts from the past. Here are the newest topics:
+ The Industrial Revolution in the United States
Maps, songs, photos, and political cartoons tell the story of the United States' transition to an industrial nation.
+ The New Deal
Photographs, posters, oral histories, and music recount how Federal programs sought to end the Great Depression.
"Pics4Learning is a safe, free image library for education. Teachers and students can use the copyright-friendly photos & images for classrooms, multimedia projects, websites, videos, portfolios, or any projects in an educational setting."
I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
This strikes me as someting teachers in many learning areas could work on with kids rather than defaulting to Language Arts as the place where kids learn about plagiarism
The teacher in this tale uses the incident to teach students that using others' words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.
I'm not sure that I see the evil/missteps in this example. It doesn't say the student was punished it says the teacher & librarian used it as an opportunity to teach about proper attribution...
Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity.
Being able to write about things that you are passionate about will bring even more importance to students' writing.
it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document)
She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.