Each month we will feature a primary source or collection that may support curriculum in history, science, math, language arts or visual and performing arts. If you have used a primary source in your classroom that you have found particularly engaging for your students, please send it along to us so we can share it. You can send them to Judith Kantor (jkantor@labschool.ucla.edu) and Sylvia Gentile (sgentile@labschool.ucla.edu).

As the country gets ready for the 2020 elections, we are highlighting a Library of Congress exhibition that focuses women’s fight for the right to vote. In addition to many familiar images, the collection begins to explore the role of women of color in the seven decades of suffragists’ campaigns.

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How might Cotsen Fellows and Mentors implement inquiry teaching and learning into their classrooms?Ìý In October, November, and December approximately 80 teachers from Long Beach to La Puente explored this question when they visited UCLA Lab School. These visits have launched an ongoing collaboration between the Cotsen and UCLA Lab School teachers.

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In September, UCLA Lab School teachersÌýJudithÌýKantorÌýand Sylvia Gentile joined about 30 education and non-profit organizations from all over the United States at the fall meeting of the Teaching with Primary Sources Consortium at the Library of Congress in Washington, DC. UCLA Lab School partners with the Cotsen Foundation for the Art of Teaching in their work with the Library of Congress to facilitate the use of primary sources in inquiry-based teaching and learning.

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This past summer was the tenth anniversary of an institute at The Huntington Library, Art Collections and Botanical Gardens called Nature, California’s Place, and The American Dream.ÌýThe institute was organized by William Deverell, professor of history at USC and David Igler, professor of history at UC Irvine.Ìý The primary source workshop portion was led by Raul Almada, Cotsen Mentor at West Whittier Elementary in the Whittier City School District.Ìý The purpose of the institute has always been to explore the significance of California and its role in the history of the United States and how teachers of all grades might keep that in mind when teaching history in their classrooms.

The second purpose of the institute is to learn about how to use primary source materials in the classroom, not only for teaching history but teaching all subjects This year’s institute was attended by 26 teachers that ranged from elementary school to middle and high school.Ìý The institute took place the week of June 24-29. ÌýThe historians who presented were Steven Hackel from UC Riverside, David Igler from UC Irvine, William Deverell from USC, Natalia Molina from USC, and Jessica Kim from Cal State Northridge.Ìý They spoke on topics ranging from early Native Californians, the Missions, the Pacific, Manifest Destiny, and local Los Angeles history. This year the teachers could really see how historians research using primary source materials, interpret them, and then use them in their instruction with college level students.Ìý This helped the attendees really understand how they might approach grade level historical concepts with their elementary, middle school, and high school students.ÌýThe teachers also developed three lesson plans using Huntington resources in the lessons.Ìý These lessons will be hosted on the website in the future.

Some of the primary source materials used:

Waldseemuller Map (Prints in 12 sections total-6 sections in each set):

Ìý

Part 1: (6 sections)

Part 2: (6 sections)

Bibliographic Info:

J Goldsborough Bruff:

Ìý

The Mountain Lodge-In Prosperity

The Midnight Visitor

Camp Scene-Reading the latest news (4 months old)

The Weary Explorer

Scene on the Emigrant Trail, Near Settlements Nov. 1849

Mountain Hospital

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As the Primary Writers for California’s new History-Social Science Framework, the CHSSPÌýisÌýuniquely positioned to support implementation of the new guidelines for instruction.

Framework Conferences (2019-20)

We’re proud to announce a new series of conferences across California, focused on Framework implementation.

Sessions.ÌýÌýConference participants will enjoy extended sessions with ample time for discussion and sharing with your teaching colleagues, scholars, and teacher educators.Ìý You’ll be able to choose from more than 20 different Framework-related topics, includingÌý the FAIR Act, world history, Native Californians, and special sessions designed specifically for elementary teachers and school administrators.Ìý

Dates and Locations

• UC Irvine (September 10, 2019)
• Tulare COE, Visalia (October 17, 2019)
• CSU East Bay, Hayward (December 16, 2019)
• Riverside Convention Center (February 5, 2020)
• UC Davis (April 15, 2020)
• CSU Dominguez Hills, Carson (May 2020 – specific date TBA)
• Shasta COE, Redding (September 2, 2020)

Registration.ÌýRegistration costs $225, and is payable via credit card or school purchase order.Ìý If you are interested in attending, reserve your spot today, as our last round of conferences sold out quickly.

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Registration through December 1, 2019, is open to Cotsen Mentors and Fellows only
To register, contact Lyndon Catayong atÌýlcatayong@cotsen.org

Why use primary sources in an inquiry-based classroom?

Primary sources are the raw materials of history. They are original documents and objects that were created at the time under study. When you teach with primary sources, students dive into inquiry by:

• Questioning and making inferences
• Wrestling with contradictions
• Considering multiple points of view
• Constructing their own knowledge and meaning
• Making claims and forming conclusions based on evidence

Join us to observe students using primary sources across the curriculum, debrief with demonstration teachers, and explore primary sources for your own classroom.

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Starting on August 1, Teaching CaliforniaÌýwill offer schools and teachers classroom-ready resources designed to engage students in exciting and inspiring investigations of the past.

Funded by a grant from the California State Department of Education, the California Historical Society (CHS) worked with the California History-Social Science Project (CHSSP) to createÌýTeaching California, an innovative, free, online resource of instructional materials to support the implementation of California’sÌýHistory-Social Science Framework. Made for teachers in classrooms across the state, this program is designed to improve student reading, writing, and critical thinking, while inspiring them to discover the past.

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