First Annual Caribbean Challenge Teaching Packet ( All Materials )

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Material Information

Title:
First Annual Caribbean Challenge Teaching Packet ( All Materials )
Physical Description:
Teaching Resource
Creator:
Wooldridge, Brooke
Picard, Liesl
Vinat, Daniel
Johnson, Sherry
Jean-Louis, Felix
Silvera, Vicki
Publisher:
Florida International University Libraries
Place of Publication:
Miami, FL
Publication Date:

Notes

Abstract:
On Thursday, November 17, 2011, 20 top students from the Academy for Advanced Academics (at FIU), Felix Varela Senior High School, John A Ferguson Senior High School were chosen by their teachers to participate in the Caribbean Challenge at the Green Library at FIU. The students learned about the Digital Library of the Caribbean and Analyzing Primary and Secondary Sources from Miami Dade teacher Daniel Vinat and dLOC Coordinator Brooke Wooldridge. They participated in a roundtable discussion with FIU historian Sherry Johnson, Special Collections Librarian Vicki Silvera and African and African Diaspora graduate student Felix Jean Louis. Finally, the student teams worked with the key dLOC resources in the bookshelves below selected by FIU Latin American and Caribbean Center graduate student Pierre Losson. They had one hour to read, interpret and prepare a five minute presentation of their findings. All of the presentations were excellent, but the honorable judges FIU Librarians Gayle Williams and Adis Beesting and FIU Latin American and Caribbean Associate Director Liesl Picard selected the group on Panama as the overall winner for their ability to place Panama in the international context, well-coordinated presentation and clear description of the primary and secondary sources. The event was co-sponsored by the Digital Library of the Caribbean, FIU Libraries, FIU Latin American and Caribbean Center and Miami Dade County Schools. We owe a special thanks to the County District Supervisor for the Curriculum and Instruction Division of Social Sciences and Life Skills at Miami-Dade County Public Schools, Bob Brazofsky, for his support of this event and the funding to make it possible for the teachers to participate in this important experience. Most of all, we thank Daniel Vinat for the vision to develop this project and John Burkowski, Diana Nadaskay, Carlos Ardaya for being excellent teachers and providing their students with exceptional opportunities both inside the classroom and in the community. Check out this resource packet if you would like to recreate the Caribbean Challenge in your classroom.
General Note:
The full resource packet includes the overview, program, presentation slides, team presentation score sheet, evaluation template, and certificate template.

Record Information

Source Institution:
FIU: Special Collections
Holding Location:
FIU: Special Collections
Rights Management:
All rights reserved by the source institution.
System ID:
AA00008618:00001


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Full Text

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Thursday, November 17, 2011 FIU Modesto Maidique Campus Green Library, Room 220 Program Schedule 8 :00am 8:30am Registration and Continental Breakfast 8:30am 8:45am Welcome and I ntrod uctions Liesl Picard 8:45am 9: 15am Analyzing Primary and Se condary Docum ents Daniel Vinat An Introduction to the Digital Library of the Caribbean (dLOC) Brooke Wooldridge 9:15am 9:45am Conducting Research with Documents & Roundtable Discussion Dr. Sherry Johnson, Felix Jean Louis, Vicki Silvera 9:45am 10:00am Sn ack B reak 10:00am 11:00am Student Competition 11:00am 11:30pm Student Presentations 11:30am 12:00 pm Closing Remarks 12:00pm 1:00 pm Lunch (on your own) 1 st A nnual Caribbean Challenge

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The Challenge Insi de the envelope your group wi ll find : 1. 5 d o cuments related to a Caribbean nation 2. 1 page background summary/info rmation on your Caribbean nation Your task, as a team, is to: 1. Identify the country 2. I dentify each document as either primary or secondary 3. Explore what you can learn from the d ocuments about th e political, economic or socio cu ltural aspects of your particular country 4. Try to draw connections among all of the documents received by your group Your team is responsible for a 5 minute presentation When developing your presentat ion keep the following in mind : 1. All members must participate in the presentation in some form. 2. You can design your presentation in any format BE CREATIVE!!! 3. In your presentation, you must include: a. b. The types of documents used c. What you lea rned from the documents d. How the documents contributed to your understanding of the country 4. You will have access to the following materials for your presentation Large poster board paper, markers, ELMO document reader 5. Make sure that the focus of the presen tation is the documents and not the 1 page background summary Creativity Use/ E xplanation of Documents Overall Presentation Information/Knowledge of Country Good Luck!!!! 1 st Annual Caribbean Challenge

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dLOC Bookshelves for the Caribbean Challenge Panama and the Canal http://www.dloc.com/folder/925/brief Jamaica http://www.dloc.com/folder/919/brief Trinidad and Tobago Eric Williams http://www.dloc.com/folder/912/brief Hurricanes http://www.dloc.com/folder/926/brief

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Primary v. Secondary Documents What are they And How to analyze them Daniel Vinat Felix Varela Senior High Caribbean Challenge November 18, 2011

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remnants of people who once lived and don't live any more." A definition of a Primary Source http://www.lib.washington.edu/subject/history/historyday/his.html

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No bias, no viewpoint Only your interpretation Can give additional information Materials Textures Printing methods Technologies Why do we use primary sources in history?

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What is a Primary Source? Autobiographies Diaries Documents Eyewitness accounts Film footage Laws Letters Newspaper articles Novels Objects from the time (clothing, weapon, etc.) Oral histories Photographs Poems, art, music Speeches Media (newspaper/ads) An informational source from the time of the event

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No interpreted in any way. For example, A picture of King coffin printed in a book or posted on a website can be considered a primary source. **Look for source*** Does a Primary Source have to be the original material?

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Who wrote this? How do they know the information they are telling me? When did they write it? Why did they write it? Who did they write it for? Questions to ask yourself when looking at Primary Sources

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An informational source that analyzes the event. These sources often use several primary sources to compile the information. Biographies Encyclopedias History books Textbooks What are Secondary Sources?

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Yes They provide the necessary background or context to be able to interpret Primary Sources For example, World Book 2005 or your Social Studies textbook can provide background information about the events leading up to Revolutionary War. Are Secondary Sources useful?

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Ask yourself some questions: How does the author know these details? Was the author present at the event or soon on the scene? Where does this information come from personal experience, eyewitness accounts, or reports written by others? Are the author's conclusions based on a single piece of evidence, or have many sources been taken into account? How do you know?

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Newspaper and Magazine articles can be a primary or secondary sources. If the article was written at the time something happened, then it is a primary source. Example: The articles written on are primary sources. However, if a reporter in 2009 wrote inauguration using information written by someone else (1789), that would be a secondary source. Primary or Secondary Sources?

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Biography of a playwright Videotape of a performance Theatre Essay on Native American land rights Treaty Political Science Treatise on a particular genre of poetry Poem Literature Book about the Underground Railroad Slave diary History Article critiquing the piece of art Original artwork Art Primary Source Secondary Source Sources of Historical Study

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Who created the source and why? Did the author have firsthand knowledge of the event? Was the author a neutral party? Did the author produce the source for personal use or a large audience? Was the information recorded during the event, immediately after the event, or after a lapse of time? Did the author wish to inform or persuade? Questions for Analyzing Primary Sources

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Validity Reliability Bias Facts vs. opinions

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(note that Encarta lets people edit its pages but with editor approval) Upon completing college, [Bush] became eligible for the military draft. To meet his service obligation, Bush enlisted in the Texas Air National Guard in 1968. He told the admitting officer that he wanted to become a pilot like his father, who was a highly decorated Navy flier in World War II. He did his basic training at Lackland Air Force Base in Texas, and entered a pilot training program at Moody Air Force Base Georgia. He received favorable reports from his superiors, attained the rank of second lieutenant, and was certified to fly the F 102 jet fighter during training missions in the South and along the Gulf Coast. the F 102, and instead notes patriotically how President Bush wanted to fly a jet like his father.

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What is going on in this photo? What questions does it raise?

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You are a historian who has stumbled across this artifact (your coin) in your work on a particular civilization Coin Activity

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Team Presentation Score Sheet Judge Name: ______________________________________________ School/Team Name: ________________________________________ CATEGORY SCORE Creativity 1 2 3 4 5 Overall Presentation 1 2 3 4 5 Use/explanation of Documents 1 2 3 4 5 Information/Knowledge of Country 1 2 3 4 5 Total Score: __________________ Comments: __________________________________________________________ __________________________________________________________ __________________________________________________________ ___________ _______________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ ___________________________________ _______________________ 1 st Annual Caribbean Challenge

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CARIBBEAN CHALLENGE 2011 Evaluation 1 How much did you know about the Caribbean before today? ____A lot ____Some ____Nothing 2. How much do you know about the Caribbean after today? ____A lot ____Some ____Nothing 3. What was the most important thing you learned today? 4. How will you implement what you learned today in your classes? 5. What did you like the most about this event? 6. What would you change for future events? 7. Was this your first visit to FIU? 8. Do you plan to go to college? 9. What would you like to study?

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Spring 2011 Certificate of Participation Awarded to Firstname Lastname For outstanding completion of Caribbean Challenge Developed by Miami-Dade County Schools and Florida International University Libraries and Latin American and Caribbean Center Florida International University, November 17, 2011 Brooke Wooldridge Director, Digital Library of the Caribbean Florida International University