The 2006-2007 Pilot Teacher Research Project

Research Abstracts

Let's Get Going - Identifying Newton's Laws

Sit down! You're rocking the boat. 1913 Schwartz, J. (1913). Sit down! You're rocking the boat. 1913. Library of Congress: American Memory, Historic American Sheet Music, 1850-1920 .

Researchers:
Dr. John Word, Principal, Kenmore Middle School,
Betty Spencer, Assistant Principal, Kenmore Middle School,
Leon Gibbs, 8th Grade Science, Kenmore Middle School,
Gail Perry, 8th Grade Reading, Kenmore Middle School
Research Question:
Will the use of primary source documents within a historical context improve student motivation?
Description:
In this integrated lesson, students are introduced to Newton's Laws of motion by arranging a set of primary source images according to their stage in motion.  Students further sort the images according to historical era and then further analyze a single primary source image to identify and explain the laws of motion in the photograph.  To conclude, students use the single image to write an essay describing the laws of motion in the picture and describe a possible future form of transportation.  Students were given pre and post surveys to measure their level of motivation.
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World War II and the Homefront

Are you doing all you can? Unknown. (1942). On The Homefront - America during World War I and World War II. Library of Congress: American Memory.

Researchers:
Lynn Dille, 7th Grade Social Studies, Francis Hammond Middle School,
Jessica Telthorster, 7th Grade English, Francis Hammond Middle School
Research Question:
Will student retention of World War II concepts be measurably greater if students utilize one primary source in different ways in two different content areas?
Description:
Language arts students were given the opportunity to gain insight into WWII by writing found poems which used letters written by a WWII soldier to his wife. Social studies students used the same letters as in learning about the Home Front. Students' products (letters, poems, and objective tests) were divided into two groups and compared. Group 1 had been exposed to the letters in another class prior to the products assignment. Group 2 had not been exposed to the letters in another class prior to the assignment. The second group's mastery and retention of the material was compared using objective test scores, and an analysis of their letters and poems.
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Famous Americans

Transactions of the American Philosophical Society Akin, J. (1799). Transactions of the American Philosophical Society. Library of Congress: Exhibitions, Thomas Jefferson.

Researchers:
Natalie Canadas, 3rd Grade, Key Elementary School,
Frances Reisig, 2nd Grade, Key Elementary School
Research Question:
What is the relationship between the teacher’s use of historical Library of Congress documents of famous Americans on students development of prior knowledge for instruction in a social studies unit?
Description:
Working in heterogenous groups, students closely analyze documents in a single box to discover the identity of a particular famous American.  As a group students answer a set of spiral questions that guide them in their examination and analysis of the images.  Students are given a pre and post questionaire to guage their knowledge of the famous Americans being investigated.
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The Next Fifty Years: What Will the World Need?

Emile Berliner (1851-1929)Gramophone, disc, and"List of Plates," Berliner, E. (1895). Gramophone, disc, and "List of Plates,". Library of Congress: Exhibitions, American Treasures of the Library of Congress.

Researcher:
Dr. Elaine Powers, Gifted, Kenmore Middle School
Research Question:
To what extent does the use of primary sources foster/promote the use of independent study as a differentiation technique for gifted students and to what extent does it engage/motivate the gifted learner?
Description:
An Inventions' Independent Study project was set up for a diverse group of 7th grade Social Studies students. Students were asked to research and design an invention that would have a positive impact on the 21st century.  Through an analysis of inventions from prior centuries and examination of the primary documents from those inventions, historical thinking laid the foundation for today's inventions.  Qualitative data was collected in the form of student and teacher reflections, surveys, and interviews. The artifacts were student portfolios that included a student notebook with work logs, a poster, a PowerPoint, and a script for an oral presentation.  
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"What inspires you?" Analyzing Woodblock Prints from an Artistic and Historical Perspective

Saint Birgitta. Revelationes. Saint Birgitta. Revelationes. Nuremberg: Anton Koberger, September 21, 1500. Rosenwald Collection, Rare Book and Special Collections Division, Library of Congress: Exhibitions, A Heavenly Craft: The Woodcut in Early Printed Books.

Researcher:
Joan Bickelhaupt, Art, Washington-Lee High School
Research Question:
To what degree does student understanding of how an artist’s work is influenced by their time period influence student’s own creativity?
Description:
Students use the Library of Congress collections and print exhibitions to classify subject matter genres found in selected prints that can be generalized across several historical periods. The observations or opinions based on factual information about the technique, form and content of wood block printing during their investigation allows them to suggest in what ways the historical or context of the artist inspire artistic expression.  Case studies of individual student's art portfolios or interview and anecdotal observations that support other data in the areas of skills, space, resources, and interaction.
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Using Primary Source Pictures to Integrate History and Theatre: Bringing Japanese American Internment to the Stage

Los Angeles, California. The evacuation of Japanese-Americans from West coast areas under United States Army war emergency order. Japanese try to sell their belongings Lee, R. (1942). Los Angeles, California. The evacuation of Japanese-Americans from West coast areas under United States Army war emergency order. Japanese try to sell their belongings. Library of Congress:Prints & Photographs

Researcher:
Dorothy Lydon, Drama, Kenmore Middle School
Research Question:
Will examination and inclusion of primary source documents generate excitement and understanding about historical occurrences, and help students add realistic detail to original script?
Description:
Seventh and eighth-graders examined photographs taken before and during Japanese American internment during WWII.  The kids identified personally with the people in the photos, wrote scripts, and filmed their original productions. As they took ownership, the class requested further research time and gained significant understanding of the facts and emotions involved.  Qualitative data was collected through student response and evaluation.
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Ancient China Writing Prompt

Camel train from Mongolia via Nankow Pass, coming through the Great Wall of China Unknown. (c1902). Camel train from Mongolia via Nankow Pass, coming through the Great Wall of China. Library of Congress: Prints & Photographs, Sterograph Cards

Researchers:
Kristin Cook, 3rd Grade, Westgate Elementary School,
Diane Bounds, Adventure of the American Mind
Research Question:
What happens when third grade students use primary sources as a catalyst for writing responses?
Description:
Through Interactive Notebooks teachers collect data based on student responses to primary sources in Social Studies.  The study focuses on the unit of Ancient China and as students respond to the prompts in their Interactive Notebooks.  Responses will focus on direct questions, informal prompts and narrative stories.  Students will be evaluated based on their ability to pull background information into their writing as well as their ability to use descriptive language.  All primary sources will come from the Library of Congress Web site.
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Biography - Add an Artifact

[Harriet Tubman, full-length portrait, standing with hands on back of a chair] Lindsley, H. B. (ca. 1860-1875). [Harriet Tubman, full-length portrait, standing with hands on back of a chair]. Library of Congress:Prints & Photographs.

Researcher:
Elizabeth McCradden, Gifted, White Oak Elementary School
Research Questions:
Do students using primary source documents demonstrate high-level thinking through the questions they ask and the end products they produce?
What are the attitudes and feelings students have about using primary source documents?
Description:
Fifty-eight sixth graders enrolled in a program for gifted and talented students participated in a study to explore whether students using primary source documents demonstrate a greater degree of high-level thinking than students using secondary source documents.  First, students completed a chart in which they wrote what they knew and recorded questions they had about notable Americans.  Group one used primary source materials whereas, group two used short secondary source biographies.  Students then completed a questionnaire to evaluate attitudes regarding the lesson.  In addition, each student wrote a biography about one of fourteen Americans used in the introductory activity.  Components of the biography required analysis, synthesis, and interpretation of information.  Final products were assessed for evidence of higher level thinking using a rubric. 
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Exploring the 1920's & 30's: musician, writer, or artist?

Gottlieb, William P. (1947). [Portrait of Louis Armstrong, Carnegie Hall, New York, N.Y., ca. Apr. 1947]. Library of Congress: American Memory, William P. Gottlieb: Photographs from the Golden Age of Jazz Gottlieb, W. P. (1947). [Portrait of Louis Armstrong, Carnegie Hall, New York, N.Y., ca. Apr. 1947]. Library of Congress: American Memory, William P. Gottlieb: Photographs from the Golden Age of Jazz.

Researcher:
Emily Frazier, 7th Grade Social Studies, Irving Middle School
Research Question:
Will the use of primary resources increase students’ recall of the importance of a historical figure?
Description:
Seventh grade Social Studies students determined the importance of significant writers, musicians, and artists of the 1920s and 30s by interacting with Library of Congress primary sources dealing with each historical figure.  Students drew inferences about the significance of each figure based on the primary sources given to them, and then checked the validity of their inferences by reading a short biography of each figure.  To evaluate their understanding of the significance of each figure, students played a matching card game- matching each figure with their importance.  Quantitative data was gathered from the results of the card game and compared to the results of a similar class who did not use primary sources in their study of the figures.  A likert scale student reported assessment was also used in data collection.
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Identify Point of View in Social Studies

Holy Trinity monastery on its sky-island, (W.S.W.) and cliffs at Meteora, Greece Unknown. (c1907). Holy Trinity monastery on its sky-island, (W.S.W.) and cliffs at Meteora, Greece. Library of Congress: Prints & Photographs, Sterograph Cards.

Researchers:
Paul Maniscalco, 5th Grade Social Studies, Key Elementary School,
Micaela Pond, 5th Grade English, Key Elementary School
Research Question:
Can physically interacting with a primary source improve the development of point of view in Social Studies curriculum?
Description:
Proven practice has shown that students learn and retain information through the use of kinesthetic activities, activities involving action.  Primary sources, original works written by someone who witnessed or wrote close to an event, have also been proven to help students understand specific historical happenings.  This study shows how using kinesthetic activities and primary sources can help students learn point of view.  It involves primary classrooms with mixed ability level students and combines Social Studies, Writing and Reading skills. 
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