In the Beginning; Analyzing and Documenting Primary Sources
Students will view a collection of artifacts and documents. Examples: 1800s eye glasses, a Revolutionary War pay record, an original letter, and a family picture, etc. Ask students what these objects and documents have in common? Ask them to think about similar objects and/or documents they have seen in their own homes.
2 Direct Instruction
Present and discuss examples of primary and secondary sources. After viewing a short video clip, in small groups have students brainstorm other examples of primary and secondary sources. Share with whole class.
What makes something a primary source?
What are clues that something is a secondary source?
How can I analyze a primary source?
3 Guided Practice
With guidance from the teacher, students will navigate historical records on http://www.christchurchphila.org/.They will use a graphic organizer in the form of a scavenger hunt to find and record answers. Share and pair to compare findings. Whole class discussion.
4 Independent Practice
Independently, completing a second scavenger hunt, students will research the Mayflower Compact through a link on the The National Archives. They will search a digital copy of this primary document guided by questions on the graphic organizer. Subsequently, they will share and discuss their findings with another student.
- scavenger hunt
Drawing on a previous lesson where students learned to cite sources, students will now create a minimum of two MLA style citations using the information found during their scavenger hunts. This lesson will be used as an introductory lesson in a multi-week ancestry unit.
Students will take home a map of Early Augusta County Virginia. They will analyze the map, answering provided questions. In addition, drawing on prior knowledge, they will create an MLA citation for this document.