Lesson Plan

Thinking Like A Historian - Primary and Secondary Sources

Students will
Shari M.
Classroom teacher
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My Grades 6
My Subjects English Language Arts, Social Studies
Objectives

Students will be able to:

  • Cite specific textual evidence to support analysis of primary and secondary sources.
  • Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
  • Analyze the relationship between a primary and secondary source on the same topic.
Subjects
English Language Arts
discussion
text analysis
using supporting evidence
writing
Social Studies
events
history
Grades 6 - 8
All Notes
Teacher Notes
Student Notes

1 Hook

The following question and possible answers will be posted on PollEverywhere and students asked to log on and respond.

Please select the choice which best matches your knowledge.

a. I know what a historian is and I can teach the class!
b. Hum...I think I might know what a historian is, but I couldn't teach the class.
c. I do not have a clue!

2 Direct Instruction

Google Drive
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Students will choose the method of notetaking they prefer (Cornell Notes, Word doument, iPads, or ...) and take notes throughout direct instruciton (Google Docs PowerPoint Presentation). 

Write these words on the whiteboard (academic vocabulary) and there are live links in the presentation to definitions:

credible

evidence  

evaluate

assertions

artifacts

propaganda

speculate

skepticism

The presentation can be found at the following link:

(https://docs.google.com/presentation/d/1F0sBmUhCZJBpy8P-NpvY2EZNFAa3cTu9...)

Move through the presentation slide by slide giving students time for discussion and teacher time for formative assessment.

 

3 Guided Practice

Before viewing the video, "A piece of Hollywood" (PBS history detectives), students will select the primary Source Analysis Tool link and examine it well! 

Primary Source Analysis Toolhttp://www.loc.gov/teachers/primary-source-analysis-tool/

Teacher and students complete the primary source analysis tool after viewing the video analyzing Mr. Amrhein's (historian in the video) primary and secondary sources from the video.  Please note, there is not a pull-down for "artifact", so please just leave "Any format".  Next, submit to teacher via email or download/print and hand in.

Link to the video, "A piece of Hollywood" (PBS History Detectives). 

4 Independent Practice

Students will go to the Library of Congress and select four primary sources to analyze in 4 out of the 5 categories listed below using the primary source analysis tool.  In addition, students will find one secondary source for one of the 4 items they analyzed (for later discussion board post).  

American History & Culture:
A digital library of historic maps, photos, documents, audio and video from American Memory.

Historic Newspapers:
Enhanced access to America's historic newspapers through the Chronicling America project.

Historic Sound Recordings:
The National Jukebox features over 10,000 78rpm disc sides issued by the Victor Talking Machine Co. between 1900 and 1925.

Performing Arts:
Collections, articles and special presentations on music, theater and dance materials from the Performing Arts Encyclopedia.

Prints and Photographs:
Catalog of about half of the Library's pictorial holdings with over 1 million digital images.
 

5 Wrap-Up

Edublogs
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When finished, students will review screen cast on (http://www.screencast-o-matic.com) discussion board criteria on discussion board posting (teacher created). 

Discussion Board Rubric

Students will post a links to one of the primary and secondary sources they evaluated (the others will be turned in to teacher) and post to the discussion board/blog.  Students will answer the following questions with regards to the following question and their links (primary and secondary sources)

1.What is the significance of primary and secondary sources to a historian?

2. Cite specific evidence to support analysis of primary and secondary sources.

3. Determine the central ideas or information of a primary or secondary source (the link you provided); provide an accurate summary of the source distinct from prior knowledge or opinions.

4. Analyze the relationship between a primary and secondary source on the same topic.

5. One question I still have...

To receive credit for Students will be required to adhere to the posting guidlines (link provided in Discussion Board Rubric above). 

This is a pass or no pass assignment.  You will be given the opportunity to edit your post for credit.