Brief Description

Elementary students often have difficulty telling the difference between a primary source and a secondary source.  For instance, if they are watching a movie about the American Revolution they may ask, “Is that really George Washington in that movie?”  Teaching about primary sources may help with time lines. Teaching students to recognize primary sources for what they are and understand their value is part of the objective of this lesson.  This lesson shows the story behind the movie “Wind Talkers” and in so doing shows the importance of primary source research for writers as well as for the understanding of the individual researcher.

Standards and Frameworks

Technology Standards

• 1T-E2. Demonstrate increasingly sophisticated operation of technology components
• 3T-E3. Publish and present information using technology tools
• 5T-E1. Locate information from electronic resources.

• Social Studies
• Standard 1: History
• 1SS-E1. Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials.
• PO 1. Place key events on a timeline and apply chronological terms correctly, including B.C.E. (B.C.), C.E. (A.D.), decade, century, and generation
• PO 2. Identify primary and secondary sources historians use to construct an understanding of the past, using such sources as letters, diaries, newspaper articles, archaeological evidence, maps, and government records
• PO 4. Distinguish fact from fiction in historical novels and movies
• 1SS-E4. Describe the economic, social, and political life in the Arizona Territory and the legacy of various cultural groups to modern Arizona, with emphasis on:
• PO 3. The lives and contributions of various cultural and ethnic groups, including American Indians, Hispanics, and newcomers from the United States and other parts of the world
• Reading
• Strand 1: Reading Process
• Concept 4: Vocabulary Acquire and use new vocabulary in relevant contexts
• PO 2.  Use context to determine the relevant meaning of a word.
• Strand 3: Comprehending Informational Text
• Concept 1: Expository Text Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.
• PO 4.  Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Writing)
• PO 5.  Identify appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) needed for a specific purpose. (Connected to Research Strand in Writing)
• PO 6.  Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text. (Connected to Research Strand in Writing)
• PO 7.  Distinguish cause and effect.
• PO 8.  Draw valid conclusions based on information gathered from expository text.
• Concept 6: Comprehension Strategies Employ strategies to comprehend text.
• PO 6.  Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
• Writing
• Strand 1: Writing Process
• Concept 1: Prewriting Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
• PO 1.  Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers, drawing, writer’s notebook, group discussion, printed material).
• PO 2.  Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece.
• PO 3.  Determine the intended audience of a writing piece.
• PO 4.  Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
• PO 5.  Maintain a record (e.g., lists, pictures, journal, folder, notebook) of writing ideas.
• PO 6.  Use time management strategies, when appropriate, to produce a writing product within a set time period.
• Concept 2: Drafting Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.
• PO 1.  Use a prewriting plan to develop a draft with main idea(s) and supporting details.
• PO 2.  Organize writing into a logical sequence that is clear to the audience.
• Concept 3: Revising Revising includes evaluating and refining the rough draft for clarity and effectiveness.
• PO 1.  Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.
• PO 2.  Add details to the draft to more effectively accomplish the purpose.
• PO 3.  Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
• PO 4.  Use a combination of sentence structures (i.e., simple, compound) to improve in the draft.
• PO 5.  Modify word choice appropriate to the application in order to enhance the writing.
• PO 6.  Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.PO 7.  Use resources and reference materials to select more precise vocabulary.
• Concept 4: Editing Editing includes proofreading and correcting the draft for conventions.
• PO 1.  Identify punctuation, spelling, and grammar and usage errors in the draft.
• PO 2.  Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.
• PO 3.  Apply proofreading marks to indicate errors in conventions.
• PO 4.  Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.
• Concept 5: Publishing Publishing includes formatting and presenting a final product for the intended audience.
• PO 1.  Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.
• PO 2.  Share the writing with the intended audience.
• PO 3.  Use margins and spacing to enhance the final product.
• PO 4.  Write legibly.
• Strand 2: Writing Elements.
• Concept 1: Ideas and Content Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.
• PO 1.  Express ideas that are clear and directly related to the topic
• PO 2.  Provide content and selected details that are well-suited to audience and purpose.
• PO 3.  Use relevant details to provide adequate support for the ideas.
• Concept 2: Organization Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.
• PO 1.  Use a structure that fits the type of writing (e.g., letter format, narrative, lines of poetry).
• PO 2.  Create a beginning that captures the reader’s interest.
• PO 3.  Place details appropriately to support the main idea.
• PO 4.  Use a variety of transitional words that creates smooth connections between ideas.
• PO 5.  Create an ending that provides a sense of resolution or closure.
• PO 6.  Construct a paragraph that groups sentences around a topic.
• Concept 3: Voice Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.
• PO1.  Show awareness of the audience through word choice and style.
• PO 2.  Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and mode.
• Concept 4: Word Choice Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.
• PO 1.  Use a variety of specific and accurate words that effectively convey the intended message.
• PO 2.  Use descriptive words and phrases that energize the writing.
• PO 3.  Apply vocabulary and/or terminology appropriate to the type of writing.
• PO 4.  .  Use literal and figurative language in a variety of ways (e.g., imitating, creating new words, rhyming), although may be inconsistent or experimental.
 
• Concept 5: Sentence Fluency Fluency addresses the rhythm and flow of language.  Sentences are strong and varied in structure and length.
• PO 1.  Write simple and compound sentences.
• PO 2.  Write sentences that flow together and sound natural when read aloud.
• PO 3.  Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
• PO 4.  Use effective and natural dialogue when appropriate.
• Concept 6: Conventions  Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
• PO 1.  Use capital letters correctly
• PO 2.  Punctuate endings of sentences
• PO 3.  Use commas a.
• PO 4.  Use quotation marks
• PO 5.  Use colons
• PO 6.  Use apostrophes
• PO 7.  Spell high frequency words correctly.

Academic

Using  Microsoft Word to create, revise, and edit a letter, students will show an understanding of the Six-Trait Writing Rubric by scoring a 3 or 4 on the attached rubric.

Creating a letter the students will show their understanding of the importance of research and the use of primary sources by mentioning at least one example of when  they can be used.

Accessing the Story Behind the Movies website, students will verbally identify 2 or more examples of primary sources, analyze them and give two reasons why each is identified as a primary source.

Students will infer at least two things from their analysis of the primary sources found and mention them on the digital classroom worksheet.

Using the Internet, students will, without help, access and then read information pertaining to the story of the WWII code talkers.

Using Microsoft Word, students will write the final draft of their letters with less than five errors in word processing.

Pre-Requisite Technology Skills

Students will need to have appropriate permission to access the Internet and to publish their work following school/district guidelines.

Students must have general knowledge of being able to access the Internet and be able to move from page to page by clicking the back button.

Students will need to be able to type, edit and save work to their disk/server

Students must have basic knowledge of Microsoft Word – changing font, spell check, editing and revision, be able to access a fresh document, copying and pasting, and printing.

Students must know how to save their Word document to a floppy disk, or the server, and be able to access it at a later time.

Access to computers with  Microsoft Word, Macromedia Flash 5, a printer, and the Internet.

A copy of a historical fiction book, such as Navajo Long Walk by Nancy M. Armstrong, Scholastic, 1994.

A basic knowledge of the Six-Traits of Writing.  http://www.azed.us/students/languagearts/SixTraits.html

A dictionary and/or thesaurus either in print or online (Word 2000) available for each student.

Accommodations for Special Needs

Gifted Students: Gifted students may be encouraged to read and respond to other “Stories Behind the Movies”  from the main lesson site.  Gifted students or students in need of extra work may read and respond to the article about learning and the Internet found on a connected site:  http://www.awesomestories.com/index2.htm and click on “Check Out Our Story.”

Sheltered English Immersion Students: Students can be paired with an English speaker to discuss the primary sources offered in this lesson.  There are many photographs used as primary sources in this lesson. With their partners they should be given the opportunity to do some of the word processing.

Learning Disabled Students: Students can be given a modified assignment perhaps asking that they look at some of the pictures that the others have identified as primary sources. They may work in pairs or small groups to help them do this. Students may work with a partner who reads the material or responds to the writing prompt. Students can use headphones to help block out distractions.

Attention Deficit Students: Students can be given various occasions over several lab sessions and classroom computer sessions to complete the assignment in smaller chunks. They can also have a peer typist help type if needed. Students can use headphones to help block out distractions. Students who have difficulties focusing may be given print outs of some of the primary sources to study for the worksheet and be allowed to refer back to them to complete the exercise.

Part One

• The teacher will pre-assess prior knowledge by asking students to view several sites on the web or from a text that shows drawings, photos, documents, etc. that may or may not be primary documents. An excellent source for this is “Teaching with Documents” http://www.archives.gov/digital_classroom/teaching_with_documents.html
• Discuss with the students whether the sites they have seen are the “real deal” or someone’s interpretation of what happened.
• To further this idea, have the students write part of the Declaration of Independence.  Ask them to compare what they have written to a photo of an original and primary source: http://www.archives.gov/national_archives_experience/charters/declaration.html
• Have them explain to a partner which one is a primary source and why.

Part Two

• Play a game of “gossip.” Starting with one person in the class whisper a tongue twister and have the students listen to the final outcome after the phrase has gone around the room.  Ask the students which person probably had the more accurate understanding of the original phrase.
• Show a picture to the students for ten seconds.  Then have the students draw or describe what they have seen.  Reshow the picture and compare it to the drawings or descriptions.  Which are more accurate?
• Discuss when being accurate is most important.  Read a short passage from Navajo Long Walk (Scholastic 1994) or any other historical fiction book, and solicit factual parts that make the book more accurate and easier to picture.  Would photographs, movies, or sound recording help form our “mind movies” and understanding even better? Do authors of fiction books, plays and movies have to research before they write their stories?  Would primary sources be important to them?

Part Three

• Inform students that today on their computers they are going to find out the story behind a movie called Windtalkers.  Explain that it is the story of the people who created a code that was successfully used by the Americans in WWII.
• Divide the students into groups of two or three including at least one good reader in each group.
• Have the students go to http://www.awesomestories.com/movies/wind_talkers/wind_talkers_ch1.htm  and with their partners read the story behind the story of the Windtalkers clicking on the highlighted words to see primary sources that help explain the story. Only the first four chapters will be available to them without paying for the website.
• Have the students find and print to fill in or save as a document and fill in http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/photo.html  Have them use this worksheet to analyze one or two of the primary document photographs that is included in this story.

Part Four

• To show their understanding of the importance of research and use of primary sources in that research even for fiction writing, have the students write a letter in correct form to next year’s class explaining to them:
• What a primary source is.
• The importance of researching using primary sources.

Technology:

The teacher will observe the students to take note of their ability to access the URL addresses, print or save as a word document and then print, word process, and use a word document for letter writing.
 Rubric:

0- Student needs help with all technology access
1- Student needs some help with technology
2- Student needs a little help with technology
3- Student needs no help with technology

When shown by the teacher three to seven sites which contain both primary and secondary sources, the student will identify the majority of primary sources and be able to explain to their partners why they think those sources are primary sources.

The student will successfully fill in at least one worksheet analyzing a primary source picture.

The student will use the Arizona State Standards procedure for writing a letter and will achieve an average of 3.5 or higher on the Letter Writing rubric.