Brief Description

When asked to research, students often gather and read information from secondary sources.  This introductory lesson will allow students the opportunity to explore primary sources such as letters, diaries, photographs, maps, and artifacts. By looking closely at the details, students will draw conclusions about the items and formulate their own hypotheses about the time period(s) during which they were created. The students will look at four different primary sources (photograph, letter, rare book, and map).  With a partner, they will answer questions about one of the above items they choose to investigate. Students will learn what a primary source is and how it can be a useful part of research. This lesson will take approximately 4 one-hour lessons in the computer lab.

Standards and Frameworks

Technology Standards

• 5T-E1. Locate information from electronic resources

• 1SS-E1. Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials
• 1WP-E7 Identify the relevant details and facts of written material
• 2M-E2.Make valid inferences, predictions and arguments based on statistical analysis

Academic

• Using a list of sources, students will accurately categorize primary and secondary sources into two columns.
• Looking at the four primary sources on the Internet site http://www.k12science.org/curriculum/treasure/part1.html

student partners will analyze the primary source materials and write conclusions about their contents.
• Working in small groups, students will prepare a 5-10 minute oral presentation that will include at least 5 related points about the primary source item (book, map, photo, or letter).

• Using the Internet, paired students will access and analyze one of the four primary sources (photograph, letter, rare book, and map) and answer a minimum of 8 of the questions from the worksheet.
• Using the computer, projection screen, or TV monitor, students will access the website and share a minimum of 5 details about their primary source item during their small group presentation.

• Students must be able to access the Internet and move from page to page by clicking the back button.
• Students must have general knowledge of maximizing/minimizing documents.

• Worksheet with list of primary and secondary sources (mixed up for students to categorize)
• Scissors to cut information apart
• Worksheets with list of questions
• Computer lab with access to the Internet-http://www.k12science.org/curriculum/treasure/activity.html
• Projection screen to demonstrate website to class and share class presentations

Gifted students – This lesson allows students to analyze and evaluate a variety of primary sources in depth.  They may elect to research other websites and explore primary sources of their choice, along with the given assignment.  If they finish early, students also have the option of helping another student pair with answering questions, analyzing information, or the technology process. Group presentations will allow for higher level thinking in planning, organizing, and presenting information.

LEP (Limited English Proficient) students – students will be paired up with another student to help them move around the website and answer the questions for that particular primary source item.  Students will be given the opportunity to record information with another student. Group presentations will allow LEP students to be involved in a presentation with help from others in the planning, organizing, and presenting of information.

ADD/ADHD students – Students will be paired up with another student to help them move around the website and answer the questions for that particular primary source item.  However, if a student has difficulty working with others, due to attention issues, then consider the following options:  If a student should need to work alone, break down the task. Have students complete a portion of the assignment (maybe answer only 5 of the 10 questions). Students can use headphones to help block out distractions.  Instead of writing the information, students may want to tell it into a recorder. Group presentations will allow ADHD/ADD students to be involved in a presentation with help from others in the planning, organizing, and presenting of information.

Special Education students – Students will be paired up with another student to help them move around the website and answer the questions for that particular primary source item. Also you may want to break down the task.  Have the student talk through their ideas with their buddy. Have the buddy write most of the information down, allowing the special education student to write a smaller portion of the assignment. Group presentations will allow special education students to be involved in a presentation with help from others in the planning, organizing, and presenting of information.

Procedures

• Begin the lesson by asking students if they know the difference between primary and secondary resources.  As they discuss predictions, pair off students, give them a list of resources, have them cut apart the cards, and put them in two categories -primary and secondary. The list of resources includes: Diary, Encyclopedias, Letter, Biographies, Photograph, Geography textbook, Cliff Notes, Journal, Map, Social Studies book, Birth Certificate, Public television documentary, College diploma, Census Records
• After a few minutes have students share what they put in each category.  This could be done on an overhead, or students could move from group to group to see how others have categorized the information.
• Next have the student partners open the website http://www.k12science.org/curriculum/treasure/activity.html and select Part One of the lesson.
• They will then see the list in correct primary and secondary order.
• Give the student partners time to discuss their answers to the questions at the bottom of the page.
• In a whole class discussion briefly share thoughts and ideas.
• Students then select Part Two and read the preview of the primary sources they will be looking at.
• Partners then answer questions about one of the four primary source items on their data sheet.
• After students have been given time to answer questions, each pair will then work in a small group to discuss their findings.  There will be four small groups – one group for each of the four objects - photograph, book, letter, or map.
• The groups will plan a 5-10 minute oral presentation. Students groups must include at least 5 details about the primary source they analyzed, and show the primary source they are discussing on the computer, TV monitor, or projection screen during the presentation.
• As a wrap-up the teacher can reiterate the importance of primary sources used in research.

Technology:

Teacher observation on how well students utilize the computer to access URL addresses.
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

Completed worksheet –students will answer 80% of the questions about the primary source item they reviewed. (Possible grading - one point for each question answered)

Participation rubric allows the teacher to observe student participation during small group allows teacher to identify who understands the difference between a primary and secondary source.

Rubric score for class presentation.