Lesson Plan : Primary and Secondary Sources

Teacher Name:
 Megan Osimanti
 Grade 9-10
 Social Studies

 Primary and Secondary Sources
 This lesson introduces students to primary sources -- what they are, their great variety, and how they can be analyzed. The lesson begins with an activity that helps students understand the historical record. Students then learn techniques for analyzing primary sources. Finally, students apply these techniques to analyze documents about slavery in the United States.
 By the end of this lesson: The Student will: know what a source is know the difference between a primary and a secondary source understand how a historian uses a source to gain information have some idea about how to analyze a source be able to see the information that can be gained from a picture source. The student will be able to analyze a primary Source document using the NARA analysis Sheet.
 The student will identify the difference between primary and secondary source documentation. The student will apply this information to sort and identify the difference between Primary and secondary Sources. The student will analyze a primary Source document using the NARA analysis Sheet.
 Computer Access. PowerPoint Program. Various Personal Records, Photographs, letters of the Educators. Treasure box. PowerPoint Presentation of Primary and Secondary Sources. "Rosetta Stone" Text and/or letter from Abigail Adams. Large "puzzle" of a geographic political boundry such as the United states or another country/continent.
 The lessonj is introduced with the Educator showing the students a treasure chest of various Personal Records, Photographs, letters, etc. The students are asked to identify what these are, who they tell about, what they tell about? what is moissing? How reliable are they?
 The teacher then hands to each student a large piece of a puzzle that has been created for them to put together. The "puzzle" can be of a country/continent that the class is studying or just one of the United States. It may be more beneficial to use a place that the students are not familiar with. Intentionally, the teacher has left a few of the pieces out. The students are given time to put this puzzle together...after an ample amount of time has passed and the students are mostly done, Teacher stops the activity and has students return to their seats. Students are asked to explain what happened with this activity? Was it easy? was it hard? What was missing? What was present? Students Answer, hopefully mentioning how because many of the pieces are missing they can't really tell what it is...Teacher uses this opportunity to explain that History is much like a puzzle, and that is certain pieces are missing then that puzzle is harder to solve! Teacher explains that sources of information, especially the types of sources for that nformation is critical when we study history! Students are shown a Powerpoint presentation prepared by the educator that goes through the differences between primary and secondary sources, gives examples of, and has them analyze some paintings/photographs visually as a group.
 Students are monitored as they complete the large puzzle activity.
 This can be modified so that students who are of a higher level can be given different Primary and/or Secondary sources and then Jigsawed after they have read the sources so that they can discuss their own readings and compare and contrast what their class mates have read. students who may need extra assistance are given the Primary Source in type. many sources that have been handwritten are difficult to read, so the educator can also provide the student with the "interpreted" typewritten version.
Checking For Understanding:
 Teacher discusses with Students the Primary source that they have examined in a seminar format. Students discuss what sort of sources from this time period/event might also be available...would they be primary or secondary sources?
 The activity is closed by the Students verbally sharing something that they can think of from their life that would be the most accurate primary source to describe them right now as a teenager! This can also be adapted to have the students bring in something physically that applies to their life right now. the rest of the class can concur/dissagree with whether they are sharing a primary or secondary source.

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