Primary sources. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database

Transcription

1 Published on AASL Learning4Life Lesson Plan Database Primary sources Created by: Kimberly Bryant Title/Role: Library Science Student Organization/School Name: MTSU Location: Tennessee Grade Level: 9 Type of Lesson: Lesson in a unit Type of Schedule: Combination Collaboration Continuum: Limited Content Area: Language Arts Content Topic: Primary Sources Standards for the 21st-Century Learner Skills Indicator(s): Find, evaluate, and select appropriate sources to answer questions. Dispositions Indicator(s): Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Maintain a critical stance by questioning the validity and accuracy of all information. Responsibilities Indicator(s): Follow ethical and legal guidelines in gathering and using information. Self-Assessment Strategies Indicator(s): Use interaction with and feedback from teachers and peers to guide own inquiry process. Scenario: This lesson will be taught to help 9th grade enrichment classes. Students will be able to improve their researching skills. These students are having a difficult time selecting creditable resources. The librarian and English teacher have collaborated to develop a 9 week unit that builds on researching skills dealing with selecting sources. They want to build on the student?s basic understanding of the research process. It will be taught as the introduction lesson. Overview: Students will learn how to use primary and secondary sources to add credible depth to their research projects. Whether it is a photograph, book, map, letter, postcard, newspaper, or official document, students can use sources to reconstruct and relive history. Students will be given the opportunity to apply their skills to learning activities. Essentail Question: How can I tell the difference between primary and secondary sources? Final Product: Products for the Unit: complete handout and successfully choose a primary or secondary source. The handout contains examples of sources, and students must select the ones that are primary sources. Library Lesson: Students learn to differentiate between primary and secondary sources. Estimated Lesson Time: 90 minutes

2 Assessment Product: Using their chosen primary source, students prove it is a primary source by answering questions on the interview source worksheet. This is a formative assessment and students who do not prove that their sources are primary should conference with the teacher and have another chance. Process: Students will work with a partner to complete handout 1. This handout contains examples of sources, and students must select the ones that are primary sources. The process will be completed the first day. This handout will be used to assess students' understanding of the difference between primary and secondary sources. Student self-questioning: How can I make sure that I have found a good source? How can I make a better choice Instructional Plan Resources students will use: Physical Object Text (books, letters, poems, newspapers, etc.) Resources instructor will use: Laptop Smart board Instruction/Activities Direct instruction: The librarian and classroom teacher will collaborate on the topic. Then the librarian will introduce the topic of primary and secondary sources. The librarian will explain the assignments and objectives to students. Day 1 1. The librarian will gain the attention of the students by asking students if they have ever witnessed a car accident firsthand? Did they have to give their account to the police? The librarian will explain the importance of getting the account from an eye witness rather than a second hand story from someone that did not see the accident. The eye witness is the primary source, while the secondary source would be the lady that overheard some talking about the wreck.today, we are going to discuss the primary and secondary sources. 2. The librarian will present the Powerpoint (attached) and discuss examples of primary and secondary sources. Students will brainstorm examples of the different sources. Day 2 1. The librarian will do the set and review different types of sources. 2. The handouts will be returned and we will go over them as a whole. The librarian will indicate the right answers. 3. The librarian will explain the required assignment. The students will bring in a source to the next class. They will explain to the class if the source is primary or secondary. Students should be able to defend their source to the teacher. 4. Students will be given an exit ticket. They must define primary sources in their own words. Day 3 The librarian will ask students if they can define primary and secondary sources. Modeling and guided practice: Day 1 1. Use questioning technique to check for understanding of the different types of sources. 2. Students will work with a partner to complete a primary source handout. This handout has examples of sources and students must differentiate between primary and secondary sources. 3. The librarian will collect handouts. Day 2 The handouts will be returned and the students will have the opportunity to correct it. Day 3 1. The librarian will make note of their definitions on the board

3 and summarize their definitions for the class. 2. Next,students will present their chosen source. After each presentation, the class will discuss the sources and make suggestions. The librarian will provide examples of primary and secondary sources. The teacher will discuss brainstormed suggestions. The librarian will draw a chart on the board. The chart will have to categories: primary and secondary. Students will determine which brainstormed suggestions goes in each category. Independent practice: Students will brainstorm examples of primary and secondary sources. Students complete with a partner the source worksheet. This worksheet contains examples of sources and students must select the correct type of source. They must demonstrate the ability to differentiate between primary and secondary sources. Students will fill out the source handout. This handout will be used to assess the source brought from home. Sharing and reflecting: Students will defend their source to the class. Students will make a class presentation defending whether their source is primary or secondary. Also, they will summarize why they chose and how they chose this source. Have you taught this lesson before: Yes AASL/Common Core State Standards Crosswalk English Language Arts: CC.9-10.W.8» English Language Arts» Research to Build and Present Knowledge» 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10) CC.9-10.SL.2» English Language Arts» Comprehension and Collaboration» 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10) CC9-10RS/TS8» Reading Standards for Literacy in Sci Tech» 8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. (9,10) CC9-10RS/TS9» Reading Standards for Literacy in Sci Tech» 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (9,10) CC.9-10.SL.3» English Language Arts» Comprehension and Collaboration» 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10) CC.9-10.L.3.a» English Language Arts» Knowledge of Language» a. Write and edit work so that it

4 conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. (9,10) CC9-10RS/TS1» Reading Standards for Literacy in Sci Tech» 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (9,10) CC.9-10.L.4.c» English Language Arts» Vocabulary Acquisition and Use» c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

5 Interviewing a Primary Source 1. What does this source look like? 2. Who wrote it? 3. When was it written? 4. What is the purpose of the source? 5. What insights into the past does this source give? 6. Describe the information in the source. 7. How did you get this source? 8. Why is it important to you? 9. Why did you choose this source? 10. Prove that this document is a primary source. Be A Source erer s Apprentice 2000, Rev

6 Kimberly Bryant

7

8 Provide a firsthand account of events recorded during or shortly after the events described occurred.

9 A source of information is one that was created later by someone who did not experience first hand or participate in the events.

10 Audio oral histories, memoirs, interviews & music Images photographs, videos, film, & fine art Objects clothing, tools, pottery, & inventions Statistics census data, population data, & weather records Text letters, diaries, original documents, maps, laws, & lectures

11

12

13

14

15

16 Worksheet for Identifying Primary and Secondary Sources Below is a list of sources of historical information. Circle the letter indicating whether the item is a "P", primary or "S", secondary source. If an item could be either primary or secondary, circle the "E". Be prepared to explain your choices! SOURCE (P)PRIMARY (S)SECONDARY (E)EITHER Business reports P S E Newspaper reporter P S E A city directory P S E A map P S E An elderly relative P S E A building P S E A letter P S E A diary P S E A census book P S E A textbook P S E A magazine article P S E A video P S E A photograph P S E A song P S E A poem P S E A cartoon P S E Court records P S E A museum docent P S E A cemetery headstone P S E A phone book P S E

17 Bryant LIBS Page 2 of 2