Defining Primary and Secondary Sources and How - BKLe
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Transcript Defining Primary and Secondary Sources and How - BKLe
Defining Primary and Secondary
Sources and How to Interpret and
Process Documents.
By: Billie Lynch
Instructional Goal and Objectives
Demonstrate the ability to interpret and
process complex reading material by
analyzing primary source documents and
compare different points of view.
Define key terms
Process factual information
Analyze documents
Apply information
Compare points of view
Introductions
7th grade
Ancient World History
29 student
Average to high average
Good attitudes
Minimum behavior problems
Needs Analysis
Smith and Ragan Model
◦ Students were given a pretest to evaluate
prior knowledge.
20 questions
average score 17
Pre-test/Post-test
1. A biography of the marriage between Princess Diana and Prince Charles.
(primary / secondary)
2. Charles Darwin's book on evolution, The Origin of Species. (primary /
secondary)
3. Excerpts from the Declaration of Independence. (primary / secondary)
4. The autobiography of John Scopes, the biology teacher who was tried and
convicted in 1925 for teaching the theory of evolution in a Tennessee public
school. (primary / secondary)
5. An interview with your grandfather about your great-grandfather's
childhood. (primary / secondary)
6. An editorial attacking the Republican position on social security. (primary /
secondary)
7. An interview with a survivor from the Titanic. (primary / secondary)
8. A survey you conducted to see if the majority of students commute to
school. (primary / secondary)
9. A book by an astronomer providing precise experimental data illustrating
that the universe began with a "Big Bang." (primary / secondary)
10. A book by a journalist that highlights the major historic events of the 19th
century. (primary / secondary)
Learner Analysis
Dick, Carey, and Carey
◦ Identifies characteristic of the learners
Prior knowledge
Behavior
Attitude
Ability
Progression of Problems
Define Primary and Secondary Source
Dictionary
LINC TABLES
Engage Students
Create a list
Answer question
Analyze documents
Analysis worksheets
Gather and read documents
Apply Information
Create artifacts
Discuss
Compare points of view
Choose a topic
Collect documents
Compare
Engage Students
Records Today
List of Trash
Objects in Locker
Analyze Documents
http://www.archives.gov/education/lessons
worksheets/
Things that worked
Defining key terms and using the LINC
TABELS
Identify and creating a list of primary and
secondary sources
Using analysis worksheets
Creating artifacts
Things that did not work
The classroom set-up while analyzing
documents
Responses to the assessment
◦ More detail needed
Evaluation
Primary Source: ________________________________________________________________
1. Determine the type of source:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________
2. Summarize the source:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________
3. Evaluate the reliability
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Draw a conclusion about the source as it relates to the topic:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________
References
Brown, A. & Green,T.G. (2006). The Essentials of Instructional Design. Connecting
Fundamental
Principles with Process and Practice. Upper Saddle River, NJ: Merrill Prentice Hall.
Document Analysis Worksheets. The National Archives and Records Administration Retrieved
April 4, 2009, from http://www.archives.gov/education/lessons/worksheets
Ellis, Edwin S. (2001). The Vocabulary Lincing Routine (pp.38). Lawrence, KS: Edge Enterprise.
Harford County Content Standards. 2008 7th grade Ancient World History. Retrieved April 4,
2009, from http://www.hcps.org/departments/curriculum/SocialStudies.aspx
Maryland Techonolgy Literary Standards for Teachers. 2007 Maryland State Department of
Education. Retrieves April 15, 2009, from
http://www.marylandpublicschools.org/MSDE/programs/technology/techstds/
Voluntary State Curriculum. 1997 -2008 Social Studies Grade 7. Retrieved April 4, 2009,
from
http://mdk12.org/instruction/curriculum/index.html