Nicole Logozzo

Self-Contained Social Studies

Objective: The students will analyze types of primary and secondary

sources and categorize which sources are primary verses secondary.
Upon completion of this lesson the students will:

be introduced to the concept of primary and secondary sources

brainstorm examples of primary and secondary sources
analyze sources to establish their ability to differentiate between
primary and secondary sources

CCSS Standards:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary
sources.
CCSS.ELA-LITERACY.RH.6-8.9
Analyze the relationship between a primary and secondary source on a topic.
Materials:
Primary and Secondary sources samples
Zooburst presentation Smartboard
Information packet
Activity sheet
http://vimeo.com/87001150 -Video (Smartboard required)
Post-it notes
Quia game (Smartboard required)
Introduction/Anticipatory Set:
The teacher will show an introduction video clip to introduce the material.
The students will each be given post-it notes and will be asked to listen to
hear one primary source and to jot it down when they hear it.
Procedure:

The teacher will read aloud information presented in the form of a

Zooburst presentation
Students will be provided with a copy of the information to read along
The teacher will call students up to the Smartboard to click on images
and read the information aloud
The teacher will pull out different samples of primary and secondary
sources and display them for the students to view

The teacher will display a model of the activity the students will
complete
Students will be purposefully paired to analyze a source and decide if it
is a primary or secondary source and fill out an organizer
Students will share the information gathered from their source

Closure:
Exit ticket: What have you learned?
Student self-assessment of how well the material is understood
Follow up activity: Students will complete an on-line game that reviews the
content from the lesson. (If time permits, depends on the needs of the
students and questions. Can be used as review the following day.)
http://www.quia.com/rr/1030852.html
Timing:
Introduction: approx. 5 minutes
Zooburst presentation 10-15 minutes
Model Activity 5 minutes
Activity 10 minutes
Closure: approx. 5 minutes
Assessment:
Participation in discussion
Completion of activity
Exit ticket (modified for diverse levels)
Differentiation:

Utilization of different learning styles

For students with higher order thinking skills a more complex source
will be given
Modified exit slips for specific students who require more writing
assistance
Students paired according to emotional needs, language needs, and
learning levels
Repetition of material

Extra Specific Modifications:

Paulina- Simplified language
Paired with student who has good command of English
Use index card to follow along with reading
Jared- Give warning of transitions
Constant positive behavior reinforcement
Michael- Constant reminders to remain on task

Dylan- Larger writing space (if necessary)

Post-its for impulse questions
If having difficulty with attention, he can come up to the board to be a
helper
Alex- Preferential seating near door for less disruption when earning with
NSSA teacher
Constant engagement reduces the amount of earning breaks
Technology Component: Video
Zooburst presentation
Quia- online game
Learning Styles:
Kinesthetic- observing and feeling real samples of primary and secondary
sources
Visual- images and samples displayed in presentation
Auditory- video clip used for introduction
MYP Questions:
Factual
Line of Inquiry: Students will analyze the importance of primary sources for
learning our history?
Question: What do we use primary sources for?
Conceptual
Line of Inquiry: Students will distinguish the relationship between primary
and secondary sources.
Question: How does a primary source impact a secondary source?
Debatable
Line of Inquiry: Students will contemplate if a secondary source is truly
credible.
Question: Is a secondary source a trustworthy source?