Students learn to distinguish between primary and secondary sources. Then they learn how to evaluate and interpret primary sources. Finally, students conduct brief case studies by locating and evaluating primary and secondary sources for assigned historical topics.
Students are introduced to the idea of researching family history and consider what kinds of information would be most useful. They examine an image of an ancient Roman wall painting from Pompeii, first describing what they notice about the individuals in the painting through a word cloud response. Students then read background information about the painting using Portrait of Pacquius Proculus and Wife and record two facts they learn in a table. Finally, they post to a discussion wall explaining why the painting is a good source of information about the era and culture of the people depicted.
Teacher MovesReview the lesson overview and objectives, and highlight that students will work in small groups later in the experience. Facilitate discussion of student observations and table responses, prompting students to recognize that the painting, created during ancient Rome, reveals details about daily life such as dress, jewelry, hairstyle, and professions. Ask why original materials from a time period are important for learning about it, using the conversation to introduce the concept of primary and secondary sources.
Students read What Are Primary Sources? to learn definitions and examples of primary and secondary sources, then complete a graphic organizer summarizing each type and listing examples. They revisit the family history scenario, review a list of possible sources, and answer a multiple-choice question identifying which are primary sources. Afterward, they view an image of a farmhouse and respond on a discussion wall by choosing one primary and one secondary source from the list and explaining why each would be more or less valuable for learning about their family history.
Teacher MovesAnswer student questions about the differences between primary and secondary sources, ensuring that students can clearly distinguish between them before moving on. When students post about the usefulness of different sources, emphasize that primary sources are best for direct information about a specific family, while secondary sources can provide fuller, more objective background on the broader historical context.
Students view a photograph of Mohandas K. Gandhi and read about several imagined primary sources related to a protest march he led. They post to a discussion wall describing what they would want to know about these sources (such as authorship, context, and purpose) in order to decide how each would help them understand Gandhi and the events. They then read guidance in Analyzing Primary Sources (embedded in the scene text) to deepen their skills, and answer two multiple-choice questions: one identifying which items are primary sources and another selecting the most reliable source for the correct date of their own birth.
Teacher MovesHighlight that the Gandhi photograph is itself a primary source and connect it to the other Gandhi-related sources described. Share an interesting or exemplary student response from the discussion wall to prompt whole-class conversation about what makes a primary source useful and reliable. Then organize students into small groups for the next scene and assign each group one topic: the Tang Dynasty in China; the Spanish conquest of the Aztecs as seen by Aztec and Spanish participants; Chinese immigration to the U.S. in the 1920s; or the space race between the United States and the Soviet Union.
Students examine a photograph of the launch of Friendship 7 and record in a table whether it is a primary or secondary source, explaining their reasoning. They read a list of guiding questions for evaluating primary sources, focusing on context, authorship, audience, information provided, unanswered questions, agreement with other sources, and potential bias. Working in their assigned small groups, students then conduct a brief case study on their topic by locating one primary source and one secondary source. Half of each group focuses on the primary source and half on the secondary source. Using the evaluation questions as a guide, they create a brief report comparing and interpreting the two sources, and post their report or a link to a digital presentation (e.g., Prezi, Tiki-Toki, online presentation, Glogster) to a group discussion wall.
Teacher MovesClarify that the Friendship 7 launch photo is a primary source because it captures the event as it occurred. Read through each of the evaluation questions with students and ask them to explain why each question is important for assessing a primary source. Support groups as they search for and evaluate primary and secondary sources on their assigned topics, and then have groups present their findings to the class, using examples such as Tang poetry, conquest accounts, immigrant letters, or contemporaneous space-race articles to reinforce what counts as a strong primary source.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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