Defining Primary and Secondary Sources and How to Interpret and Process Documents.

1. Defining Primary and Secondary Sources and How to Interpret and Process Documents. By: Billie Lynch

2. 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

3. Introductions 7th grade Ancient World History 29 student Average to high average Good attitudes Minimum behavior problems

4. Needs Analysis • Smith and Ragan Model • Students were given a pretest to evaluate prior knowledge. • 20 questions • average score 17

5. 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)

6. Learner Analysis • Dick, Carey, and Carey • Identifies characteristic of the learners • Prior knowledge • Behavior • Attitude • Ability

7. Progression of Problems

9. Engage Students

10. Analyze Documents http://www.archives.gov/education/lessons worksheets/

11. 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

12. Things that did not work • The classroom set-up while analyzing documents • Responses to the assessment • More detail needed

13. 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: • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. 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