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Name: Miss Julia Bloom Grade Level: 11-12 (Nebraska State

Standards are universal for high school SS)

Topic/Central Focus Subject: U.S. History

-Differentiating between primary and Time Frame: 60 minutes


secondary sources

Standard(s) to be met in the lesson:

SS 12.4.3b (US)

Compare and contrast primary and secondary sources to better understand multiple
perspectives of the same event

SS 12.4.2c (US)

Analyze and evaluate appropriate uses of primary and secondary sources

Learning Objective: Assessment Tool(s) and Procedures:

-Students will compare and contrast primary 1. Formative: Students will discuss in
and secondary sources of historical events pairs the difference between
primary and secondary sources to
-Students will assess and justify uses of check for understanding
primary and secondary sources of historical 2. Formative: From those pairs, the
events students will draft any questions
they still have on an index card and
I will collect the index card as an
exit ticket
3. Summative: World War II research
paper utilizing several primary and
secondary sources (will be collected
at the end of the unit but will begin
drafting in this lesson)

Research-Based Best Practice used in lesson and why it is appropriate/useful

Guided Discovery: this strategy will allow students to gain the information they will need to
search for their own sources

Cooperative Learning: this strategy will allow students to make discoveries about primary
and secondary sources with a partner, the interaction with a partner will make for a better
understanding of the two different types of sources
Student Engagement used throughout the lesson

Students will be engaged in the lesson through the pairs they will be assigned to discuss the
differences and similarities between primary and secondary sources. Students will also be
engaged while I am sharing an example of a primary and a secondary source.

Key Vocabulary:

Primary

Secondary

Materials: Technology:

Index card, pencil/pen, device (assuming the None


school is 1:1, if not we will move to a
computer lab so that the students are able to
use the internet to find their sources)

Faith/Values Integration:

Students will participate in a prayer to begin the class.

Assets (Knowledge of Students: personal, cultural, community)

N/A

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

N/A
Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students
- (8-10 minutes) Start the class by asking the students to write a one pargraph
account of an event that happened in their life in the past week. After about 3-4
minutes ask the students to share with the person sitting next to them. Bring the class
back in and introduce the lesson by sharing that what they just wrote is considered a
primary account/source of the event that happened to them.

B) Communicate the purpose of the lesson to students (objective/assessment)


- (2 minutes) “Today we will be learning the differences and similarities between
primary and secondary sources in history. The specific sources we will be looking at
are from the events in and around World War II. Once we know how to define a
primary and secondary source, we will be using our knowledge to find our own
sources to write a research paper about a topic from World War II that I will assign to
you, this will be our summative assignment for the unit.”

C) Instructional Sequence:
1. (20 minutes) Guided Discovery: I will start the lesson by reading a portion of The
Diary of Anne Frank to provide an example of a primary source. And as a secondary
source, I will be reading a portion of the to-be-assigned chapter from the textbook.
After reading these sources, I will promp the class by asking “what are the differences
that you notice between these two sources?, which source is primary and which is
secondary?, which source is more likely to be accurate?, which source are you more
likely to trust?, etc.” Then I will show a powerpoint with more details about primary
and secondary sources to prepare them to find their own sources.
2. (10 minutes) Cooperative Learning: The students will find a partner and I will ask
them to compare and contrast primary and secondary sources with each other, and
then on a note card, write the questions they still have about the lesson.
3. 3 minute brain break: Students are free to get up and go to the restroom or go get
a drink.
4. (Remainder of class) Individual Work: Take the students to a computer lab/ask
the students to take out their electronic device and begin looking for primary and
secondary sources that will help them write their academic paper about a topic which
was previously assigned to them about World War II.

D) Closure:
- (2 minutes/End of class period) Ask students to find two primary and two
secondary sources for the next class, along with the chapter from the textbook they
will need to read. Tell the students to use their questions about primary and
secondary sources as the exit ticket from class.

Analyzing Teaching (Reflection):


Completed after the lesson is taught.
Give evidence that the lesson was successful for students meeting the learning
objective(s).

N/A

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.

Clearly state each change you would Explain why and how you would change
make. it.

N/A N/A

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