2 - Primary Vs. Secondary Sources

2 - Primary vs. Secondary Sources

Tuesday, November 29, 2005

7th Grade History (GCP)

Mr. Lindy

Objectives:

SWBAT analyze the advantages and disadvantages of primary and secondary sources.

Set-up:

- Overhead w/ blank transparency (for ways in which students organized sources)

- Overhead of front AND back of classwork

- Today’s African countries written (out of order) on the board

Opening: (10 min.)

- Remind students about unit tracking sheets

- Distribute Do Now (5)

- Circulate and check for binder organization and tracking sheets

- Distribute envelopes (A)

- Student responses (5)

- LEAVE TIME FOR EQ (1 MIN.)

- Transition:

·  Students in poor schools = less competitive at col/univ.

·  Closing that gap - do AP work in middle school = DBQ (????)

·  More than just writing skills - primary vs. secondary sources

·  “Envelope detectives” not once but TWICE

Map Practice: (5 min.)

- today’s trick “MALE + tiny” / labeled side / blank side

Envelope Detectives (Take 1): (6 minutes)

- Expectations: (types of numbers in math, 2 groups, decide, explain) (1)

- Partner organization time (3)

- Share out pair responses, written on the overhead (2)

New Material: (7 minutes)

- Definitions: “from the time period you’re studying” / “written later” (2)

- Examples and time for partners to come up with their own (3)

- Questions (2)

Pro’s and Cons: (7 minutes)

- Model one for each on the overhead

- pairs have time to brainstorm their own list

- distribute second set of envelopes

Envelope detectives (Take 2): (7 minutes)

- walk through chart with an example on overhead

- time for partners to organize and analyze

- Distribute exit slips

Closing: (5 minutes)

- Word wall: primary source, secondary source

Total Time: 49 min.

Name: ______Do Now

November 29, 20005 History -

Do Now #2

Objective:

I will be able to analyze the advantages and disadvantages of primary and secondary sources.

Essential Question: Do schools in the United States spend enough time teaching their students about history?

Do this FIRST: Quickly organize your space. Make sure that …

·  You clip away the materials that your set-up sergeants have left for you.

·  Then close your binder, and leave it in the upper-left-hand-corner of your desk.

·  Your other binders are in a neat stack next to your desk, slightly in the aisle.

Do this SECOND:

·  Find your new “UNIT TRACKING” sheet in your binder.

·  Write “Battles for Independence” in the box next to “Unit:”.

·  In the box next to the #1, copy today’s objective. (It’s at the top of this page!)

·  Close your binder, and return it to the upper-left-hand-corner of your desk.

Do this THIRD: Read the description of our next new job. Then answer the questions below.

Paycheck Monitor - This student will get a special clipboard and use it to keep track of lost paycheck dollars when it is clear that a teammate has not earned them. This is a VERY important job. ANYONE can apply for it. To keep it, however, you must keep your paycheck average at 43 or above.

Do you have what it takes to be a paycheck monitor???????

If interested, hand this paper to Mr. Lindy at the end of class.

1. The name of our new student job is the ______.

2. This student will use a ______to keep track of ______dollars that are taken away when Mr. Lindy sees students who have not earned them.

3. Who can apply for this job? ______

4. To keep this job, what needs to happen? ______

5. What does Mr. Lindy’s dog (Theo) do when Mr. Lindy plays the harmonica? _____

a.) runs away b.) sings

c.) goes to sleep d.) attacks the neighbors

Above and Beyond: On the back of this page, explain in complete sentences how our new B-HAG allows us to help close the achievement gap in this country.

Name: ______Classwork

November 29, 20005 History -

Classwork #2:

Primary vs. Secondary Sources

Part I: In the box below, write a complete sentence (or more) explaining HOW you and your partner decided to organize the contents of your envelope.

Part II: What are PRIMARY and SECONDARY Sources?

A PRIMARY SOURCE is ______

______

Examples include:

(Picture)

A SECONDARY SOURCE is ______

______

Examples include:

(Picture)

Part III: So is one type of source better than the other type of source? Let’s find out.

·  Find the picture of the soldiers seated at the table. You will use it to fill our the t-chart on the left.

·  Find the picture of the World History book with the gold statue on the front of it. You will use it to fill out the t-chart on the left.

Soldiers: World History:

+ - + -

Bias (n) - when a source makes one point of view look more important than another

Part IV: Organize the contents of your new envelope into two piles: one for primary sources and the other for secondary sources. Then fill out the charts below.

Primary Sources:
Source
#: / Description of the source: / Strength: / Weakness:
Secondary Sources:
Source
#: / Description of the source: / Strength: / Weakness:

MAKE SURE YOU HAVE COPIES OF THE STUDENT MAPS OF AFRICA!

Name: ______Homework

November 29, 2005 History -

Homework #2:

Directions to Part I: Practice the five African countries we learned by labeling each of the maps below. Be sure to check your SPELLING using your student map. (You only need to label today’s five, but you need to label them on ALL of the maps.)

‘

Directions to Part II: Answer the questions below in complete sentences.

1. What is a primary source? ______

______

2. Give two examples of primary sources. ______

______

3. Describe an advantage and a disadvantage of primary sources. ______

______

(over)

1. What is a secondary source? ______

______

2. Give two examples of secondary sources. ______

______

3. Describe an advantage and a disadvantage of secondary sources. ______

______