The Great War: World War I Then and Now

Week 3 World War I Today: 100 Years of Study, Lesson 12

Lesson Title: Primary Source Review
Grade Level: 12 Time/Duration: 90 mins.
Lesson Overview:
Standard(s): This lesson will require students to work with CCSS reading and research skills
for 12th grade History students, such as:

CCSS.ELA-Literacy.RH.11-12.5: Analyze in detail how a complex primary source is

structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.9: Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.

These standards can be found here: http://www.corestandards.org/ELA-Literacy/RH/11-12/.

Color Key:
Web Resources
Lecture Types
Instructional Models/Strategies/Pedagogical Resources
Primary Sources
Essential Questions:
What is a primary source?
What is a secondary source?
How can these sources alter our understanding of history?
Instructional Objectives:
1. Students will define primary and secondary sources.
2. Students will locate and identify primary and secondary sources to use in their research
projects.
3. Students will organize their located sources.
Academic Vocabulary:
Archives
Authors Intent
Bias
Database
Primary Source

Research
Secondary Source

Introduction:

Computer Lab Day start class in the classroom and have students openly discuss and
explain what they already know about primary and secondary sources in order to get
students settled and prepared. (~10-15 mins.) Then go to the library/computer lab.

Lesson Sequence:

In the Computer Lab, start by explaining to students how the internet and other advances
in technology have impacted historical research how in previous decades historians
would have to travel to where a document was held to look at it and reproduce a hard
copy of it if that was possible, and how, now, we can simply search the web. Explain
how access to more documents has allowed historians to rethink the past in new and
exciting ways increased exposure for minorities, increased understanding of day-to-day
life in the past, history no longer just about rich, old, white men, etc. Then introduce
students to the Library of Congress Website, the National Archives Website, World Cat,
and the BBCs WWI Centenary website. Have the exact URLs where the relevant
content will be either up on the board, or, depending on the school, already pushed to
students in an email sent the night before. Have them begin searching for documents
pertaining to whatever aspect of WWI they have chosen to research. Circulate and help
them navigate sites, ensure that they are on task, and help with any issues they might
encounter. There may be a few that will have difficulties finding documents pertaining to
their topic. Help them with their searches, and, if still no documents can be found, have
them rethink their research. If this happens, take time to stop everyone from working and
use the example to illustrate that sometimes historian dont always find information that
supports their research, and that, when that happens, they may have to rethink their
research goals. Throughout the class period students will be encouraged to ask questions
and ask the teacher to assist them. The teacher will also circulate toward the end of the
library/computer lab visit and will check in with each student and review the sources they
have found. (~60 mins.)

Closure:

Wrap Up go back to the classroom and talk more about the upcoming project and
answer any additional questions. Tell students to continue researching at home if
possible and come prepared the next day to wrap up the research phase and get started on
the project. (~20 mins.)

Extension/Enrichment/Re-teach:
Extension: Students will be asked to extend their understanding of the information learned in
the unit numerous times as they complete their research. Not only will they need to illustrate
an understanding of the content, but they will also need to illustrate an understanding of how
research is performed, recorded, and presented.

Enrichment: The lesson and project are designed so that students with various learning styles
will be able to engage with the content in a way that they feel comfortable. Graphic
organizers will be utilized as necessary. Research may be presented in a differentiated
manner (i.e. students may find videos, or audio, or articles, or images that support their topic
rather than only being allowed to utilized peer reviewed articles) so that students can choose
a project that fits their particular learning style and interests. Those with learning and other
disabilities can be accommodated as necessary with various aids and additional help.
Re-teach: Re-teaching will take place every day at the start of the lecture, following the bell
ringer, so that students will be reminded of what was discussed the previous day. It will also
take place as necessary to ensure that students are on task and understanding what they are
doing.
Evaluation/Assessment:
Pre-Assessment will take place during the introduction period when students are asked to
explain what their current knowledge/understanding of primary and secondary sources is.
Informal Formative Assessments will continue to take place as the teacher monitors the
students work and their levels of engagement during this lesson.

Instructional Materials/Resources/Equipment:

Computer Lab
Graphic organizers, such as a web diagrams or content mappers, for students who would
like to use them.
White Board, markers, etc.