This lesson focuses on deciphering and analyzing primary sources, specifically with events that sparked patriotic symbolism/motivation for the Revolutionary War.
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Goals and Objectives
Objectives: Students will closely read primary sources and identify key dates, figures, environmental affects, concepts, perspectives, and biases within the sources. Students will be able to make arguments about an event based on primary sources and secondary sources.
Goals: Students will analyze a source finding the underlining significance within the source; students will be able to make predictions and critically think about a sources possible motivation and validity in portraying an event/person. Students will be able to take these skills and apply it to their current lives.
Goals: Students will analyze a source finding the underlining significance within the source; students will be able to make predictions and critically think about a sources possible motivation and validity in portraying an event/person. Students will be able to take these skills and apply it to their current lives.
California State Content and Common Core Standards
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional
democracy.
Common Core
RH6-8.1: cite specific textual evidence to support analysis of primary and secondary sources
RH6-8.2: determine the central ideas of information of a primary or secondary source
Rh6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history
RH6-8.6: Identify aspects of a text that reveal an author's point of view or purpose
RH6-8.8: Distinguish among the fact, opinion, and reasoned judgment in a text
democracy.
Common Core
RH6-8.1: cite specific textual evidence to support analysis of primary and secondary sources
RH6-8.2: determine the central ideas of information of a primary or secondary source
Rh6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history
RH6-8.6: Identify aspects of a text that reveal an author's point of view or purpose
RH6-8.8: Distinguish among the fact, opinion, and reasoned judgment in a text
Lesson Introduction
Teacher will review the process of looking over primary sources. The steps will be on poster board hung up in the front of the classroom: Sourcing,Question validity, Contextualize, Close Reading, Corroborating and brief description underneath each one
Vocabulary
Each of the sources in this activity are adapted giving modern synonyms to period sensitive words; such as galling, cudgel, a common. Other possible unknown words to the students such as disperse, discharged, slain, defiance, etc are underlined within the text, students are then required to write down either a synonym or short definition for each underlined word. Module is given in the first primary source review lead by the teacher.
Content Delivery
Teacher will lead the class in a group discussion in going over the primary sources dealing with the Boston Massacre. Teacher will provide a brief summary of the background information of this event. Students will participate in the activity by raising their hand and giving answers to such questions as:
Sourcing: Who wrote this? Where did this piece come from?
Question Validity: When was it written/taken? Do you think any important information is left out? Why do you think this person wrote this?
Contextualize: Look at the date, what can you guess the weather was like? How long ago was it written after the event happened?
Close Reading: What is this piece main idea? Where do you see it? Can you pick out any key words or phrases that tell us the writer’s biases?
Corroborating: What do these pieces have in common? What is different about these pieces?
-See teacher's edition of the first primary sources to see the highlighting, defining vocab words, and possible answers to the questions and further leading question to help students find the answers
Students will then answer the question at the bottom and then a few will share their ideas with the class.Teacher will then give a brief summary of the background information pertaining to the next clump of sources: Paul Revere’s ride.
Sourcing: Who wrote this? Where did this piece come from?
Question Validity: When was it written/taken? Do you think any important information is left out? Why do you think this person wrote this?
Contextualize: Look at the date, what can you guess the weather was like? How long ago was it written after the event happened?
Close Reading: What is this piece main idea? Where do you see it? Can you pick out any key words or phrases that tell us the writer’s biases?
Corroborating: What do these pieces have in common? What is different about these pieces?
-See teacher's edition of the first primary sources to see the highlighting, defining vocab words, and possible answers to the questions and further leading question to help students find the answers
Students will then answer the question at the bottom and then a few will share their ideas with the class.Teacher will then give a brief summary of the background information pertaining to the next clump of sources: Paul Revere’s ride.
Student Engagement
Students will work in small groups 3-4 to work through the second grouping of primary sources that deal with Paul Revere’s ride. Students will either read individually or a popcorn like activity. Then they will work together to go through the steps of analyzing the primary sources. Each student will write down and define/find synonyms for the vocab words as well as write down their response to the questions in complete sentences on a separate piece of lined paper. Teacher will be walking around and assisting students when needed. Students will come together when finished to share ideas with the class.
Lesson Closure
Teacher will go over once again the procedure of analyzing primary sources and to look out for biases and motivations and quickly summarize the background information the primary sources the students will be analyzing on their own for homework.
Assessments
Summative: Students will turn in their answers to the in-class activity as well as the homework assignment giving the teacher an idea of how well the lesson was absorbed and the level of analysis each student as when it comes to deciphering primary sources.
Formative/Informal: Based on students answers during the whole class activity and group activity will give the teacher an idea of the level of understanding and competence students have with the lesson and can adjust accordingly.
Formative/Informal: Based on students answers during the whole class activity and group activity will give the teacher an idea of the level of understanding and competence students have with the lesson and can adjust accordingly.
Accommodations for English Learners, Striving Readers, and Students with Special Needs
Having the vocab underlined, and going through the sources and highlighting will help students identity the key ideas. Also having the students work in groups allowing students to assist each other in reading and reading comprehension, as well as, orally projecting their ideas. All of these will assist EL and Striving Readers.
Lesson Resources
Paul Revere’s account of his ride:
http://edsitement.neh.gov/launchpad-paul-revere#node-19374)
Longfellow’s poem “Paul Revere’s Ride”
An article about the Boston Massacre published in: The Boston Gazette and Country Journal, March 12, 1770
Excerpt From Argument of Josiah Quincy for the Defense at the Boston Massacre Trials: The Soldiers Trial: October 24 to 30, 1770
Dispositions Concerning the Battle of Lexington:
http://docsteach.org/documents/595246/detail?menu=closed&mode=search&sortBy=relevance&q=lexington&commit=Go
http://docsteach.org/documents/6883158/detail?menu=closed&mode=search&sortBy=relevance&q=lexington&commit=Go
http://edsitement.neh.gov/launchpad-paul-revere#node-19374)
Longfellow’s poem “Paul Revere’s Ride”
An article about the Boston Massacre published in: The Boston Gazette and Country Journal, March 12, 1770
Excerpt From Argument of Josiah Quincy for the Defense at the Boston Massacre Trials: The Soldiers Trial: October 24 to 30, 1770
Dispositions Concerning the Battle of Lexington:
http://docsteach.org/documents/595246/detail?menu=closed&mode=search&sortBy=relevance&q=lexington&commit=Go
http://docsteach.org/documents/6883158/detail?menu=closed&mode=search&sortBy=relevance&q=lexington&commit=Go