Lesson Plan Guide

Teacher Candidate: Sarah Kapets Date: December 2, 2018

Grade and Topic: Third Grade – Social Studies Length of Lesson: 60 minutes

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● World Geography and Cultures – North America

LESSON OBJECTIVE:
Given different sources, students will be able to identify the differences between primary and secondary sources
of the same event or topic with 100% accuracy.

STANDARDS ADDRESSED:
3.17 Compare and contrast a primary source and secondary source of the same event or topic. (C, H)

MATERIALS:
● Projector
● Paper and pencil
● Student computers
● Textbooks
● Primary and secondary sources handout

BACKGROUND and RATIONALE:

● What are the key concepts for the lesson?
In this lesson students will learn to compare and contrast primary and secondary sources of the
same event.
● What is the critical academic language (general and technical) that must be addressed in this lesson?
Primary, secondary, compare, contrast, write, summary, explain, identify, present.
● How does this lesson connect with and build on the previous lesson(s)?
This lesson builds on what students have learned about American history, and about what
students have learned about primary and secondary sources in previous lessons.
● How do you expect to build on this lesson in subsequent lessons?
In subsequent lessons students will study more primary and secondary sources that give
information about historical events. Students will learn to use the difference between primary
and secondary to decide whether a source is credible or not.
● Why will you need to plan differentiated activities or assessments?
Differentiated activities and assessments will planned to accommodate students of different
abilities, and to accommodate students with different IEP requirements.

PROCEDURES AND TIMELINE:

● Introduction (15 minutes):
 ● To begin the lesson the teacher will inform students that they are going to learn about primary and
secondary sources today, then have students repeat the I can statement, “I can compare and contrast
primary and secondary sources.”
● The class will then watch a video of the few minutes leading up to the new rover, InSight, landing on
mars. https://www.youtube.com/watch?v=bGD_YF64Nwk ( minutes 52-55:30)
● Students will act as if they are a reporter in the room with mission control and take detailed notes on
what is happening in the room, what they are saying about the rover, and any other detail they notice.
After taking notes, students will switch papers and write a summary on what another student wrote
during their “firsthand” experience in the mission control room. The teacher will explain that while these
are all accounts the same event, the notes taken while “in the room” were a primary source, and the
summary they created of someone else’s work is a secondary source, because it came after the firsthand
account, or second.
● Procedures (30 Minutes):
● (10 Minutes) To begin the procedures for the day the students will be given direction to go to
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/ and create a Venn diagram
comparing and contrasting primary and secondary sources. This will be done individually, but after 7
minutes the students will be instructed to share with their shoulder partner for the next three minutes and
talk about what they wrote down for their charts, add and edit ideas. Students will save the charts to their
computer for notes and to turn in.
● (10 Minutes) After creating a chart and discussing, students will be shown different sources that have
information about U.S. history and asked to determine whether they are primary and secondary. This
will be done as a class with the teacher leading discussion.
● (10 Minutes) After class discussion, students will be asked to work with their shoulder partner and given
a handout that will require them to find two examples of a primary and secondary source about the same
historical event. They may use their textbooks and the internet to search for sources, the teacher will
walk around to answer questions, give students ideas on what events to search sources for, and help
students with internet searches if necessary.
● Closure (15 minutes): To close the lesson, students will be asked to present one example they found as
a pair. The teacher will lead discussion about why the source is either primary or secondary to check
understanding. After students present they will turn in their handout. Once all students have presented
the history lesson will be finished.

ASSESSMENT EVIDENCE:
● The formative assessment for this lesson is the group discussion, introduction activity, and Venn
diagram. These activities will show student understanding and growth as they learn the concept.
● The summative assessment for this lesson will be the handout that students turn in at the end of the class.
This assessment will show that students understand and can use the concepts to find and identify
sources.

MODIFICATIONS:
● Students who do not master the objectives may be given extra time, provisional notes, review sessions, a
recorded lecture, and/or more examples.
● Students who are ready for enrichment activities may have the option to create a newspaper that has
primary sources of events happening around the school, and secondary sources such as recaps from local
news outlets or local sports events.
RESOURCES AND EXAMPLES:

 Venn diagram

 Worksheet and a completed worksheet

Name:________________________ Date:_______________

Primary and Secondary Sources

Instructions: Decide on two important events in U.S. history, then find
a primary and secondary source for each. List below. If from textbook,
list page number. If from website, please write link.

1.

2.
Name:_Sarah_ Date:_December 2, 2018_

Primary and Secondary Sources

Instructions: Decide on two important events in U.S. history, then find
a primary and secondary source for each. List below. If from textbook,
list page number. If from website, please write link.

1.
Primary: Secondary:
https://www.archives.gov/fil https://www.nytimes.com
es/press/exhibits/dream- /2013/08/28/us/the-
speech.pdf lasting-power-of-dr-kings-
dream-speech.html

2. Rosa Parks and the Civil Rights Movement

Primary: Secondary:
https://www.britannica.com/
biography/Rosa-Parks