Benchmark:

Expand students' thinking by exploring primary sources, related to the history of their local community, obtained from local historical societies, museums, etc. Useful resources include copies of photos, diaries, business records, etc.

Anticipatory Set:
 

• Lesson Focus:  Have letter of a diary on a table where students can view it, along  with a "Treasure Chest".  Ask,  "What do you think we are going to talk about today?  How  do you think it pertains to history?"
• Lesson Objective:  Say, "For the next few minutes we will discuss primary and secondary sources.  Next, we are going to examine some primary sources."
• Importance of Lesson:  Explain, "Because we have contact with primary sources, we must be able to able to determine their historical meaning."
• Define primary sources for students (e.g. the actual records that have survived form the past) and list examples such as diaries, letters and photographs. Ask students to brainstorm a list of objects that could be useful as primary sources in the future to help people reconstruct the history of your school. (E.g. newsletters, a school year book, photographs, a lunch ticket). 

 

 
• Overview:  The purpose of this activity is to inform students what a primary source is and how to examine one.  Have students examine primary sources together as a group.
• Lesson Objectives:  Students will:
• Develop a list of what the primary sources in the treasure chest have in common with each other.
• Create a list of other primary sources as well as where they may be located.

• Have a treasure chest fixed with primary sources (letter, photograph, map, rare book) within it.
• Have a diary or letter on table. 
• Ask students:
• What do you think we are going to talk about today? 
• How do you think it pertains to history?
• Teacher gives examples of primary sources (diary, letter, photograph, journal, map, birth certificate, college diploma, census records). 
• Teacher gives examples of secondary sources (encyclopedias, biographies,  geography textbook, cliff notes, social studies book, public television documentary).
• Teacher and students create a list of primary and a list of secondary resources.
• Ask students the following higher-order questions:
• What do the items in each list have in common?
• What is a difference between the two lists?
• What kinds of information do primary sources provide?
• What are the benefits of both primary and secondary resources?
• What are the challenges of using both primary and secondary resources?
• Which type of resource do you use most often?  Why?
• What other resources can we add to this?

• Read students the following statement:
"Imagine that you have accidentally wondered into the basement of your school.  It is dark.  You begin to search for the light and trip over something.  After investigating it, you realize that you have tripped over a large wooden box.  Inscribed on the box are the words, Pieces of the Past. You try to open the box, but it is locked.  You search for the key and eventually find it taped to the bottom of the box." 
• Have students examine the contents of the box as a group.
• Have students create a list of what the primary sources may have in common, as well as any other findings.
• Have students pick a reporter to read the list of findings to the group.

Closure and Reflection 

• Discuss answers to the following questions with students:
• How can you account for varying interpretations?
• What additional resources can aid you with interpretations?
• What types of information can you get from primary materials that you cannot get from other types of resources?
• What were the difficulties when analyzing primary materials?