Transcript By: Natalie Kindred and Holly Thompson Context: • Proposed for eighth grade students • Part of the larger unit on the Revolutionary War • 5

By: Natalie Kindred and Holly
Thompson
Context:
• Proposed for eighth grade students
• Part of the larger unit on the
Revolutionary War
• 5 day program
Objectives:
• students to grasp the significance of primary
sources
• Recognition of the interrelation between
reading, writing, and history
• Analyze primary source articles and evaluate
whether a document is based on opinion or
more on objectivity
• Ultimate goal is for students to evaluate the
usefullness of primary source documents
Day 1: Introduction of Primary Sources
and debate project
• Objective:
- to familiarize students with the
primary resources
• Activity:
-students break into pairs, to read and
discuss a primary source
-homework: document your own
primary source
Day 2: Opinion vs Objectivity
• Objective:
– For students to understand how primary
sources contain personal bias
• Activities:
– Introduce stamp act
– Split them into groups students in two
groups giving each the materials for their
side
Day 3: Researching and Developing
• Objective:
– To become familiar with your side of the
debate-begin structure of the debate
• Activities
– Conduct research from books, computer…
– Develop arguments with supporting evidence
Day 4: Writing your own historical primary
sources
• Objective
– To synthezie primary sources based on working
knowledge
• Activities:
-students write there own historical fiction
primary source documents based on their
teams perspective
-remainder of class: finish research and
structuring
Day 5: DEBATE
Along with the debate, students are
expected to hand in their debate outline
(containing major points and supporting
evidence/sources)
Students also hand in compilation of
historical fiction primary sources
Evaluation
• Group Evaluation: debate effectiveness
(thoroughness of argument, ability to
answer questions), compilation of ‘fake’
primary sources, written debate outline
• Individual Evaluation: individual
reflections, Day 1 partner activity,
individual ‘fake’ primary sources.