Teacher: Gordon Christie-Maples
Subject: Social Studies: Introduction to Primary and Secondary Sources: Archaeology
Writing Genre: Constructed Response & Personal Essay
Central Ideas
Archaeology is the scientific study of the material remains of human beings. What people created in the past and left behind is the "stuff" Archeologists use to find clues that allow them to ask questions about how people lived in the past. Archaeologists use primary and secondary sources in their search. Primary sources are artifacts that were made at the time period being studied. Secondary sources were made after the time period being studied to describe or model the time period in question.
Archaeology is the study of the material remains of past peoples. History has often been described as an unfinished picture because Archeologists make reasoned judgments based on the clues they have developed from studying their primary and secondary sources. The picture changes as new artifacts are discovered.
In our nuclear families, we can seek out our own primary and secondary sources to gain knowledge and understanding of our ancestor’s experiences as human beings.
Reading: Students show understanding of how humans interpret history by...
· Identifying different types of primary and secondary sources, and understanding the benefits and limitations both bring to the study of history...
· Reading and interpreting historical maps
· Identifying multiple perspectives in historic and current events
· Identifying attitudes, values and behaviors of people in different historical contexts...
· Reading historical fiction picture books related to primary source artifacts
· Reading expository text on the science of Archaeology
Writing is an expression of organized thinking. Critical thinking that leading to written expression will incorporate: rereading and adjusting understanding, analysis, making connections, asking questions, exploring inferences, determining important ideas and themes, and summarizing / synthesizing. Drawing evidence from the text in constructive responses, including direct quotes, will support understanding about what has been read.
Focusing Question
How does the study of primary and secondary sources help us learn about history?
Archaeology has been described as the study of the material remains of past peoples. History is often described as an “unfinished picture”. Archaeologists make reasoned judgments based on the clues they have developed from studying their primary and secondary sources. "This is what I believe to be true based on the evidence." The "picture" changes as new artifacts are discovered. Archeology is the study of the physical "stuff" people created in the past. What can we learn from studying this "stuff? "If we could in some way find a way to understand the significance of artifacts as they were thought of and used by Americans in the past, we might gain new insight into the history of our nation" (Deetz, 2007, p. 4). By studying primary sources and secondary sources, archaeologists seek to gain new perspectives into our history as human beings.
In our nuclear families, we can seek out our own primary and secondary sources to gain knowledge and understanding of our ancestor’s experiences as human beings.
Building Content Knowledge, Understanding of Writer's Craft
Class discussion and oral review of the meaning of the focus question for each lesson.
Guided reading and discussion of short passages of text to model reading comprehension strategies (reread and adjust, imagination, determining important ideas and themes, drawing inferences, summarizing).
Oral processing; Think / Pair / Share, guided conversations
Class discussion and exercises concerning comprehension of key vocabulary words.
Teacher modeling of writing constructed responses.
Craft lesson of constructed response using graphic organizer: topic sentence answers the focus question using part of the question stem; body paragraph details support the topic sentence; conclusion restates the importance of the topic sentence.
In small and large groups, student use of graphic organizers to support developing constructed responses to key questions in each lesson.
Reporting out of student team discussion of constructed responses to lesson review questions to the whole class.
Note taking (two column notes) based on viewing of videos
Developing “quote sandwiches”
Structures: How will students know how to organize their ideas and construct the piece of writing?
Use of: constructed response outline format; graphic organizer (outline with benchmarks) for personal essay; exemplars of constructed responses and reports; scoring guides and rubrics; close read exemplars and instructions; graphic organizer for family interview; T-charts for note taking and vocabulary words; “Quote sandwich” exemplars and instructions.
Writing and Revising
Teacher modeling of the writing stages of: close read, note taking, constructed response and personal essay.
Group writes
Write one section of a time
Write full piece independently
Revise / share in partners and full groups
Read aloud (w/tubaloos) of drafts for proof reading, self-editing and revision
Partner proof reading
Teacher conferences (bench mark) during outline development and drafting stages
Fish bowl exercise models of: think / pair / share, partner proofreading, partner brainstorming; developing an outline
Lesson Sequence
Use of overhead projector to model: e.g., reflective writing / differentiate note taking, use of
graphic organizers, draft writing.
Read aloud model / examples to allow for differentiated access to all readers / writers.
Student centered reading, writing, and discussion groups
Daily class discussions of readings, new student understandings, questions, reflections.
Model and discuss reading and writing strategies; employ strategies during read alouds. and
response to text.
Allow time for daily reflective writing.
Think / Pair / Share, small group discussion.
Review of constructed responses.
Introduce “quote sandwiches.”
Group close reads of benchmark exemplars.
“Fish Bowl” modeling of revision conference.
Revision conferences.
Benchmark revision conferences (chunk writing stages).
Assessment: How are students doing? What are my next steps as a teacher?
Student self and peer assessment based on exemplars, scoring guides and rubrics.
Thumbs up, thumbs sideways, thumbs down
Assessment at revision stages based on scoring guides and rubrics.
Final assessment based on rubric and/or scoring guide.
Next Steps: Gradual Release of Responsibility
Post writing reflections and feedback by students concerning structures, process and outcome.
Works Cited
Boke, Nick. (2004). Reading to Learn: A Classroom Guide to Reading Strategy Instruction. The Vermont Strategic Reading Initiative.
Deetz, James. (1996). In Small Things Forgotten. New York. Anchor Books.
Hume, Ivor Noel. (1985). A Guide to Artifacts of Colonial America. New York. Alfred A. Knopf, Inc.
Gordon,
ReplyDeleteI think your focus question is great! I think it is really important for students understand what primary and secondary sources of information are and how to use them to understand history better. I’m wondering what age group you are targeting for this lesson? I noticed in your “Answer to the focus question” you mentioned that these sources help us learn history by “assisting in building new understanding of human civilization,” but you also mention that “archeologist seeks to gain new perspectives.” I wonder if this “new understanding” is being able to the identify “artifacts” and then be able to draw conclusions based on the study, and therefore, gain a new perspectives or insight? Could there be multiple perspectives and insight based on the one artifact? How will you handle this with students? It looks as though you are going to have students understand primary sources and secondary sources through personal experiences such as their own ancestors. I think this is a wonderful idea but I’m wondering if it may get to big and cumbersome. How will you handle all the different primary or secondary sources from each student? It may be better to use one Primary source to teach and use as a model with the whole class first. This way, you can have more control, and all students will have the same experience from which to draw from and share their ideas. All of your references to doing lots of oral discussions with the whole class and peers sounds great, it is important for there to be lots of discussion before kids can write about what they know and have learned. I’m not familiar with the “quote sandwiches” that you speak of so I’d be interested in learning more about that. It also looks like that you have a lot of sequenced lesson work with writing a constructed response and using T-charts, graphic organizers, and rubrics will help with this, but it is not quite clear to me how you are going to build the background knowledge of teaching students about primary and secondary sources. I went to a wonderful workshop this spring given by the Vermont Historical Society regarding primary and secondary resources. They have wonderful resources and a website which you could view if you are interested. I’m also wondering what your model looks like that you are expecting from the students. This would be great to see. I’m looking forward to hearing more about your plan; let us know how it goes. Thank you, Windy Kelley
I think this unit of study has many valuable and critical concepts that could include a variety of texts and responses. I'm not clear about the time line or the grade level this plan was intended for, but the design really lends itself to cover a variety of reading and writing at a high depth of knowledge.
ReplyDeleteI like that picture books have been incorporated into this plan. There are many primary and secondary sources now available in this genre that really support learners at different levels.
This plan includes a variety of supports to insure success for students: guided reading, oral processing, modeling, etc. I particularly like the "fishbowl" activity and hadn't considered using it with students though I've used with staff. I'm curious about the "quote sandwich" and would like to have more information about that technique.I also like that you have allotted time for daily reflective writing but I'm not sure what you mean by this. (Exit tickets, journal, response to question?) I think this is a great formative assessment activity.
The Overall scope and sequence of this plan is very well structured to support students. I do have questions about some of the specifics. What particular texts might be used first, and next? Will you move from constructed response then into essay writing?
I'm certain students will have a great time learning from this plan and the authentic writing about their own history is very motivational! Thanks for sharing!
Hi Gordan - It sounds as though you have this all planned out - I look forward to hearing how it goes this year. I have the advantage here because we met during the summer session so we were able to talk about this project. The idea of using artifacts from the students' families will be really engaging, something you didn't want to lose when adjusting this unit. I like the focus question - very clear and the focus statement. I imagine the students will really enjoy this project - I also think the model will be very important. The quote sandwich is such a valuable skill. I wish you good luck and look forward to hearing how it goes.
ReplyDeleteHi Gordon,
ReplyDeleteI really like you plan, I think kid should spend a lot more time learning from primary sources. Many students I have had, even in college, don't know what the difference is between primary and secondary. I 'm very much for having my students do work that is more closely related to how a subject is used in the real world, and no historian will write a book without primary sources like most students write papers without them.
I like your use of the student's family for primary and secondary sources, this will make it all the more real to them and keep them interested more then they would be with a historical figure they know nothing about.
Will this be focusing on any particular subject in history or is it up to the students? What books/ primary sources would you be using? It might be interesting to have the students (depending on age) be given a certain person in local history and have to go to the library to find more info on the using town records
Thank you for your feedback. You have given me much to think about and work with. "Quote sandwiches" is a term that we use at Rivendell to support our elementary students in learning how to incorporate and cite evidence from text to support their thinking as they write. An idea is introduced (topic sentence/top of the bun). A quote for text is added (the "meat" of the sandwich / correctly cited) as support for the idea. Then, the writer ties the idea and the quote together, expanding on her/his thinking (bottom layer of the sandwich).
ReplyDelete