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Name: Brandon Behlke Class: 7th Grade Social Studies Topic: Galena History Introductory Lecture for Research

Project Duration: ~70 minutes Goal: Students will learn key facts about the development, history, and social impacts of Galena while also learning about historical research and different terminology and methods used. This is the students’ first introduction to Galena History research and is based around a cross-curricular Galena History Project about a building of their choice in Galena. Objectives:       Students will be able to identify the difference between primary and secondary sources. Students will learn how to use pictures for historical research. Students will learn how to “look into the picture”. Students will learn key facts, dates, places, and people that are essential to the history of Galena Students will be able to learn reasons for settlement Galena and different changes that have occurred since its settlement. Students will have a foundation to be able to begin research and develop their project.

Procedures: (times are very, very rough estimates) 1. I will begin class by asking students in their pods to list five things that they already know about Galena history. (2-3 minutes) 2. I will then ask students the question of “What is History?”. In this question I want them to think of everyday occurrences as a part of history (i.e. 7th grade football season from 2013 is a historical occurrence). I will put pictures on a PowerPoint and ask them the question “is this history?” (~5 minutes) 3. I will begin my PowerPoint by discussing the difference between primary sources and secondary sources. 4. I will hand out an example of a primary source about Galena (not about any building chosen by the students to not give any student a head start) and we will talk about how to read it. 5. After completing the basic principles of primary and secondary sources we will talk about photograph deconstruction and looking into the picture. What else do you see in the picture? What does this picture tell you about this place? This time? These people? (10-15 minutes) 6. We will then deconstruct photographs by looking into the picture and looking at the image’s background and emphasizing that a picture can really say a thousand words.

7. We will get back into our pods and I will have the groups deconstruct the photographs and come up with five things that they can deduce from the photograph. 8. We will then begin discussion of the outline of Galena History and important facts and figures about Galena. 9. I will also focus on certain buildings which will be provided in a list that will list what each student chose to write about. (30 minutes) 10. Following the PowerPoint I will have students ask me other questions about Galena and I will give them research tips that will help them with their research topics. (~5 minutes) 11. We will end class with a group discussion of what are important features to look at in researching their building. (10 minutes) *Note: 5th hour will be inverted as the Galena History info will be first followed by the research points due to the fact that their class is broken into 40 minutes and 20 minutes with lunch in between. Materials:          Laptop and Document Camera (if readily available) books about Galena historical photos of Galena copies of deconstruction photos to hand out to students a list of websites to provide the students with help an example of a primary source(copies) a handout with research tips a handout that explains the difference between primary and secondary sources a handout of important Galena facts, figures, people, and buildings that were covered in PowerPoint (to be handed out at end of class)

Resources:     Galena Books Galena Photographs

State Standards: 16.A.3a: Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).

16.A.3b: Make inferences about historical events and eras using historical maps and other historical sources. 16.A.2c: Ask questions and seek answers by collecting and analyzing data from historic documents, images, and other literary and non-literary sources. 16.A.3c: Identify the differences between historical fact and interpretation.