Social Studies 7th Grade Lesson

OVERVIEW: Identifying the difference between primary and secondary sources is an

essential skill students need to learn in order to be effective learners when it comes
to historical subjects, and other subjects as well. By understanding the different
types of documents, as well as understanding concepts such as bias, students can
more effectively judge materials that they read and judge the objectivity and
trustworthiness of these materials.

PUPOSE: The purpose of this lesson is to get students to think about what they are
reading and enhance their judgmental skills. What is the difference between a
primary and secondary source/document? What roles does bias play in judging the
objectivity of a document/source?

OBJECTIVES: As a result of completing this lesson, students will demonstrate the

following skills and understandings:

• Define both a primary source and a secondary source.

• Compare the differences between these two types of sources.
• Define bias and objectivity.
• Identify possible instances bias in documents.

LESSON: Discuss the definitions and differences between primary and secondary
sources. Using either the internet or a number of materials, divide the students up
into small groups and have the search for either primary or secondary
sources/documents revolving around an issue/occurrence/event from the current
unit being covered. Make sure to choose a somewhat controversial and/or well-
known event in order to ensure a wealth of sources/documents. After the small
groups have identified a document have one member of the group tell the class why
they think the document is either secondary or primary. Use this period to
reinforce the differences between the two.

After all groups have presented pass out a print-out containing three different
sections of short source documents on the topic of the search. Make sure that two
of these sections contain clear bias (most preferably in contradistinction to one
another) and that the third section is as objective as a document as can be found.
Have a different student read each section out loud to the class and then discuss
with the students the differences in tone, style, information, etc. Identify the
authors for the students and what these authors postions were in regard to the
situation. Define bias, identify it in the documents.
RESOURCES/MATERIALS: Print-outs. If computers not available, then a variety of
materials of primary and secondary nature.

TYING IT ALL IN: Close the lesson by polling the students as to how they receive
information in their daily lives (from friends, news, internet, etc.). Which
information source do you trust the most? Why? Does it make a difference to you
whether the source is primary or secondary? Ex. rumors, gossip, events, etc.

TAKS:

7.21 Social studies skills. The student applies

critical-thinking skills to organize and use
information acquired from a variety of
sources including electronic technology. The
student is expected to: 7.21A differentiate
between, locate, and use primary and secondary
sources such as computer software, databases,
media and news services, biographies,
interviews, and artifacts to acquire information
about Texas;