Subject: Social Studies Grade level: 7

Topic: Primary Sources and Secondary Sources

Content Standards: (include only standards addressed in this LEP) Social Studies Standard 2: Students will use a
variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the broad sweep of his tory
from a variety of perspectives.

Literacy Standards: (include only standards addressed in this LEP) CCSS.ELA-LITERACY.RH.6-8.2 Determine the
central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions

Central Focus: Students will be able to understand Students have prior knowledge of: Students have
the difference between what a primary source is knowledge of what a primary source is and have
and a secondary source is. an idea of what a secondary source is.

Academic Language: Students will analyze

sources to determine whether they are primary
or secondary.
Differentiation (What will you do to meet the needs of students at these different levels?)
For students that are less proficient in reading, the teacher will read aloud the
passages for the students, or give them the option to listen to an audio version
of the passages. For a student like Valeria, she can listen to the audio of the
readings while reading along with the audio to ensure she understands the
language and key details.
For students that excel in reading and picking out evidence will then be asked
to go back and find meaning to words or phrases they are unsure of and use
resources to define them.
Students will work in small groups.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Social Studies and English
Materials Procedures/Strategies

Powerpoint Day 1 (add additional days as needed)

,
worksheet, Learning Outcome: Students will be able to know the difference between a primary source
and a secondary source. Practice with the sources will come from the WWII era, the time
and exit
ticket. period they are currently learning about.

© SMA JacobsPage 1
 Anticipatory Set (Focus Question/s that will be used to get students thinking about the days
lesson.): What are some examples of a primary source? How can we use primary and
secondary sources when learning about a specific era of history?

Activating Prior Knowledge (What information will be shared with/among students to

connect to prior knowledge/experience?) Students will be shown various pictures of primary
sources and the teacher will ask the students to point out the key details that lead them to
believe it is a primary source.

Direct Instruction (input, modeling, check for understanding)

Students will listen to the short powerpoint as the teacher explains the use, difference, and
importance of primary and secondary sources. The powerpoint includes a portion in which
the class can share ideas comparing the two types of sources through the use of a venn
diagram. The teacher will do a demonstration of how it is done and then the students can
feel free to raise their hands and chime in to the class discussion.

Guided Practice (how students will demonstrate their grasp of new learning)

Students will work in groups to fill out the worksheet on primary and secondary sources. The
teacher will be circling the classroom to answer any questions the students might have about
the topic.

Independent Practice (Assessment) (what students will do to reinforce learning of the lesson)

Students will complete a short exit ticket upon leaving the classroom. The exit ticket will
have two examples, one a primary source, the other a secondary source. The students will
have to identify each example and write why they labeled each on primary or secondary.
Students will also finish their worksheet for homework if it is not done during class time.

© SMA JacobsPage 2