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I had one request for a hit, but only two responses. I've posted to the entire 
group because I thought there might be some other interest.  At the end I've 
included my ideas and the web sites I used to develop the unit.

I did a few primary source lessons, paired with DBQ's and CRQ's for 5th
 grade as an introduction to the preparation for the NYS Social Studies
 Assessment in mid-November.  The first lesson consisted of several primary
 source documents about my dog and the students had to write a biography
 using these documents.  We then did a similar lesson on Teddy Roosevelt.
 These documents included family photos, diary entries, political cartoons,
 and drawings Roosevelt did as a child.  The next task consisted of DBQ's and
 CRQ's on topics pertinent to their classroom curriculum.  The teachers
 welcomed my assistance and felt that it provided a good foundation for them
 to build upon.  After I did these lessons, I copied as many DBQ's and CRQ's
 as I could find and gave those to the teachers to help them continue where I
 left off.  I found the LOC site helpful and the Smithsonian has a catalog of
 primary source documents.  I've also used these lessons with 3rd and 4th
 grades in a shortened version.  In the spring, I will be doing a unit using
 Karen Hesse's Out of the Dust and including a differentiated instruction
 style primary source documents lesson.  (from Kimberly Jayne)

AND


 I start this unit with a car accident and a list of accounts - one in the paper 
written by a reporter, one from a 3-year old who was in one of the cars, an adult 
looking down from a second story window, a policeman who is a block away, a driver 
of one of the cars.  (you get the idea)  Then, in groups, they rank the best source 
to the worse source.
Pretty soon you have discussion on not only primary and secondary but also 
reliability of sources and bias.  The policeman isn't an eyewitness but he has 
expertise.  The 3-year old is an eyewitness but doesn't have the ability to 
interpret what he has experienced.  The adult on the second floor is an eyewitness 
as well as unbiased.
I got this years ago out of some book so it's not original thinking.  Hope it 
helps. (from Casey Suddarth)

I went with Casey's idea and wrote accounts of the traffic accident from the 
viewpoints of the 16 year old who ran the red light, the 3 year old, a pedestrian, 
the police report, the newspaper report, the tow truck driver and a store owner.  I 
put some of the biases and emotions into the reports.

I used ideas from
http://memory.loc.gov.ammem/ndlpedu/lessons/primary.html
http://www.ed.gov/databases/ERIC_Digests/ed442739.html
http://images.library.uiuc.edu/projects/tdc/LessonPlans/PSSLesson1.html
http://sunsite.berkeley.edu/calheritage/k12/depression_lesson.htm

and not knowing what DBQ and CRQ meant I found

http://lsb.syr.edu/projects/localhistory/guidelines.php3

In all I created a unit with four lessons.  I've really had to dig around to find 
photos and primary sources from my life.  Although I know the kids will laugh, 
using my life will work well with the heritage unit the fifth grade is currently 
doing.  If you want more information, please mail me directly.

Carol

Carol Savage
Library Media Specialist
Hawk Ridge Elementary School
Charlotte, NC

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