Previous by Date | Next by Date | Date Index
Previous by Thread | Next by Thread
| Thread Index
| LM_NET
Archive
| |
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 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=- All LM_NET postings are protected by copyright law. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. LM_NET Help & Information: http://ericir.syr.edu/lm_net/ Archive: http://askeric.org/Virtual/Listserv_Archives/LM_NET.shtml LM_NET Select/EL-Announce: http://www.cuenet.com/archive/el-announce/ LM_NET Supporters: http://ericir.syr.edu/lm_net/ven.html =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=-=-