Local History Research

Grade Level

6-8

Duration

90 minutes

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Unit

Voices of Justice: African American History
Lesson 6 of 10

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Lesson Title

Researching Local History

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Lesson Description

Students will conduct research on local African American history, uncovering significant events or figures that have impacted their community. This lesson integrates research skills with critical thinking and respectful inquiry, fostering a personal connection to history.

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Learning Objectives

By the end of the lesson, students will be able to:

• I can identify and explain significant African American events or figures in my local community.
• I can use multiple sources to gather information about local history.
• I can analyze and organize historical information from primary and secondary sources.
• I can collaborate with peers to present research findings.

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Common Core State Standards Alignment

Reading Informational Text (RI)

• CCSS.ELA-LITERACY.RI.6.1 / RI.7.1 / RI.8.1
  Cite textual evidence to support analysis of informational texts.
• CCSS.ELA-LITERACY.RI.6.7 / RI.7.7 / RI.8.7
  Integrate information presented in different media or formats to develop a coherent understanding of a topic.

Writing (W)

• CCSS.ELA-LITERACY.W.6.7 / W.7.7 / W.8.7
  Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
• CCSS.ELA-LITERACY.W.6.8 / W.7.8 / W.8.8
  Gather relevant information from multiple print and digital sources; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions while avoiding plagiarism.

Speaking and Listening (SL)

• CCSS.ELA-LITERACY.SL.6.1 / SL.7.1 / SL.8.1
  Engage effectively in a range of collaborative discussions with diverse partners on grade-level topics, building on others' ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.SL.6.4 / SL.7.4 / SL.8.4
  Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes.

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Success Criteria

I know I am successful when:

• I can identify at least two important local African American events or figures.
• I can use two or more credible sources to gather information.
• I can explain my findings to a small group clearly and confidently.
• I actively listen and contribute to group discussions respectfully.

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Materials

• Tablets/computers with internet access (or printed local history archives)
• Notebooks or research graphic organizers
• Pens, pencils, highlighters
• Local history resources (library books, newspapers, interviews if available)
• Projector or whiteboard for group sharing
• Index cards for note-taking

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Lesson Activities

1. Introduction and Activate Prior Knowledge (10 minutes)

• Begin by asking: "What do you already know about African American history in our community?"
• Show a brief slideshow or images of well-known local events or landmarks tied to African American history in the community to spark interest.
• Share the learning objectives and success criteria in “I can…” statements.
• Connect their prior knowledge to today’s goal: researching local history in depth.

2. Mini-Lesson: Research Strategies & Source Evaluation (15 minutes)

• Explicitly teach how to locate credible sources locally (e.g., local libraries, archives, interviews, newspapers).
• Discuss differences between primary vs. secondary sources and how to verify information accuracy.
• Model how to take effective notes and organize information using a graphic organizer.
• Emphasize respectful historical inquiry and importance of multiple perspectives.

3. Research Time: Student Work Session (35 minutes)

• Students break into pairs or small groups (2-3 per group, considering 14 students).
• Each group selects a specific local figure, event, or place related to African American history.
• Use tablets, printed materials, or direct students to local archives (could be digital or physical) to gather information.
• Teacher circulates, supports differentiation, scaffolds research questions, and encourages critical thinking.
• Students record findings, citing their sources carefully.

4. Group Sharing and Discussion (20 minutes)

• Each group presents their research (3-4 minutes each), highlighting key findings and why the event or person is important to the local community’s history.
• Other students use note-taking sheets to jot down at least one thing they learned from each presentation.
• Facilitate a brief discussion about common themes and how these events or people contributed to justice and change locally.

5. Reflection and Wrap-Up (10 minutes)

• Students write a brief exit slip responding to:
  What is one new thing I learned today about our community?
  Why is it important to know our local African American history?
• Review “I can…” statements and success criteria, inviting self-assessment.
• Preview next lesson: connecting the local history research to broader national African American movements.

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Differentiation Strategies

Learner Type	Strategies
Struggling learners	Provide pre-selected simplified articles or summaries; pair with peers for collaborative support; allow audio resources.
English Language Learners	Use bilingual resources if available; provide vocabulary lists with definitions; visual aids for easier comprehension.
Advanced learners	Encourage deeper inquiry using archival records or interviews; offer options to create digital presentations or mini documentaries.
Students with attention difficulties	Break tasks into smaller chunks with short breaks; provide graphic organizers for structure; use timers for focus.

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Extension Activities for Advanced Learners

• Create a digital timeline including their chosen local figures/events with annotated images or primary sources.
• Conduct a short oral history interview with a local community member to gather first-hand stories.
• Write an opinion editorial piece relating local African American history to current justice issues.

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Assessment

• Observation during discussions and research (formative)
• Completed research notes/graphic organizers (formative)
• Group presentations assessing content accuracy, teamwork, and communication skills (summative)
• Exit slips for individual reflections and understanding (formative)

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Teacher Reflection Questions

• Did students effectively access and evaluate local historical sources?
• How did participation vary among groups and individuals?
• Were the “I can…” statements and success criteria clear and helpful to students?
• What challenges did diverse learners face, and how can support be improved next time?

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This lesson plan offers an engaging, hands-on exploration of students’ own communities to deepen their understanding of African American history—making history accessible, relevant, and personal, while aligning strongly with Common Core standards for reading, writing, and speaking.