Primary and Secondary Sources

Grade Level

8th Grade

Duration

45 minutes

Class Size

28 students

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Common Core State Standards (CCSS) Alignment

• CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary.
• CCSS.ELA-LITERACY.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose.
• CCSS.ELA-LITERACY.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

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Learning Objectives

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

1. Define and distinguish between primary and secondary sources.
2. Analyze primary and secondary sources to identify key information and the author's point of view.
3. Cite textual evidence from both source types to support their understanding.
4. Complete an interactive worksheet that reinforces their skills in evaluating sources.

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Materials Needed

• Printed copies of two carefully chosen, age-appropriate texts (one primary source, one secondary source) about the same historical event (e.g., a letter from a Civil War soldier and a textbook excerpt summarizing that event).
• Interactive worksheet (attached below) with source analysis questions.
• Answer key for the worksheet.
• Whiteboard and markers.
• Sticky notes for quick formative assessment.
• Projector or smartboard (optional for displaying source documents).
• Pens/Pencils.

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Lesson Breakdown

1. Introduction (7 minutes)

• Hook: Write “Primary Source” and “Secondary Source” on the board. Ask students what they think each term means. Collect 2-3 brief answers from volunteers.
• Direct Instruction: Define both terms clearly:
  • Primary Source: An original document or firsthand account created at the time under study.
  • Secondary Source: A work that interprets, analyzes, or summarizes primary sources.
• Provide examples (e.g., diary vs. textbook).
• Explain why understanding these distinctions is important for historical thinking.

2. Group Reading & Analysis (15 minutes)

• Divide class into pairs (14 pairs total).
• Distribute copies of the primary source document and secondary source document.
• Instructions to students: Each pair reads both sources carefully.
• Using the whiteboard, model how to cite textual evidence, e.g., "In the primary source, the soldier writes, 'We marched for hours under heavy fire...' which shows..."
• Students highlight or underline in their texts evidence that shows the author’s point of view or main facts.

3. Interactive Worksheet Activity (15 minutes)

• Hand out the worksheet which includes:

  • Multiple choice and short answer questions about distinguishing primary vs. secondary sources.
  • Questions requiring students to cite evidence from both sources.
  • A question asking students to describe how the point of view differs between the primary and secondary texts.
  • A critical thinking question asking “Why is it important to use both types of sources when studying history?”

• Circulate and assist pairs as needed.

4. Class Discussion and Share Out (5 minutes)

• Invite 3-4 pairs to share their answers to the worksheet, especially their explanations about point of view differences and why both source types are valuable.
• Write key takeaways on the board:
  • Primary sources give direct evidence from the past.
  • Secondary sources provide context and interpretation.
• Reinforce the importance of citing evidence and understanding perspective.

5. Exit Ticket (3 minutes)

• On sticky notes, have students write one thing they learned about sources and one question they still have.
• Collect sticky notes for informal assessment.

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Worksheet: Primary and Secondary Sources Analysis

Name:______________________ Date:______________________

1. Which document is a primary source?
   a) The soldier’s letter
   b) Textbook summary
   Answer: a

2. Which document provides a secondhand account of the event?
   a) The soldier’s letter
   b) Textbook summary
   Answer: b

3. Find one sentence in the primary source that shows the author’s feelings or point of view. Write it here:
   Answer (sample): "We marched for hours under heavy fire, feeling exhausted and scared."

4. From the secondary source, what is one fact about the event?
   Answer (sample): "The Battle of Gettysburg lasted for three days and resulted in a large number of casualties."

5. How does the point of view differ between the two sources?
   Answer (sample): The primary source shows a personal, emotional perspective while the secondary source provides a more objective summary.

6. Why is it important to use both primary and secondary sources when studying history?
   Answer (sample): Using both helps us understand the facts and also the personal experiences and interpretations of events.

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Assessment

• Students’ completion and accuracy on the worksheet will demonstrate understanding of the difference between primary and secondary sources and ability to cite evidence.
• Exit tickets will inform any misconceptions or questions to address in subsequent lessons.
• Informal observation during pair activities will gauge engagement and comprehension.

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Differentiation

• For students who need more support: Provide sentence stems on the worksheet to scaffold their responses.
• Challenge advanced students by asking them to identify potential bias in either source and justify their reasoning.
• Allow oral responses for students with written expression difficulties.

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Reflection and Follow-up

• Consider a follow-up project where students search for their own primary and secondary sources on a chosen historical topic.
• Use student questions from exit tickets to tailor future lessons on source evaluation or historiography.

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This detailed plan aligns with the Common Core's emphasis on citing evidence and analyzing texts for meaning and author perspective, while incorporating interactive and age-appropriate activities to engage eighth graders effectively.