Researching Historical Events

Grade Level

6-8 (Middle School)

Duration

90 minutes

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Unit Overview

Unit Title: Time-Traveling Journalists: US History
Lesson: 2 of 10
Lesson Title: Researching Historical Events
Lesson Description:
Students will learn research strategies to gather information about historical events of their choice. They will explore primary and secondary sources and develop skills to evaluate the credibility of those sources.

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Common Core State Standards (CCSS) Alignment

Reading Informational Text:

• CCSS.ELA-LITERACY.RI.6-8.1: Cite textual evidence to support analysis of historical texts.
• CCSS.ELA-LITERACY.RI.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.

Writing:

• CCSS.ELA-LITERACY.WHST.6-8.7: Conduct short research projects to answer a question, drawing on several sources.
• CCSS.ELA-LITERACY.WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source.

Speaking & Listening:

• CCSS.ELA-LITERACY.SL.6-8.1: Engage effectively in collaborative discussions with diverse partners on grade-level topics.

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Learning Objectives / I Can Statements

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

• I can identify primary and secondary sources related to my chosen historical event.
• I can explain how to determine whether a source is credible and reliable.
• I can use effective research strategies to gather accurate information.
• I can collaborate with peers to discuss and compare the information found.

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Success Criteria

Students will demonstrate success when they:

• Accurately categorize at least 3 sources as primary or secondary.
• Explain at least 3 criteria for evaluating source credibility (e.g., author, date, publisher).
• Compile a short annotated list of credible sources to begin their research.
• Participate actively in group discussions, sharing reliable findings.

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Materials Needed

• Handouts outlining examples of primary vs. secondary sources
• Source Evaluation Checklist worksheet
• Access to print/digital historical sources prepared by teacher (excerpts from letters, newspaper articles, textbooks, etc.)
• Chart paper or whiteboard and markers
• Laptops/tablets for research (if available)
• Index cards and pens

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Lesson Procedure

1. Introduction and Engagement (15 minutes)

• Do Now: Ask students to write a short response (3-4 sentences) on the prompt: "What makes a source trustworthy when learning about history?"
• Share responses briefly to gauge prior knowledge.
• Teacher introduces the lesson’s “I can” statements and explains why evaluating sources is critical for historians and journalists alike.
• Show an intriguing historical “mystery” related to a US history event (e.g., conflicting accounts of a Civil War battle) to pique curiosity.

2. Mini-Lecture & Group Activity: Identifying Source Types (20 minutes)

• Teacher reviews the definitions and examples of primary vs. secondary sources using a handout and real excerpts.
• In small groups (3 students), students categorize 6 source excerpts into primary or secondary sources on index cards.
• Groups discuss why each source fits the category and share reasoning with the class.
• Teacher records common themes on the whiteboard.

3. Source Credibility Criteria (15 minutes)

• Teacher introduces a Source Evaluation Checklist focused on:
  1. Author or creator credentials
  2. Date of publication
  3. Source type (official document, news report, etc.)
  4. Fact vs. opinion
  5. Publication or hosting organization
• Model evaluating an example source with the checklist.
• Students pair up and apply the checklist to 2 sources from the earlier activity.

4. Guided Research Planning (20 minutes)

• Students choose their historical event topic (from pre-approved options or their own research topic approved by teacher).
• Using laptops/tablets or printed materials, students search for at least 3 sources relevant to their event.
• Students annotate their sources using the checklist and prepare a list citing the source type and credibility.
• Teacher circulates to support and scaffold research as needed.

5. Peer Discussion and Sharing (15 minutes)

• Students join new pairs to share their annotated source lists.
• Each student explains why they believe their sources are credible or not.
• Partners provide feedback or suggest additional types of sources to consider.
• Teacher facilitates a brief whole group discussion on challenges and insights gained.

6. Closure & Exit Ticket (5 minutes)

• Students write an exit ticket responding to:
  “What is one new strategy I learned today that will help me find trustworthy information about my historical event?”
• Collect exit tickets for formative assessment.

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Differentiation Strategies

Learner Type	Strategy
Struggling Readers	Use audio versions of texts or provide simplified summaries; paired reading with a peer or teacher support; provide guided source analysis outlines.
ELL Students	Use visual aids and bilingual dictionaries; provide sentence starters (“This source is credible because…”); opportunities for oral explanations.
Students with IEPs	Offer additional time for activities; break complex tasks into smaller chunks; provide graphic organizers to evaluate sources systematically.
Advanced Learners	Challenge students to locate and analyze contradictory sources; create a brief presentation on source perspectives or bias; explore additional historical archives.

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Extension Activity for Advanced Learners

Invite advanced learners to select a controversial event in US history and identify multiple primary and secondary sources that present differing viewpoints. Then, they will prepare a mini-report explaining how these sources shape our understanding of the event. They can create a short multimedia presentation highlighting the importance of source evaluation for historical accuracy.

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Assessment

• Observation of group discussions and source categorization activity
• Evaluation of annotated source lists against credibility criteria
• Exit tickets assessing understanding of research strategies
• Informal oral responses during peer sharing

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Teacher Reflection Notes (Post-Lesson)

• Were students able to distinguish primary and secondary sources effectively?
• Did students engage with the checklist criteria when evaluating sources?
• Were all learners supported? Did differentiation strategies work well?
• What adjustments are needed for the next lesson focusing on organizing research notes?

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This detailed lesson plan combines inquiry, collaboration, and critical thinking to foster young historians’ research skills aligned clearly with Common Core standards, making the skillset authentic and applicable in their “journalist” role within the unit.