Exploration: The teacher will engage the students by pointing out the two tables with different items on each (primary sources on one table and secondary sources on another). The teacher will tell the students that both tables contain items that help to learn about the past but there is a big difference between the items on one table as opposed to the items on the other table. The teacher will refer to the day's objective on the Primary Secondary Sources Information PowerPoint. The teacher will draw a big circle on the board and write Primary Sources in the middle if a whiteboard is not available (the concept map is on the powerpoint). The teacher will explain this assessment will tell what they think they already know about the day's objective, reconstructing the past using primary sources. The teacher will complete the concept map while students brainstorm and share any ideas they think they may already know about primary sources. The teacher will tell the students they will revisit this concept map at the end of the lesson to see what they need to add or change.
Lesson Development: The teacher will pull up the official portrait of Thomas Bibb, and model how to analyze the photograph using the questions on the Primary Source Analysis sheet. The teacher will ask and answer questions while analyzing the photograph is modeled. (The teacher can further model analyzing primary sources using a photograph of the current governor.) The teacher will pass out the Primary Source Analysis sheet to students (the analysis can be done independently, peer partners, or small group) and have the students pull up the photograph of the Bibb home to analyze. The teacher will explain this assessment will tell what they know about the day's objective, reconstructing the past using primary sources. The teacher will have the students complete the handout as they analyze the photograph. The teacher will walk around and assist as needed. The teacher and students will discuss their findings when students are finished. The teacher and students will revisit the original concept map to determine what needs to be added or changed.
Expansion: The teacher will tell the students there are ways to find out about every person because there are primary sources on each person, often before they are even born (ultrasounds, announcements, etc.). The teacher will pass out the Personal Primary Source Analysis handout with the parent/guardian letter attached. The teacher will explain this assessment will tell what they think they already know about the day's objective, reconstructing the past using primary sources. Students will take these forms home to share with the parents/guardians and bring in the completed Personal Primary Source Analysis form and primary source the next day to share. (The "show and tell" can be altered to fit the teacher's schedule.) Students will make a three slide PowerPoint on their primary source. Slide one: a photograph of the student, slide two: a photograph of the primary source, slide three: information telling what the primary source is, when it was created, and what it tells about the student. The checklist is included in the PowerPoint to display while students work on their PowerPoint slides. The teacher can compile the presentations and create a visual presentation to share with the students and/or parents.