Embedded Files
Learning Outcomes:
Learning Outcomes:
CLO 5252.1 Identify and implement the California Board of Education Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies along with the California History-Social Studies Content Standards (TPE 1b, 8, 9, 12 & 13).
CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).
CLO 5252.3 Demonstrate an understanding of oral, written, and visual literacy and the ability to promote and instruct on oral, written, and visual literacy in the teaching of social studies and history (TPE 1b, 2, 4, 5, 7, 10).
CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).
CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).
CLO 5252.7 Explore and to research effective, current research-based methods and curricula that promote optimal learning environments for students (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).
Essential Questions:
- How do you use primary texts in the classroom?
- What are the first, second, third-orders of primary texts?
Information:
The higher one's education, the higher the sources should be. At the college level, sources ought to be mostly primary source materials written by the persons or witnesses of events. At the high school and middle school levels, students read mostly secondary materials, peppered occasionally with a tantalizing primary source. Secondary sources are textbooks, books and articles written based on research of primary sources. At a primary level, sources tend to be written at a age-appropriate level. These are probably tertiary sources: encyclopedia articles, about.com, blogs, etc.
The higher one's education, the higher the sources should be. At the college level, sources ought to be mostly primary source materials written by the persons or witnesses of events. At the high school and middle school levels, students read mostly secondary materials, peppered occasionally with a tantalizing primary source. Secondary sources are textbooks, books and articles written based on research of primary sources. At a primary level, sources tend to be written at a age-appropriate level. These are probably tertiary sources: encyclopedia articles, about.com, blogs, etc.
An Introduction to Primary, Secondary, Tertiary Sources - good for students.
First-Order Primary Sources - diary, letter, speech, video from participant, photo taken by participant
Second-Order Primary Sources - photo from witness, reporter at site
Third-Order Primary Sources - newspaper, family photos that link directly to the first order
CLOSE Reading of Primary Sources
Here's a Close Reading procedure that I have my AP students follow as they CLOSE Reading
Here's a Close Reading procedure that I have my AP students follow as they CLOSE Reading
Assignments:
· SDAIE Video Due in EdThena
· Reading: Drake and Nelson chapter 7 "Using Primary Sources: The First, Second, and Third Order Approach"
· Reading: Drake and Nelson chapter 7 "Using Primary Sources: The First, Second, and Third Order Approach"
• Design a close reading exercise/lesson to be used in your unit plan
Next Steps:
Next Steps:
- Due Next Week - Veteran Teacher Observation & Reflection - post on your website
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