Teaching with Primary Sources
Sylvia Gentile, UCLA Lab School
Sept. 1, 2012
Lesson Title
Historians corroborate their thinking by using primary sources.
Learning Goals
Historians corroborate their thinking by using primary sources. They use first-hand accounts,
photographs, drawings, etc. to understand the conflicts and complexities inherent in historical events or
concepts. In this lesson, students learn that primary sources can provide a way to confirm or
corroborate their ideas or to challenge them, provoking deeper understanding and new questions.
Students will first understand what corroboration is and why it is important through an experience.
Then they will apply that learning through the use of primary sources.
Grade Level and topic
This lesson was designed for 8-10 year-old students who are exploring Tongva or Gabrielino culture, one
of the native peoples of the Los Angeles Basin in the 1800s. It could easily be adapted for another age
group or content area. This lesson does presume that students have already learned to use the Library
of Congress or other analysis toolsin looking at primary sources. Teachers should refer to “Thinking Like
an Historian” by Sam Wineburg. This lesson also presumes that students have done some research and
thinking about Tongva/Gabrielino culture (1 or 2 lessons).
Time required
One or two 60-minute sessions
California Social Studies Standards
4.2 Students describe the social, political, cultural, and economic life and interactions among people of
California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
1.
Discuss the major nations of California Indians, including their geographic distribution, economic
activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the
physical environment by cultivation of land and use of sea resources.
5.
Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions,
ranchos, and pueblos.
Research, Evidence, and Point of View
2.
Students pose relevant questions about events they encounter in historical documents, eyewitness
accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.
Preparation
Materials
- Primary Sources on Tongva/Gabrielino shelter for active engagement - attached
- Primary Sources on Tongva/Gabrielino food (4 per table in folders) – attached
- Corroboration Analysis Tool - attached
- Magnifying or photographic loupes
Organization
- Group students into table groups of 4 students
- Organize student desks into worktables so materials can be easily shared
- Large carpet area in front of white board where students can gather for discussion
The Lesson
Connection
Historians, last time we met, we were thinking about the Tongva or Gabrielino and ways that we can
understand their culture. We talked about beliefs and traditions, commerce and trade, food, roles in
family and community and shelter. Each table had begun some research on a different area, with the
idea of sharing with all of us.
Teaching Point
Today, we’ll use some primary sources to show how historians corroborate their thinking.
Active Engagement
First, let’s think a little bit about what corroboration is. For example…imagine you are solving a mystery.
You left your lunch box on the table outside the classroom. You went inside the classroom to talk to a
friend. When you came out of the classroom, your lunch box was gone! You have to get inside to start
your day but you get some information from your friend, Juan, who says he saw a crow come along and
knock your lunch box down on the ground and start pecking at it. Another friend says he saw a teaching
assistant pick it up and take it to the lost and found And third friend says she saw pieces of a sandwich
and apple strewn on the ground in front of your classroom.
So…what do you think happened? What influenced your thinking? What information corroborates your
idea? What contradicts it? Turn and talk to the person next to you about this (allow 1-3 minutes for
conversation, circulate around the room to listen in on their talk, before you get everyone back into the
group discussion – choose 1-2 people to share from the conversations you’ve heard – preferably
contradictory views).
So… who wants to share what they think happened and the corroborating evidence you have? (1-2
share-outs, contradictory views).
Corroboration is what you just did and historians do it when they research. Corroborate means we use
information to verify (and even add to) information we already have or to challenge what we have (and
dig deeper to understand and possibly resolve the contradiction).
Guided Practice
Let’s look at an example of corroboration together.
In the shelter group, we saw a picture of a typical Tongva or Gabrielino house (show the first primary
source - note origin). Here’s a picture of another shelter (note origin). What do you notice? How does
this second shelter confirm or challenge what you already know about Tongva shelter? What can you
infer from this? What questions might you have now?
You can use this chart to help you…(Show students the Corroborate – Confirm or Challenge Chart). Let’s
record your thinking as we go (teacher asks 2 students to articulate what they observe and where it
should be recorded on the chart). Do you see how that works? And notice at the bottom – what do you
need to do next? What further questions do you have? What would you put there from this example?
Link
So today… historians… each table has a folder with 4 primary sources about food in the
Gabrielino/Tongva culture. Your job is to view each primary source and record what you observe about
each on the chart. Note what you see that confirms what you know about food in the
Gabrielino/Tongva culture and what challenges what you know. Use the photographic loupe to help you
examine each primary source. Be sure you note which primary source you are referring to on your chart.
How does each primary sources support your information? How do they add information? What do
they make you question or doubt? How will you resolve the contradiction? Then please talk with your
tablemates to hear their thinking and their evidence. Historians need to record evidence, too. Any
questions before we start? (Teacher answers 1-2 questions – if there are more, those students can stay
at the carpet for further clarification).
Mid-Workshop Interruption
(Teacher looks for a table group that has recorded their findings)
Historians…._______________________ (student names) has found some information to corroborate
his/her thinking…(teacher shares short summary of info found to inspire other groups). Make sure you
talk with your tablemates about your thinking and your evidence.
Share and Reflection
(Students gather at the carpet. Teacher chooses a group that seems ready to present…asking them to
mention one place where they corroborated their information with a second source and where their
thinking was challenged. Also, they should articulate what their next steps are)
So…what did we learn from this? Why do you think it’s important for historians to corroborate their
thinking?
(Teacher chooses 1-2 volunteers to share, based on what s/he observed during the work time.)
Name: ________________________________ Date: ____________
My Table Group: __________________________________________
Historians Corroborate
Please look closely at the primary sources at your table, using your photographer’s loupe. Make a
statement based on what you know and the evidence you see. Then examine all the primary sources.
Which ones corroborate or confirm your thinking? Which ones challenge it? What is your evidence?
Finish by writing down new questions and next steps. Share this with your tablemates.
Statement: _______________________________________________
________________________________________________________
Evidence: _________________________________________________
Corroborating evidence (confirms your thinking)
1.
_________________________________________________
2.
_________________________________________________
3.
_________________________________________________
4.
__________________________________________________
5.
___________________________________________________
More on back
Challenging evidence (contradicts your thinking)
1.
_________________________________________________
2.
_________________________________________________
3.
_________________________________________________
4.
__________________________________________________
5.
___________________________________________________
New Questions and Next Steps:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
6. __________________________________________________
Resources
Autry Museum: On line collection: Gabrielino
Bowers Museum – Ongoing exhibit about First Californians
Calisphere- Primary source themed set – Early California Exploration and Settlement
(1780-1830)
Library of Congress – Primary Source Set by State – California
Library of Congress – Primary Source Set – Spanish Exploration
Wineburg, Sam. Stanford University