OVERVIEW OF THE LESSON
MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address?
http://www.doe.mass.edu/frameworks/hss/2018-12.pdf
4.T1.3
Research, analyze, and convey information about Canada or Mexico by consulting maps, atlases,
encyclopedias, digital information and satellite images, photographs, or news articles; organizing
materials, and making an oral or written presentation about topics such as the peoples, population
size, languages, forms of government, major cities, environment, natural resources, industries,
and national landmarks
4.RI. 6.
Compare and contrast a firsthand and a secondhand account of the same event or topic; describe
the differences in focus and the information provided.
4.RI.9
Integrate information from two texts on the same topic in order to write or speak knowledgeably
about the topic.
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?
SWBAT compare, contrast, and interpret information from primary and secondary sources about
the 2007 Tabasco Flood.
Assessment: What specific, tangible evidence will show that each student has met this objective?
SWBAT investigate a historical event through primary sources (video and tweet) and secondary
sources (government report and Wikipedia article). Students will verbalize the similarities and
differences between the types of sources and will then categorize each source.
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Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.
Tier 3 Vocabulary
Primary Source Primary sources are original documents, images or artifacts that provide direct
evidence about a historical topic.
Secondary Source Secondary sources interpret and analyze primary sources. These sources are
one or more steps removed from the event.
Tabasco Flood of 2007
● The 2007 Tabasco flood occurred in late October and early November 2007 in the
Mexican states of Tabasco and Chiapas.
● At least 20,000 people were forced to seek emergency shelter.
● Over 1,000,000 residents were affected.
Assessment: What specific, tangible evidence will show that each student has met this objective?
SWBAT collaboratively complete a Venn diagram for primary and secondary sources.
Furthermore, students will identify examples of primary and secondary sources.
Content: What are the specific details of the lesson’s content knowledge?
SWBAT take part in a “moving debate”. Students will articulate whether they believe primary or
secondary sources are more important and defend their reasoning using their background
knowledge, notes, and information learned during the lesson.
PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential vignettes/
scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.
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Opening (_10_ minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?
Teacher will read the title slide. “Primary and secondary sources give us different information
about an event, person, or place”.
Teacher will review small group expectations. Students will raise hands and remind each other of
these expectations.
Teacher will call on a student to read the quote of the day. “What did Mr. John Franklin mean
when he said this? Today we are going to find out!”. This quote will pique students’ interests.
Teacher will pass out clipboards with students’ notebook attached.
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During Lesson (30 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?
Primary Source:
The teacher will call on a student to read the definition. Each student will copy the definition into
his or her notebook. After teacher will pose questions about the pictures. Teacher will remind
students that they learned about the native Aztec people and the Spanish conquistadors in a
previous lesson.
“These maps are of Mexico city. They were created by the Aztec people and the Spanish
conquistadors, who we learned about a few weeks ago. How are these maps different than the
maps in our textbooks?”
Anticipated Student Response:
● There are different symbols.
● They only show one city. We looked at maps of the whole country.
● They look older.
● It is harder to read.
● It is made out of a different material.
“Even though these maps were created during the same time, they are different. Why?”
Anticipated Student Response:
● The maps had different purposes.
● The Aztec people and the Spanish conquistadors had different perspectives.
● They used different resources to make their maps.
“What are some other examples of primary sources?”
Anticipated Student Response:
● autobiography
● video and pictures from the event
● diary entry
● interview with a person present at the event
Secondary Source:
The teacher will call on a student to read the definition. Each student will copy the definition into
his or her notebook. After the teacher will pose questions about the pictures.
“Textbooks are examples of secondary sources. How do we know this is a secondary source?”
Teacher will pass around “Mexico: The Land” so students can look through the content of the
book (students are already familiar with this book as we used it two weeks ago during a lesson
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Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
Students will gather together to recap the debate. What went well? What can be improved during
the next moving debate?
Teacher will emphasize the importance of both primary and secondary sources.
Students will have the opportunity to share what they have learned and ask lingering questions.
Teacher will write these questions and address them during the next lesson.
SUPPORTING ALL LEARNERS
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As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21
Learner Factors: What will you do to ensure the success of all students? Specifically, students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.
Grouping Factors
Adjust grouping format
Content
Materials
Student Response
Seat students strategically near one another
Pair students Give additional examples
Provide alternate reading
Provide on-level reading
Write homework list
Graphic organizers
Use Braille or large print
Use manipulatives
Alternate response format (verbal/written)
Give daily progress report
Extend time
Use assistive devices
Give verbal cues to emphasize main ideas
Increase the number of review activities
Technology
Give students a copy of directions
Use interpreter
Give more breaks
Allow use of computer
Hand out copies of notes
Re-read directions
Use page markers
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PRIMARY AND
SECONDARY
SOURCES
QUOTE OF THE DAY
“We must go beyond
textbooks, go out into...the
depths of the wilderness
and travel and explore and
tell the world the glories of
our journey;”
John Hope Franklin, Historian
Primary Source
Primary sources are
original documents,
images or artifacts
that provide direct
evidence about a
historical topic.
Secondary Source
Secondary sources interpret
and analyzes
primary sources.
These sources are one or
more steps removed from
the event.
Venn Diagram
Analyzing an
Historical Event:
Tabasco Flood of
2007
The 2007 Tabasco flood
occurred in late October and
early November 2007 in the
Mexican states of Tabasco
and Chiapas.
At least 20,000 people were
forced to seek emergency
shelter.
Over 1,000,000 residents
were affected.
Which sources are
primary sources?
Which sources are
secondary sources?
How do you know?
Debate: Which type of
source is more important?
Why is it important to look
at primary AND secondary
sources?