Third Grade Michigan’s Digging into the Past
Lesson 4
Title: Historians Learn About the Past
Unit of Study: Third Grade Digging Into the Past
GLCEs:
H.3.0.1 Identify questions historians ask in examining the past in Michigan.
H.3.0.2 Explain how historians use primary and secondary sources to answer questions about
the past.
Abstract: Students will distinguish between primary and secondary resources with the
understanding that primary resources are more reliable sources.
Key Concepts: artifact, primary, secondary, resource, historian, evidence, proof, legal document,
authentic
Sequence of Activities (approximately two 45 minute lessons)
1. Explain to students that historians ask questions about the past. Have students brainstorm
and generate questions they think could be asked. Lead them to include questions such
as:
 How do you know what happens if you don’t see it with your own eyes?
 How would we find out about the lives of people we know?
 How would we find out about the lives of people we don’t already know?
 Who could we talk to in order to find out about people?
 What sources could we use to learn about people and the past?
2. Explain the difference between a primary resource and a secondary resource (this
information is from http://www.princeton.edu/~refdesk/primary2.html):
 A primary resource is a document or physical object which was written or
created during the time under study. These sources were present during an
experience or time period and offer an inside view of a particular event. Some
types of primary sources include:
a. Original documents, such as diaries, speeches, manuscripts, letters,
interviews, news film footage, autobiographies, official records,
photographs
b. Creative works, such as poetry, drama, novels, music, art
c. Relics or artifacts such as pottery, furniture, clothing, buildings
 A secondary resource interprets and analyzes primary sources. These sources are
one or more steps removed from the event. Secondary sources may have pictures,
quotes or graphics of primary sources in them. Some types of secondary sources
include:
a. Publications such as textbooks, magazine articles, histories, criticisms,
commentaries, encyclopedias
3. Create a T-chart with the class to begin listing primary and secondary resources (see
below).
Calhoun ISD Social Studies Curriculum Design Project
Third Grade Michigan’s Digging into the Past
4. Have the class play the telephone game (AKA find the fib; Chinese whispers, operator,
and grapevine) to demonstrate how information changes as it is passed from one person
to the next.
 To play the telephone game, gather your children into a circle. Think of a
sentence or two for your “message.”
 In the hall or across the room (where the rest of the children cannot hear you),
whisper your message to the first child.
 Have each subsequent child in turn whisper the message to the next child, who
passes the message on to the following child.
 The last child in the circle will share the message he or she has been told with the
class.
 Explain that the original message from you is like a primary source, and the
whispered messages are like secondary sources.
 Then discuss how the message changed somewhat as it was passed from person
to person.
 This should demonstrate how information can change as it is passed on and that
primary resources are often more reliable.
 Brainstorm other primary and secondary sources and add them to the T-chart.
5. Have the students listen to a story about Hurricane Katrina (or another topic of your
choice): http://www.storycorps.net/listen/stories/category/hurricane-katrina as an
example of a primary resource. Be sure you listen to the story first to be sure it is
appropriate for your students.
6. Compare this first-person account to a secondary source such as a news article on
Hurricane Katrina or your alternate topic. A suggested source:
http://www.nola.com/katrina/archive.ssf.
7. Examine photographs and other primary source documents from the MeL Michigana
Collection: http://mel.org/SPT--BrowseResourcesMichigana.php?ParentId=687.
8. Have students identify what kinds of questions a historian might ask in order to find good
reliable information about one of these primary source documents. For example:
 What happened?
 How did it happen?
 What were the events leading up to what happened?
 Why did it happen?
 Who was there?
 Is it likely to happen again?
9. Optional: the students may conduct the Social Studies Skills Tutor for analyzing primary
and secondary sources offered by Prentice Hall at
www.phschool.com/curriculum_support/ss_skills_tutor/#
Choose the Analyzing Primary and Secondary Sources link (under critical thinking and
reading) and follow the prompts. Please note that this is a bit above third grade level.
Calhoun ISD Social Studies Curriculum Design Project
Third Grade Michigan’s Digging into the Past
Connections:
English Language Arts- The students may connect this discussion to other non-fiction texts they
have already read. The class may also compare and contrast fictional and non-fiction texts.
Historical fiction may be discussed as well. Dear America and My America series are great
resources for this purpose.
Mathematics
Instructional Resources: www.storycorps.net, pictures of elderly people
Equipment/Manipulative- There should be a variety of sources such as dictionaries,
encyclopedias, and phone books available for investigation.
Student Resources
Teacher Resources- Michigan History for Kids, Fall 2006.
NOTE: Items with * will be used as examples on the final exam.
T-chart for Resources
Primary Resources
*Birth Certificate
Marriage License
*Diary/Journal
Survey Map
*Artifact- such as clay pottery,
arrowheads, and jewelry
Recording of a speech
Autobiography
Driver’s License
*Original Photographs/pictures
Post cards and letters
Secondary Resources
*Textbooks
Magazine Articles
Encyclopedia
Research paper
*Gossip or repeated story
Biography
Newspaper
Television news stories
Recipe books
Phone book
Calhoun ISD Social Studies Curriculum Design Project