The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
UNDERSTANDING AMERICAN CITIZENSHIP LESSON STUDY
Title: “Getting a Citation”
Team Members: Kyle Billiard, Katherine Lim, Allison Carey
Abstract: During our discussions at the various Understanding American
Citizenship inservices there would be different people talking about the
citations of various primary sources. Many of the discussions centered
around where the images were first published (i.e. newspaper, magazine,
pamphlet, etc.). Our group realized that many of our students may not
know what information is contained in a primary source citation, so we
want to explicitly teach this to them. This way they can better understand
what a citation is and its purpose in understanding a primary source.
Overview: This lesson is also part of the unit dealing with the 6Cs of
understanding primary or secondary sources.
Standards: California History/Social Studies:
Grades 6-12: Students assess the credibility of primary and secondary
sources and draw conclusions from them.
Common Core Model School Library Standards:
2.1 Determine the relevance of the information
2.2 Assess the comprehensiveness, currency, credibility, authority
and accuracy of resources
3.2 Draw conclusions and make informed decisions
Common Core English/Writing (6-8/9-12)
Text types and Purposes 1. 2.
Research to Build and Present Knowledge 9.
Production and Distribution of Writing 6. 7.
Resources and Materials: Library of Congress websites:
● http://www.loc.gov/teachers/usingprimarysources/citing.html
● http://www.loc.gov/teachers/usingprimarysources/chicago.html
● http://www.loc.gov/teachers/usingprimarysources/mla.html
● Jane E. Aaron; The Little, Brown Essential Handbook for Writers, second edition;
Addison-Wesley Educational Publishers Inc. ;1997
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
For the lesson:
Various primary sources with citations
Citation worksheet
Construction paper, magazines, newspapers, index cards for
culminating activity
Student Question/Learning Objective:
The student will be able to identify the three main parts of a citation and
the citation’s use in understanding primary sources.
Teacher/Research Question:
How does understanding the components of a citation help [students
identify the origin of the primary source?] identify the citation’s purpose in
understanding primary sources?
Essential Vocabulary for the Lesson:
citation: the information that identifies the author/creator, the origin of
publication, and the date the source was published.
Into:
The students will review the 6C’s of identifying primary and secondary
sources. The students will also discuss the various definitions of the word
“citation” before discussing the definition of “citation” as it relates to the
lesson.
Through:
I will be demonstrating how to identify the three parts of a citation of a
source. I will also demonstrate how to take that information and write a
sentence utilizing the information.
Beyond:
The students will create various primary sources of their own using
newspapers and magazines and creating the citation to display with the
source.
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Assessment of Student Question/Learning Objective:
The students will fill out a worksheet that requires them to identify the
parts of a citation. They will also be creating their own primary source from
a newspaper or magazine with an appropriate citation.
Evidence to Examine Research Question:
The team will collect and assess the student worksheets and individual
primary sources.
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Why are citations important? : This information will be very important when
considering the point of view or “communications” of the source.
What is the definition of a citation?
Parts of the citation
A. Author (s)/Creator(s): These are the people given credit for creating the
source.
B. Title of the source: Many sources have titles that tell what they are. Paintings
and cartoons have titles. Newspaper or magazine articles have titles.
Books: Depending on the citation format, the title of a book is italicized or
underlined.
Political Cartoons/Paintings/Photographs:If the image was identified by
itself, the title will be italicized or underlined. If the image was published as
part of a book or in a magazine or newspaper,” the title will be in quotation
marks” and the title of the book, magazine, or newspaper will be italicized
or underlined.
Articles (Newspaper or Magazine) or Chapters from Books: “The title of
the article or chapter of the book will be in quotation marks” and the title
of the newspaper, magazine, or book will be in italics or underlined.
C. Date: The date tells when the source was created or published.
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Name: ________________________________
Source #1
Source #2
Author(s):
Author(s):
Title:
Title:
Date:
Date:
Source #6
Source #4
Author(s):
Author(s):
Title:
Title:
Date:
Date:
Source #5
Author(s):
Title:
Date:
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Source #1
Source #2
Author(s):
Author(s):
Title:
Title:
Date:
Date:
Source #6
Source #4
Author(s):
Author(s):
Title:
Title:
Date:
Date:
Source #5
Source #6
Author(s):
Author(s):
Title:
Title:
Date:
Date:
Citation Worksheet (Vertical)
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
SOURCE #1
[Author(s)];
[“Title”, Source];
[Date]
[“Title”, Source];
[Date]
[“Title”, Source];
[Date]
[“Title”, Source];
[Date]
[“Title”, Source];
[Date]
[“Title”, Source];
[Date]
SOURCE #2
[Author(s)];
SOURCE #3
[Author(s)];
SOURCE #4
[Author(s)];
SOURCE #5
[Author(s)];
SOURCE #6
[Author(s)];
Citation Worksheet (Horizontal)
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Name: ________________________________
CITATION
CONTENT
Author/Creator; Title; Date
What is in the illustration or article
This information helps identify who created
the source and when it was created.
Identifying where the source came from gives
additional information.
This information gives the main idea of the
source. Describe in detail what is seen or
summarize what you read.
CONTEXT
What is the relationship of the source to the
events it represents?
CONNECTION
What do you already know about the source?
Link the source to what you already know
What is going on in the world, the country, the about the events the source is to represent.
region, or the locality when the source was
created?
COMMUNICATIONS
CONCLUSIONS
What is the point of view or bias of the source? How does this source contribute to my
understanding of historical events?
Does the source represent a positive or
negative point of view of the events pertaining Does the source represent something I already
know or have I learned something more about
to the source? Does the bias make the source
the historical event?
reliable?
6 Cs Worksheet
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
______;, “On the Trail of Corruption. Ex-Senator Dorsey—’For the Sunny South. An Airship with a Jim Crow
Trailer.’”Puck; 1913
Source #1
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Reginald Marsh; “This is her first lynching”, The New Yorker; September 8, 1934
Source #2
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Ida B. Wells, “Her Reply to Gov. Northen and Others” Cleveland Gazette, Vol. 11,
Issue 49, pg.01; 07/14/1849
Source #3
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Ida B. Wells-Barnett; “Lynch Law in Georgia” cover and page 1; June 20,1899
Source #4
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Booker T. Washington; “Atlanta Exposition Speech” excerpt; September 18, 1895
Source # 5
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
W.E.B. DuBois; “Letter to Booker T. Washington”; 24 September 1895
Source #6
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
John H. Adams, Jr.; “The ‘Negro’ In Journalism” Voice of the Negro; October 1904
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
"The 'New Crowd Negro' Making AmericaSafe for Himself." Messenger, 1919.
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
George Matthew Adams Service, Morris; “Treat ‘Em Rough”, Literary Digest, 8/16/1919
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Booker T. Washington; “The Case of the Negro”,The Atlantic
Monthly,Vol.84, Issue 505, pgs. 577-587; November,1899
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
W.E.B. DuBois; “The Development of People” 1912
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
STUDENT WORK
EX. 1
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
EX. 2
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
EX. 3
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Lesson Study Reflection
Question 1: How did it go?
We felt like it went really well. The students were engaged. The small groups allowed for
dialogue and classroom management.
Question 2: What guided our decisions in planning the lesson the way we did?
The concept of citation is a relevant one for the students. The goal was for students to learn
how to read and write a citation. Preparation was difficult because of the variety of available
sources. The group decided to focus on an article, photo, and political cartoon and the time
period under study.
Question 3: How did the lesson as it was carried out compare with what we
planned?
It went as planned except the students didn’t create a sentence for the final exercise.
Question 4: What data did we decide to collect and what do we see?
The student work we collected gave us evidence that most students were able to create a
citation. The students followed the directions. Many students did not underline the publication. The
date was recorded in a variety of ways. Some groups did not use quotation marks for the titles.
Question 5: What might be some possible reasons for the things we’re seeing in
the data?
The students might need more practice. They might need the response sheet to be horizontal
like the models. The models had different dates so the student responses were also different. Students
were engaged and aware of the task.
Question 6: In what ways did our lesson promote student learning and
development?
Students were aware of the components of the citation. The students learned to read and write the
citation. We hope that this is a first step to developing critical readers.
Question 7: Based on this lesson, what is our initial response to our research
question?
We feel that this lesson was a good start for students to develop critical thinking about a source.
Students know the components of a citation. Students now need to start analyzing the source to answer
the question.
Question 8: What is especially powerful about this lesson?
Students were engaged in learning. The peer to peer discussion was important. It had relevance to their
lives by asking them to create their own citation from a newspaper or magazine. It was an organized
and focused lesson. Citation is a good choice for the time spent on developing the lesson.
The 6 Cs:Citation●Content ●Context ●Connection ●Communications ●Conclusions
Question 9: Where might we want to make modifications?
We agreed that we will revise the research question to cover the lesson: How does recognizing the
components of the citation help students identify the origin of the primary source? We will add a
category publication. This lesson would be preceded by an introduction to the 6 C’s and then the lesson
would be 2-days for about 30 minutes each. A horizontal worksheet might make sense for the visual
learners. The sources in the initial packet could be numbered.