Lesson 3: Explorer Primary Source: Introducing the Historian’s Tools
Students will learn about the way historians observe and question primary sources and
the thinking tools they use while investigating primary sources.
 What important things were going on at the time that relate to the document?
 Who wrote the document?
 Who was the document written for?
 Why was the document written?
 What is the main idea of the document?
 What type of document is it?
Activating background knowledge: Ask students what evidence historians use to
interpret events from the past. (primary sources) What are some types of primary
sources that historians use? What other sources do historians use to interpret or
corroborate evidence from primary sources? (secondary sources) This is a review of
the How Historians “Do” History & Fiction Chart.
Objective: Given a primary source from Juan Cabrillo, students will collect evidence by
observing and questioning the primary source using historian’s tools.
Materials:
1.
2.
3.
Cabrillo Journal entry
Evidence Collection frame
Historian Tools Icon Cards
Directions/Input:
1. Pass out the Cabrillo journal entry and Evidence Collection frame to all students.
2. Introduce Historical Context using the Historical Context Icon Card.
3. Ask students, What place and time was the document was written? Record that
information on the Evidence Collection frame in the section with the Historical
Context icon. What important things are going on at the time that relate to the
document? Record that information on the Evidence Collection frame in the section
with the Historical Context icon.
4. If students DO NOT understand what was happening at this time in history, it is
important to look at secondary sources or historical fiction to build background
knowledge before going further.
5. Introduce Author/Speaker/Creator using the Author/Speaker/Creator Icon Card.
6. Ask students, Who is the person that wrote the document? What is their
occupation or background? How does this information help you understand this
7.
8.
9.
10.
11.
12.
document? Record that information on the Evidence Collection frame in the
section with the Author/Speaker/Creator icon.
Continue this pattern with each icon in the following order.
Type of Document
Questions: What type of document is it?
Document Content
Questions: What is the author saying? What details are important? What is
the main idea of the document?
Audience/Listener/Recipient
Questions: Who is the person or people that the document was written for?
What is their occupation, background, etc. How does this information help you
understand this document?
Purpose
Questions: Why is the author writing this document? Does the author want
something specific to happen by writing this document?
Throughout the process, have student record questions that arise or unanswered
questions that they have on post its. Read questions at the end of the lesson.
Place all post its in a central location after they have been read.
Closure:
Ask the student to respond to the following questions either orally or in writing:
 How does Cabrillo feel about the Indians he encounters? What evidence do you
have from the primary source?
 What did you learn about how historian’s read primary sources?
“very well settled…….Fine canoes each
holding twelve or thirteen Indians came to
the ships……They have round houses,
will covered to the ground. They wear
skins of many different animals; eat
acorns and a white seed the size of maize
which is used to make tamales [probably
the kernels or pits of the Holly-leaved
Cherry, or Islay.] They live well.”
Juan Rodriguez Cabrillo Journal, 1542
Referring to the Santa Barbara Coastal Region
Source:
Evidence Collection:
Observing and
Questioning a Source
Author/Speaker/Creator
Audience/Listener/
Recipient
Purpose
Document Content
Historical Context
Type of Document
Author/Speaker/Creator
Purpose
Historical Context
Audience/Listener/
Recipient
Document Content
Type of Document
 Who was the
written for?
document
 How does this information
help you to understand this
document?
 What is the author saying?
 What details are important?
 What is the main idea of the
document?
 What type of document is it?
 How does this information
help you understand this
document?
 Who wrote the document?
 What is their occupation,
background, etc.
 How does this information
help you understand this
document?
 Why is the author writing
this document?
 Does the author want
something specific to
happen by writing this
document?
 Where was this written?
 When was this written?.
 What important things
were going on at the time
that relate to the
document?
 How does this information
help you understand this
document?