Biography Study Using Trade Books and Primary Sources
Tracy Donath & Cindy Nourie
Grove Elementary
Fall 2013
Library of Congress, Prints and Photographs Division,
Historic American Buildings Survey.
Reproduction number: HABS KY,62-HODGV,1—1
Within the literary study of the biography genre, students will read a biography on a
specific historical person and research for primary sources using the Library of Congress
website to expand their understanding of the historical person and time period.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 select an on-level biography text within the ‘Who
Was’ book series published by Grosset & Dunlap,
New York
 read this selected book in its entirety
 collect data on specific events from the person’s life
including analyzing primary sources from the
Library of Congress website
 synthesize information on data collection worksheet
 use primary sources and data from the biography
trade book to create a visual display
4 weeks during our Reading Workshop block which is
one hour per day
3rd - 4th
Reading, Writing, and Social Studies
 Mentor Text: Abe Lincoln Remembers by Ann
Turner. Harper Collins Publishers, 2001.
 on-level biography books
 anchor chart paper
 print outs of Abraham Lincoln photographs from
Resource Table
 data collection worksheets
 primary source analysis worksheet
Teaching with Primary Sources
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
laptops, markers, poster board, glue, and scissors.
Illinois Learning Standards/Common Core
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CCSS.ELA and Literacy
Reading Informational Text
 RI.4.1 Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
 RI.4.3 Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text,
including what happened and why, based on specific
information in the text.
Writing
 W.4.7 Conduct short research projects that build
knowledge through investigation of different aspects
of a topic.
 W.4.8 Recall relevant information from experiences
or gather relevant information from print and digital
sources; take notes and categorize information, and
provide a list of sources.
Procedures
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Day 1:
 Read the mentor text, Abe Lincoln Remembers and
discuss.
Day 2:
 Reread Abe Lincoln Remembers while modeling on
an anchor chart how to extrapolate biographical
facts from a text.
Day 3:
 Use the Library of Congress website to model and
guide students to locate primary sources on
Abraham Lincoln.
 Click on American Memory. Click on more browse
options. Find photos and prints and type in
Abraham Lincoln into the search box. Click on
Abraham Lincoln Birthplace, Hodgenville, Larue,
KY. Click on 3 B & W photos. Click on first
photo.
Day 4:
 Distribute multiple photographs of Abraham Lincoln
from the Library of Congress website and discuss in
small groups.
 The group will select one photograph and record
group observations on a primary source analysis
Teaching with Primary Sources
Illinois State University
tool. Share group observations with the entire class.
Day 5:
 Student selects on-level book for biography study
and begins to read.
Day 6-12:
 Students read and record biographical data on the
data collection worksheet.
Day 13-14:
 Students will use laptops to research about their
biographical person on the Library of Congress
website.
 Teacher will model steps on how to locate photos
and prints on the American Memory section of the
site.
Day 15:
 Using the primary source analysis tool, students will
record their observations from one of the three
photos found on the primary sources site.
Day 16-18:
 Provide the students with a poster board for them to
make a visual aid demonstrating their learning
including the primary sources found and facts
collected from reading.
Evaluation
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Teachers will use a summative assessment in the form
of a rubric to assess the learning that is presented in a
poster format. Click here to view the poster rubric.
Extension
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
As an extension, students will present the results of
their biographical study along with their poster
including primary sources.
 The presentation will be in the form of a 3-5 minute
speech to their classmates. This will allow students
to practice their public speaking skills. In addition,
it will provide an opportunity for all students to
learn about multiple historical figures.
This extension activity meets the following Common
Core Standard:
Speaking and Listening
SL.4.4 Report on a topic or text, tell a story, or recount
an experience in an organized manner, using appropriate
facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable
pace.
Teaching with Primary Sources
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Primary Resources from the Library of Congress
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Abraham Lincoln Primary Resource Table
Image
Description
Citation
URL
Historic American
Buildings Survey Lester
Jones, Photographer
August 22, 1940 VIEW
FROM SOUTHWEST
HABS KY,62-HODGV,1-1
Library of Congress,
Prints and Photographs
Division, Historic
American Buildings
Survey. Reproduction
number: HABS KY,62HODGV,1--1
Library of Congress:
Prints and Photographs
Division.
http://memory.loc.g
ov/cgibin/query/r?ammem/h
h:@field(DOCID+@lit
(KY0095))
[Print of Abraham
Lincoln reading to his
wife and son, light
exposure].
DN-0007089, Chicago
Daily News negatives
collection, Chicago
History Museum.
http://memory.loc.g
ov/cgibin/query/r?ammem/c
dn:@field(NUMBER+@b
and(ichicdn+n007089
))
[Abraham Lincoln
standing outside a tent
with officer and another
man, possibly Allan
Pinkerton.]
[Stereograph]
Civil War Treasures from
the New-York Historical
Society, [Digital ID,
nhnycw/ad ad08003]
http://memory.loc.g
ov/cgibin/query/r?ammem/c
wnyhs:@field(DOCID+
@lit(ad08003))
Abraham Lincoln's last
reception / Hohenstein.
http://memory.loc.g
ov/cgibin/query/r?ammem/p
in:@field(NUMBER+@b
and(cph+3a15164))
Teaching with Primary Sources
Illinois State University
Rubric
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Name ________________________
Biography Study with Primary Sources
Poster Rubric
Information
Events
Pictures
Neatness
3 points
2 points
Poster includes
reasons for being
famous, including 2
reasons why
his/her
contributions are
important today.
Poster includes
reasons for being
famous, and 1
reason why
his/her
contributions are
important today.
Poster includes
reasons for being
famous, but may
lack support on
his/her
contributions.
1 points
Poster does not
include reasons
for being famous
and his/her
contributions.
0 points
Provides at least 68 accurate events,
including the dates,
and other relevant
biographical
information about
the famous person.
Provides 4-5
accurate events,
including the
dates, and other
relevant
biographical
information about
the famous
person.
Provides 1-3
accurate events,
possibly without
dates, and other
biographical
information about
the famous person
that may not be
relevant.
Provides
inaccurate events,
without the dates,
and irrelevant
biographical
information about
the famous
person.
Poster includes at
least 3 primary
source pictures
related to the
historical figure.
The poster has neat
writing and is
organized in a way
that makes it easy
to read and
understand.
Poster includes 2
primary source
pictures related to
the historical
figure.
The poster has
mostly neat
writing or is
organized in a
way that makes it
somewhat easy to
read and
understand.
Poster includes 1
primary source
picture that is
related to the
historical figure.
The poster has
messy writing and
is organized in a
way that makes it
somewhat difficult
to read and
understand.
There are no
pictures on the
poster.
The poster has
messy writing and
is organized in a
way that makes it
very difficult to
read and
understand.
Final Poster Score:
Teaching with Primary Sources
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/12
Handouts
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Name ______________
Data Collection Sheet
Historical Person: ___________________________
Examples: Where and when the person was born, where he or she grew up, when he
or she attended school, if and when he or she got married, family life, major
accomplishments in his or her life as an adult, and when he or she died if it applies.
Date Event
Happened
Events in His or Her Life
Page Where
I Found This
Information
Teaching with Primary Sources
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Data Collection Sheet
Examples: Where and when the person was born, where he or she grew up, when he
or she attended school, if and when he or she got married, family life, major
accomplishments in his or her life as an adult, and when he or she died if it applies.
Date Event
Happened
Events in His or Her Life
Page Where
I Found This
Information
Teaching with Primary Sources
Illinois State University
Data Collection Sheet
Why This Person is Famous
Reasons for Being Famous
What did he or she do to be so well known?
Why His/Her Achievements are Important Today
How do we still use the knowledge and/or accomplishments of this person in our lives right now?
What did we learn from this person?
Teaching with Primary Sources
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PRIMARY SOURCE ANALYSIS TOOL
Use this tool to record your responses to the primary source photograph you found.
Picture title: ___________________________________________________________
________________________________________________________________________
Describe what you see. What do you notice first?
What people, objects, or words do you see?
Why do you think this image was made?
What can you learn from examining this image?
What do you wonder about . . . who? . . . what? . . . when? . . . where? . . . why? . . . how?
Teaching with Primary Sources
Illinois State University