TEACHING AMERICAN HISTORY 3
LESSON PLAN
TEACHER(S): Tracie Sedano, Jennifer Castagna, Jazmin Chavez, Christina Padilla
SUBJECT: English 9 CP
TITLE OF LESSON: Indentifying Primary and Secondary Sources
STANDARD: Reading Standard 2.5
Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
OBJECTIVES: The students will
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examine copies of primary source documents.
determine the document's value to a researcher.
understand the difference between a primary and secondary source.
1. Give each student a copy of the Identifying Primary Sources Pre-test. Have each student complete the
pretest. The pretest is used to assess whether or not students are able to identify primary and secondary
sources and should not be entered into the gradebook. (see attached worksheet)
2. Introduce the meanings of primary and secondary sources to the students. Discuss the various types of
primary and secondary sources to students (students may take Cornell Notes or use the attached student
worksheet).
CONTENT DELIVERY:
Definitions:
Primary source - source created by people who actually saw or participated in an event and
recorded that event or their reactions to it immediately after the event.
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Diary
Letter
Photograph
Journal
Map,
Birth Certificate
Autobiography
Census Record
Personal Essay
Secondary source - source created by someone either not present when the event took place or
removed by time from the event.
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Encyclopedias
Biographies
Newspaper/Magazine Articles
Cliff Notes
Social Studies Book
Documentary
As a class, discuss the following questions regarding primary and secondary sources.
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What do the primary and secondary sources in each list have in common?
What is the difference between primary and secondary sources?
What types of information do primary sources provide?
What are the benefits of both primary and secondary resources?
What are the challenges of using both primary and secondary resources?
Which type of resource do you use most often? Why?
What other resources should be added to the list?
As a class, discuss the following questions regarding primary and secondary sources.
1. What do the primary and secondary sources in each list have in common?
___________________________________________________________________________
2. What is the difference between primary and secondary sources?
___________________________________________________________________________
3. What types of information do primary sources provide?
___________________________________________________________________________
4. What are the benefits of both primary and secondary resources?
___________________________________________________________________________
5. What are the challenges of using both primary and secondary resources?
___________________________________________________________________________
6. Which type of resource do you use most often? Why?
___________________________________________________________________________
7. What other resources should be added to the list?
___________________________________________________________________________
MATERIALS NEEDED:
Primary source documents – Map of Salem Village, Arrest Warrant, Examination of Tituba, List
of the Dead and Death Warrant
ACTIVITY:
Directions:
1. Have students examine the documents and answer the following
questions:
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What type of document is it?
What is the date of the document?
Who created the document?
Why was the document created?
Any distinguishing marks or features on the document (date
stamps, someone else's notes in the margin,...)?
2. Consider the following questions:
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What does the existence of this document say about whoever
created it?
What does this document say about American life in this era?
Ask students if they believe the document is an accurate representation of what was
happening.
Why do they believe that?
Do students think that outside events could influence what a person might write or record
about an event?
Do students think that outside events could influence the way that they are interpreting
the document?
What questions are left unanswered by the document? If you could ask the author of the
document a question, what would you ask?
Have students exchange documents and answer the questions about their new document.
ASSESSMENT:
Give each student a copy of the Identifying Primary Sources Post-test. Have each student complete the
posttest. The posttest may be entered into the gradebook. (see attached worksheet)
FOLLOW-UP ACTIVITIES:
1. Suggest to students that they have primary source documents at home (driver's license,
birth certificate, report card, yearbook, letter, diary,...).
2. Ask students to bring in a document that they would be willing share with the class and
analyze the documents.
Name _____________________________________ Date ______________________ Period ________
Primary and Secondary Sources Notes
Primary source - ________________________________________________________________________
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Secondary source - ______________________________________________________________________
_______________________________________________________________________________________
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Name __________________________________________ Date ____________________ Period _______
Identifying Primary Sources
Pretest
Read the following examples of sources. Place a P by the items that are PRIMARY SOURCES and an S by
the items that are SECONDARY SOURCES.
_____1. A comprehensive collection from Douglas O. Linder, it includes books, petitions, and other documents
produced at the time.
_____2. A free ebook about the Salem witch trials in PDF that you can read on your Ipad, Kindle, or anything
else.
_____3. The Salem Witchcraft Papers - includes transcripts of judicial hearings, petitions, indictments,
execution warrants, and other legal documents.
_____4. Diary kept by Elizabeth Proctor
_____5. A diary containing the Reverend Cotton Mather's account of the Salem witch trials.
_____6. Letter written by Emily Smith to her friend Pamela Jones
_____7. The Salem Witch Trials: A Reference Guide
_____8. The Salem Witchcraft Trials: A Legal History
_____9. Salem Story: Reading the Witch Trials of 1692
_____10. A book by Robert Calef, who, at the time of the Salem witch trials, mocked Mather's account and the
general idea of witchcraft.
_____11. Tituba, Reluctant Witch of Salem: Devilish Indians and Puritan Fantasies
_____12. Map of Salem Village drawn in 1692
_____13. Information about the Salem witch trials in World Book Encyclopedia
_____14. Cassette tape of an interview with Dr. James Lee describing the lives of the people in Salem during
the time of the trials
_____15. The Story of Salem, a textbook by Virginia Van der Veer Hamilton
Name _____________________________________________ Date ________________ Period __________
Identifying Primary Sources
Posttest
Read the following examples of sources. Place a P by the items that are PRIMARY SOURCES and an S by
the items that are SECONDARY SOURCES.
_____1. A comprehensive collection from Douglas O. Linder, it includes books, petitions, and other documents
produced at the time.
_____2. A free ebook about the Salem witch trials in PDF that you can read on your Ipad, Kindle, or anything
else.
_____3. The Salem Witchcraft Papers - Includes transcripts of judicial hearings, petitions, indictments,
execution warrants, and other legal documents.
_____4. Diary kept by Elizabeth Proctor
_____5. A diary containing the Reverend Cotton Mather's account of the Salem witch trials.
_____6. Letter written by Emily Smith to her friend Pamela Jones
_____7. The Salem Witch Trials: A Reference Guide
_____8. The Salem Witchcraft Trials: A Legal History
_____9. Salem Story: Reading the Witch Trials of 1692
_____10. A book by Robert Calef, who, at the time of the Salem witch trials, mocked Mather's account and the
general idea of witchcraft.
_____11. Tituba, Reluctant Witch of Salem: Devilish Indians and Puritan Fantasies
_____12. Map of Salem Village drawn in 1692
_____13. Information about the Salem witch trials in World Book Encyclopedia
_____14. Cassette tape of an interview with Dr. James Lee describing the lives of the people in Salem during
the time of the trials
_____15. The Story of Salem, a textbook by Virginia Van der Veer Hamilton