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Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
Assure presentation
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Assure presentation

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  • 1. Compelling Questions How might primary resources help you understand the character of a time period? How might a primary source help your classmates better understand you?
  • 2. General Characteristics100 13- and 14-year-old eighth grade students with the following Entry Competencies: Working in collaborative groups Netiquette Wiffiti, Moodle, &Glogster
  • 3. StandardsCurriculum Standards 8.H.1.3 Students will analyze historical documents to determine if they are primary or secondary sources.Technology Standards North Carolina Eighth Grade Technology Proficiency Standards Proficiency 4: Use content-specific tools, software, and simulations to support learning and research. Proficiency 5: Student creates multimedia curriculum projects. Proficiency 8: Student selects technology tools that enhance the efficiency and output of curriculum projects.
  • 4. Learning Objectives1. Given paper and online sources, 8th grade students will be able to define, identify, and categorize primary and secondary sources.2. Given access to online sources, 8th graders will be able to locate and translate between primary and secondary resources.3. Given a multimedia Web 2.0 presentation tool, 8th grade social studies students will generate a primary source documenting their first week of 8th grade.
  • 5. Select StrategiesThe student-centered activities include: accessing Moodle collaborative group work online research creating online, interactive poster Select Technology and Media YouTube, Moodle online forums, Wiffiti, Glogster Teacher will preview all sites and Library of Congress materials
  • 6. Prepare the Technology, Media, and MaterialsThe teacher will: link the YouTube video to the Moodle site set up a Wiffiti.com board where students can text their answers locate 10 primary/secondary sources from the Library of Congress site that students will classify in groups prepare an answer key to correspond with 10 Library of Congress sources that students will use to self-check prepare a template for students to use to list the primary/secondary sources they locate and their justification of their classification prepare exit tickets create grading rubric for Glogster project
  • 7. Wiffiti Screenshot
  • 8. Glogster.com Screenshot
  • 9. Provide the Learning Experience group classification of teacher-prepared documents group research to find 3 primary and 3 secondary sources with justifications for each an individual Glogsterproject to create a primary source to document their first week in eighth grade.Self-checks, written justifications, and teacher facilitation will aid students in understanding how to identify primary and secondary sources.
  • 10. Student Practice Activities Students will do an initial voting activity on Wiffiti.com, identifying two documents as either primary or secondary resources. Students will work in small groups to sort 10 documents to be sorted as primary or secondary. Each student will also do a reflection to re-examine their process in determining primary or secondary source for the mislabeled pieces.
  • 11. Student Practice Activities (cont’d) Students will work in groups to find three primary online sources and three secondary online sources, citing their URLs as well as explaining their choices. Pairs of students will participate in an exit ticket disguised as a think-pair-share activity to determine which type of source, primary or secondary, is better for research and why. Students will usetheWeb2.0 tool Glogsterto create an online primary document of their first week of 8th grade. Each glog will include text, visuals, and video as well as a current event to mark their time and place in history. They will also cite three reasons as to why their creation is a primary document.
  • 12. Feedback Students will receive feedback from the Wiffitiactivity. In small groups, the students receive feedback from each other. Students will also receive a rubric from the teacher for that activity. Students will receive immediate feedback from the teacher as she facilitates the student group. Students receive feedback on their Moodle posts from their teacher. Students will receive feedback on their Glogsterproject via a rubric.
  • 13. Assessment of Learner Achievement An initial assessment via Wiffiti.com will determine if they can identify primary and secondary documents. The next assessment will be group analysis and categorizing of documents, followed closely by a reflection and analysis of any misconstrued ideas in the definition and determination of primary from secondary sources. Rubrics will be used for group work and the Glogster project.
  • 14. Evaluation of Strategies, Technology, and Media The teacher will incorporated an online Moodle Q&A forum for students There will also be group reflections where students give feedback to the teacher concerning their experiences and their gaps in knowledge Revision Throughout the lessons and activities, the teacher will make adjustments to timetables and activities based on students’ progress and needs.

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