2. CSI Activity
Your Mission:
1. With a partner, you will read
the following case. Decide, what
sources and resources you will
use to crack the case. Be prepared
to tell me why?
2. After designated time, share
your responses with your table
group.
3. Now, we will discuss your
choices and why you made them
with the class.
3. the end of ths less
By the end of this lesson, you will be able to identify, classify, and categorize primary and
secondary sources
4. What is a Primary Source?
Let’s look at the handout!
5. Primary sources are original records of political,
economic, artistic, scientific, social, and
intellectual thoughts and ideas of a specific time
period produced by the people who participated
in and witnessed the past.
6. Go to your handout
entitled, “ What it
Really Means” and
write this in your own
words.
11. 5. Text
a. Letters g. Maps
b. Diaries h. Laws
c. Original documents i. Recipes
d. Legal agreements j. advertisements
e. Treaties k. sermons
f. Lectures l. genealogical info
12. Go to the handout with the image of a concept
map. Complete it with examples of Primary
Sources.
13. What is a Secondary Source?
What do you think?
14. A Secondary Source
Primary sources are the
original or first hand accounts ,
secondary sources are
produced, copied, replicated, or
second hand accounts from the
originals. They’re copies,
references, or written about
primary sources.
15. Now go back to
your handout
entitled, “What
it Really
Means” and put
this in your
own words.
16. Examples a. Textbooks e. Copies or replicas of primary sources
b. Dictionaries f. Research papers and essays
c. Thesaurus g. Biographies
d. News reports discussing an event that already occurred
17. Let’s Practice
At your tables, there are two
colored cups, the red ones will
represent a primary source and
the black one will represent a
secondary source. On the slides, I
will show you an image. As a table
group decide if it is an example of
either a primary or secondary
source. When I give you the cue,
pick up and hold the cup in the air
the colored cup you will the image
is representing.
Ready?
36. In groups, you will categorize the cards at your
table into either primary or secondary sources.
After a designated period of time, be prepared to
share your responses with the class.
37. • Why is it important to know the difference between a primary and
secondary source?
• How does each effect the credibility and validity of your research?
1. Reflect on this alone and write response in INB/Cornell Notes
2. Share with partner
3. Shaft and Draft
38. How do we analyze primary and
secondary sources?
ACAPS
A= Author
C=Context
A=Audience
P=Purpose
S=Significance
39. In groups of four, you will go
to various stations and do the
following tasks:
1. Determine if the source is
primary or secondary.
2. Analyze and evaluate the
source using ACAPS.
3. Write your responses in
your INB.
4. You will have 5 minutes
only to analyze and evaluate
the source collaboratively,
then after the timer, you will
move onto the next station.
40. Write a 10 word summary of what you learned today in your
INB/Cornell Notes and turn it in.
For sharing with a partner, have students get up and try to find someone with the same sticker as they have. That is their partner.
At their tables, they will be furnished a class set of a primary source. Individually, they must analyze and evaluate the source using ACAPS, then they must collaboratively share and consensually agree at their table ACAPS. Then, I will call on two volunteer groups to share per source. There will be two different sources. One half will get one source and the other half will receive a different one.
Students will find their triad by locating other classmates that have a different image then the one they have. Inform them that there are four different images (lions, tgers, and bears, Oh my). After they find four people with different images, have them try to figure out the meaning of the four different images (the saying, lions, tigers, and bears oh my). Each station will have AVID recommendations as anchors to assist them in their analysis. I will have butcher paper or documents clustered for each document to be evaluated and analyzed. I will have 9 to ensure everyone has a different document to analyze and evaluate. Students must evaluate at least four or five different sources. One of the stations will be the recording of the song “Strange fruit.”
