The document provides an agenda for a classroom lesson. It includes instructions for students to bring writing materials and complete assignments. The lesson will involve discussing a quote by Aristotle, reviewing assignments, learning about primary and secondary sources, analyzing photographs, and completing a writing activity. Students are asked to think about all the activities they engaged in over the past days and the evidence those activities may have left behind.

1. Happy Thursday!!
Please come in, grab your writing
journals, data folders, and a writing
utensil…
---------------------------------------------
With your team DISCUSS the
following quote:
We are what we repeatedly do.
Excellence, then, is not an act, but a
habit. ~Aristotle
Incase you were absent:
• Tuesday we took our Q1 Pre-
Test…you will need to
complete that TODAY
• Summer Evidence - eCampus
• Tech Survey and Syllabus form
DUE ASAP!
• Supplies NEEDED ASAP!

2. Today’s Agenda:
• New Seats!
• Summer Evidence Overview
• Primary vs. Secondary
Sources Video
• Vocab Review
• Let’s Take a Mindwalk!
• ANAYLSIS CRAZY
TIME!
• Wrap-Up

3. What are primary sources?

5. Primary & Secondary Sources:
Today we will be adding some writing and vocab words to our journals.
The front of your journals is for writing, bell work etc. The back is for vocabulary
and structured notes. To start, open your writing journals to the BACK to add our
first vocabulary words!
Definition Examples
Complete Sentence Illustration/Drawing
“Vocab Word”

6. Primary & Secondary Sources:
Today we will be adding some writing and vocab words to our journals.
The front of your journals is for writing, bell work etc. The back is for vocabulary
and structured notes. To start, open your writing journals to the BACK to add our
first vocabulary words!
Definition Examples
Complete Sentence Illustration/Drawing
“Vocab Word”
Primary Source:
a document or physical object
which was written or created
during the time under study.
These sources were present
during an experience or time
period and offer an inside view
of a particular event.

7. Primary & Secondary Sources:
Today we will be adding some writing and vocab words to our journals.
The front of your journals is for writing, bell work etc. The back is for vocabulary
and structured notes. To start, open your writing journals to the BACK to add our
first vocabulary words!
Definition Examples
Complete Sentence Illustration/Drawing
“Vocab Word”
Secondary Source:
documents or artifacts written
after an event has occurred,
providing secondhand accounts of
that event, person, or topic.
Unlike primary sources, which
provide first-hand
accounts, secondary sources offer
different perspectives, analysis,
and conclusions of those
accounts.

8. Task I: “Mindwalk”
Have you ever thought about all the evidence you leave behind on a daily basis?
No…well you will today! Think about ("mindwalk") through all of the activities you
were involved in during the past 24-48 hours. In your writing journals (FRONT),
create a “T-Chart” like the one below and list as many of these activities as you can
remember. For each activity on your list, write down what evidence, if any, your
activities might have left behind.
Activity Evidence Left Behind
1. Sent emails at work.
2. I bought groceries at Publix.
3. Paid for gas for my car.
1. Emails have time and date. (stored
online, could be printed out…)
2. Reciept has time, date and items
purchased listed. Store cameras.
3. Receipt at the gas pump and
cameras at the station.
Don’t forget to label your journal paper with our common heading!!!

9. Review your entire list and what you wrote about evidence
your activities left behind. Make a note next to each item
based on the following questions:
1. Which of your daily activities were most likely to leave trace
evidence behind?
2. What, if any, of that evidence might be preserved for the
future? Why?
3. What might be left out of an historical record of your
activities? Why?
4. What would a future historian be able to tell about your life
and your society based on evidence of your daily activities that
might be preserved for the future?

10. Analyzing Photographs and Prints

11. • Now…we will begin to Analyze some Sources!
• Your task is to figure out what each photograph or print is about.
• The Analysis Sheets I provided will help you take logical steps in figuring
out what is happening in each source! Just be sure you’re using the correct
Analysis Sheet.
• Follow the steps, do not jump ahead or you may miss the point of this
assignment.
• Let’s try first one together!

13. • Title: [Daily inspection of teeth and
finger nails. Older pupils make the
inspection under the direction of
teacher who records results. This
has been done every day this year.
School #49, Comanche County.]
• Location: Lawton [vicinity],
Oklahoma. / [Lewis W. Hine]
• Creator(s): Hine, Lewis Wickes,
1874-1940, photographer
• Date Created/Published: April 1917
Photograph I
Photograph I: Citation Information

14. • Schoolhouse (children in desks,
American flag in background and
teacher)
• health inspection (children showing
teeth and fingernails)
• Influenza, polio (illnesses of the time)
• Ohio (furnace, fireplace? further
north, wooden structure-better
insulated, gets cold in winter)
• 1917 (No telephones, electricity, etc…)
Photograph I
Photograph I: Notes and Observations

16. • Title: A "Reader" in cigar factory,
Tampa, Fla. He reads books and
newspapers at top of his voice all day
long. This is all the education many of
these workers receive. He is paid by
them and they select what he shall
read.
• Location: Tampa, Florida.
• Creator(s): Hine, Lewis Wickes, 1874-
1940, photographer
• Date Created/Published: January 1909
Photograph II
Photograph II: Citation Information

17. • Cigar rolling factory
• Tampa, FL (Poorly insulated, can’t
be out in the Cold)
• 1907 (No telephones, electricity,
etc…)
• Reader paid to read newspapers,
magazines, books, etc…
Photograph II Photograph II: Notes and Observations

19. • Title: 10 year old Jimmie. Been shucking 3
years. 6 pots a day, and a 11 year old boy
who shucks 7 pots. Also several members of
an interesting family named Sherrica. Seven
of them are in this factory. The father,
mother, four girls shuck and pack. Older
brother steams. 10 year old boy goes to
school. Been in the oyster business 5 years.
Father worked for 25 years in the
Pennsylvania Coal Mine, and the oldest
brother there.
• Location: Varn & Platt Canning Co -
Bluffton, South Carolina.
• Creator(s): Hine, Lewis Wickes, 1874-1940,
photographer
• Date Created/Published: [1913] February.
Photograph III
Photograph III: Notes and Observations

20. Photograph III
Photograph III: Citation Information
• Shucking oysters (shells on the
ground)
• 1915, Children working in
factory (before child labor laws,
compulsory education)
• Somewhere near water-oysters
readily available (east coast-
New York)

21. Analyzing
Political cartoons

23. • Names of storms on
the hurricane
• School days in central
Florida are “going
down the drain”
• Toilet = bad…

25. • Schools still struggling to desegregate (from
1950s Brown vs. Board of Education
decision)
• Suburban school has more space, nicer
facilities (upper class, white)
• Inner city school crowded, bad facilities,
surrounded by darkness and sinister looking
tenement buildings (poverty, minority)
• “One nation indivisible” from the Pledge of
Allegiance (liberty and justice for ALL)
• American flag by the nicer school is bright
and hung high (the American dream for
some, but not for all-inequality)
• Flag by inner city school is low to the ground
and in darkness

27. • Government corruption
(they are literally ‘above
the law’ in the cartoon
• Spying on citizens,
abusing powers, breaking
laws without being
prosecuted

28. Analyzing
Maps

30. Homework:
• Post your summer Evidence
on eCampus
• Watch 15 minutes of the news
OR read one current events
article
• Get Pumped for Next week!