5+New+Lesson+Plan

STUDENT NETS- students apply existing knowledge to generate new ideas, products, or processes STUDENT NETS-students communicate information and ideas effectively to multiple audiences using a variety of media and formats Teacher NETS-Model collaborative knowledge construction by engaging in learning with students in virtual environments Teacher NETS-Design relevant learning experiences that incorporate digital tools ||
 * **Grade/Content Area:** || 7th grade Social Studies ||
 * **Lesson Title:** || Understanding Primary and Secondary Sources ||
 * **GLE's/GSE's/Standards** || R–7–14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g ., literary, informational, and practical/functional texts) (Local)
 * **Context of the Lesson**: || Recently, in social studies class, my co-teacher and I were trying to get students to understand the difference between primary and secondary resources. This lesson has been re-designed to incorporate the Web 2.0 presentation tool, Prezi. Additionally, students will have an opportunity to interact with this wiki by listing or finding a picture to incorporate into the wiki demonstrating their understanding of primary and secondary resources. ||
 * **Opportunities to Learn**: || Students will have multiple opportunities to learn with this lesson design. Students will access prior knowledge through an anticipation guide. They will view a Prezi that describes what each of the two types of resources are and examples are given as well. Students will then need to utlilize the given information to come up with their own examples of primary and secondary sources. Some students will just list examples, while others may take it a step further and seek visual, audio or video examples to share with the class. We will review the two wiki pages for accuracy and finally, students will answer an exit slip type question regarding the comparison of primary and secondary sources from the point of view of a historian. ||
 * **Objectives:** || * Students will be able to determine the difference between a primary and secondary source.
 * Students will be able to verbalize why primary documents or artifacts are especially important to historians in comparison to secondary document and artifacts.
 * Students will utilize technology to create their own meaning of primary and secondary sources by finding their own examples of each type of artifact and incorporating their found information onto the class wiki page. ||
 * **Instructional Procedures** ||  ||
 * **Opening:** || Students will access prior knowledge regarding primary and secondary sources by answering true/false questions from an anticipation guide. Students will also be presented with information regarding primary and secondary resources through a Prezi presentation. ||
 * **Engagement:** || Students will have an opportuntity to utilize technology in order to find their own examples of primary and secondary resources. They will be required to either list an example of each type of source under the correct subheading(primary or secondary) or they could find a picture or video and embed it onto the wikipage. ||
 * **Closure:** || There will be a review of what is located under the primary and secondary wiki pages to ensure that there is agreement as to what should be listed on each page. ||
 * **Assessment:** || Formative Assessment: On the wiki page called "compare and contrast", students will compare and contrast the types of resources that historians use to piece together the past? ||