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By: Natalie Kindred and Holly Thompson

Primary Sources:. Accessing the American Revolution through Primary Sources. By: Natalie Kindred and Holly Thompson. Context:. Proposed for eighth grade students Part of the larger unit on the Revolutionary War 5 day program. Objectives: .

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By: Natalie Kindred and Holly Thompson

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  1. Primary Sources: Accessing the American Revolution through Primary Sources By: Natalie Kindred and Holly Thompson

  2. Context: • Proposed for eighth grade students • Part of the larger unit on the Revolutionary War • 5 day program

  3. Objectives: • students to grasp the significance of primary sources • Recognition of the interrelation between reading, writing, and history • Analyze primary source articles and evaluate whether a document is based on opinion or more on objectivity • Ultimate goal is for students to evaluate the usefullness of primary source documents

  4. Day 1: Introduction of Primary Sources and debate project • Objective: - to familiarize students with the primary resources • Activity: -students break into pairs, to read and discuss a primary source -homework: document your own primary source

  5. Day 2: Opinion vs Objectivity • Objective: • For students to understand how primary sources contain personal bias • Activities: • Introduce stamp act • Split them into groups students in two groups giving each the materials for their side

  6. Day 3: Researching and Developing • Objective: • To become familiar with your side of the debate-begin structure of the debate • Activities • Conduct research from books, computer… • Develop arguments with supporting evidence

  7. Day 4: Writing your own historical primary sources • Objective • To synthezie primary sources based on working knowledge • Activities: -students write there own historical fiction primary source documents based on their teams perspective -remainder of class: finish research and structuring

  8. Day 5: DEBATE Along with the debate, students are expected to hand in their debate outline (containing major points and supporting evidence/sources) Students also hand in compilation of historical fiction primary sources

  9. Evaluation • Group Evaluation: debate effectiveness (thoroughness of argument, ability to answer questions), compilation of ‘fake’ primary sources, written debate outline • Individual Evaluation: individual reflections, Day 1 partner activity, individual ‘fake’ primary sources.

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