Published on AASL Learning4Life Lesson Plan Database
Primary sources
Created by: Kimberly Bryant
Title/Role: Library Science Student
Organization/School Name: MTSU
Location: Tennessee
Grade Level: 9
Type of Lesson: Lesson in a unit
Type of Schedule: Combination
Collaboration Continuum: Limited
Content Area:
Language Arts
Content Topic: Primary Sources
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
Dispositions Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of
resources and information.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
Responsibilities Indicator(s):
1.3.3 Follow ethical and legal guidelines in gathering and using information.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
Scenario: This lesson will be taught to help 9th grade enrichment classes. Students will be able to
improve their researching skills. These students are having a difficult time selecting creditable resources.
The librarian and English teacher have collaborated to develop a 9 week unit that builds on researching
skills dealing with selecting sources. They want to build on the student?s basic understanding of the
research process. It will be taught as the introduction lesson.
Overview: Students will learn how to use primary and secondary sources to add credible depth to their
research projects. Whether it is a photograph, book, map, letter, postcard, newspaper, or official document,
students can use sources to reconstruct and relive history. Students will be given the opportunity to apply
their skills to learning activities. Essentail Question: How can I tell the difference between primary and
secondary sources?
Final Product: Products for the Unit: complete handout and successfully choose a primary or secondary
source. The handout contains examples of sources, and students must select the ones that are primary
sources.
Library Lesson: Students learn to differentiate between primary and secondary sources.
Estimated Lesson Time: 90 minutes
Assessment
Product: Using their chosen primary source, students prove it is a primary source by answering
questions on the interview source worksheet. This is a formative assessment and students who do not
prove that their sources are primary should conference with the teacher and have another chance.
Process: Students will work with a partner to complete handout 1. This handout contains examples of
sources, and students must select the ones that are primary sources. The process will be completed the
first day. This handout will be used to assess students' understanding of the difference between primary
and secondary sources.
Student self-questioning: How can I make sure that I have found a good source? How can I make a
better choice
Instructional Plan
Resources students will use:
Physical Object
Text (books, letters, poems, newspapers, etc.)
Resources instructor will use:
Laptop
Smart board
Instruction/Activities
Direct instruction: The librarian and classroom teacher will collaborate on the topic. Then the librarian
will introduce the topic of primary and secondary sources. The librarian will explain the assignments and
objectives to students. Day 1 1. The librarian will gain the attention of the students by asking students if
they have ever witnessed a car accident firsthand? Did they have to give their account to the police? The
librarian will explain the importance of getting the account from an eye witness rather than a second
hand story from someone that did not see the accident. The eye witness is the primary source, while the
secondary source would be the lady that overheard some talking about the wreck.Today, we are going
to discuss the primary and secondary sources. 2. The librarian will present the Powerpoint (attached)
and discuss examples of primary and secondary sources. Students will brainstorm examples of the
different sources. Day 2 1. The librarian will do the set and review different types of sources. 2. The
handouts will be returned and we will go over them as a whole. The librarian will indicate the right
answers. 3. The librarian will explain the required assignment. The students will bring in a source to the
next class. They will explain to the class if the source is primary or secondary. Students should be able
to defend their source to the teacher. 4. Students will be given an exit ticket. They must define primary
sources in their own words. Day 3 The librarian will ask students if they can define primary and
secondary sources.
Modeling and guided practice: Day 1 1. Use questioning technique to check for understanding of the
different types of sources. 2. Students will work with a partner to complete a primary source handout.
This handout has examples of sources and students must differentiate between primary and secondary
sources. 3. The librarian will collect handouts. Day 2 The handouts will be returned and the students will
have the opportunity to correct it. Day 3 1. The librarian will make note of their definitions on the board
and summarize their definitions for the class. 2. Next,students will present their chosen source. After
each presentation, the class will discuss the sources and make suggestions. The librarian will provide
examples of primary and secondary sources. The teacher will discuss brainstormed suggestions. The
librarian will draw a chart on the board. The chart will have to categories: primary and secondary.
Students will determine which brainstormed suggestions goes in each category.
Independent practice: Students will brainstorm examples of primary and secondary sources. Students
complete with a partner the source worksheet. This worksheet contains examples of sources and
students must select the correct type of source. They must demonstrate the ability to differentiate
between primary and secondary sources. Students will fill out the source handout. This handout will be
used to assess the source brought from home.
Sharing and reflecting: Students will defend their source to the class. Students will make a class
presentation defending whether their source is primary or secondary. Also, they will summarize why they
chose and how they chose this source.
Have you taught this lesson before: Yes
AASL/Common Core State Standards Crosswalk
English Language Arts:
CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant
information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation. (9,10)
CC.9-10.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple
sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source. (9,10)
CC9-10RS/TS8 » Reading Standards for Literacy in Sci Tech » 8. Assess the extent to which the
reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific
or technical problem. (9,10)
CC9-10RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Compare and contrast findings
presented in a text to those from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts. (9,10)
CC.9-10.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Evaluate a speaker's
point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence. (9,10)
CC.9-10.L.3.a » English Language Arts » Knowledge of Language » a. Write and edit work so that it
conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers)
appropriate for the discipline and writing type. (9,10)
CC9-10RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to
support analysis of science and technical texts, attending to the precise details of explanations or
descriptions. (9,10)
CC.9-10.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and
specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its
etymology. (9,10)
This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific
or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA
Office of Rights and Permissions.
Interviewing a Primary Source
1. What does this source look like?_________________________________________
________________________________________________________________________
2. Who wrote it? ________________________________________________________
________________________________________________________________________
3. When was it written? __________________________________________________
________________________________________________________________________
4. What is the purpose of the source? ______________________________________
________________________________________________________________________
________________________________________________________________________
5. What insights into the past does this source give? __________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Describe the information in the source. ___________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. How did you get this source? ___________________________________________
________________________________________________________________________
________________________________________________________________________
8. Why is it important to you? ____________________________________________
________________________________________________________________________
________________________________________________________________________
9. Why did you choose this source? ________________________________________
________________________________________________________________________
________________________________________________________________________
10. Prove that this document is a primary source. _____________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Be A “Source”erer’s Apprentice
© 2000, 2003 www.BeaconLearningCenter.com
1
Rev. 05.13.03
Kimberly Bryant

Provide a firsthand
account of events
recorded during or
shortly after the
events described
occurred.
A source of
information is one
that was created later
by someone who did
not experience first
hand or participate in
the events.





Audio – oral histories, memoirs, interviews &
music
Images – photographs, videos, film, & fine art
Objects – clothing, tools, pottery, &
inventions
Statistics – census data, population data, &
weather records
Text – letters, diaries, original documents,
maps, laws, & lectures
Worksheet for Identifying Primary and Secondary Sources
Below is a list of sources of historical information. Circle the letter indicating whether the
item is a "P", primary or "S", secondary source. If an item could be either primary or
secondary, circle the "E". Be prepared to explain your choices!
SOURCE (P)PRIMARY (S)SECONDARY (E)EITHER
Business reports P S E
A city directory P S E
Newspaper reporter P S E
A map P S E
An elderly relative P S E
A building P S E
A letter P S E
A diary P S E
A census book P S E
A textbook P S E
A magazine article P S E
A video P S E
A photograph P S E
A song P S E
A poem P S E
A cartoon P S E
Court records P S E
A museum docent P S E
A cemetery headstone P S E
A phone book P S E
Bryant
LIBS 6190-01
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