Inquiry Based Lesson Plan

Teachers: Subject:
Hannah Davis 10th Grade Social Studies
Standard:
-RH.9-10.9 Compare and Contrast treatments of the same topic in several primary and secondary sources.
-SSHS-S1C1-07 Compare present events with past events: a) cause and effect; b) change over time; c) different points of view.
SSHS-S1C1-05 Evaluate primary and secondary sources for: a) authors' main points; b) purpose and perspective; c) facts vs.
opinions; d) different points of view on the same historical event e) credibility and validity.
-SSHS-S1C1 Research Skills for History: Historical research is a process in which students examine topics or questions related to
historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant
information.

Objective (Explicit):
 - learn about the history of African Americans in the South through analysis of historical and literary primary source photographs
and documents;
 -demonstrate visual literacy skills;
 -master research skills necessary to use American Memory collections;
 distinguish points of view in several types of primary sources;
 -demonstrate the technique of recording oral histories; and
 -write creative works that reflect the themes of racism, compassion, and tolerance in To Kill a Mockingbird.

Evidence of Mastery (Measurable):

-Completion of “Primary Source Analysis Tool”
-Questions for Homework
-Test on time period (1930s/Great Depression Era)
Sub-objectives, SWBAT (Sequenced from basic to complex):
 - learn about the history of African Americans in the South through analysis of historical and literary primary source photographs
and documents;
-demonstrate visual literacy skills
Key vocabulary: Materials/Technology Resources to be used:

-Inequality Primary Source Analysis Tool:

-Injustice http://www.loc.gov/teachers/usingprimarysources/resourc
-Race es/Primary_Source_Analysis_Tool.pdf
-Ethnicity
-Civil Rights Secondary Source:
-Segregation https://libguides.marymede.vic.edu.au/mockingbird/civil_
-Discrimination rights

Primary Source: https://goo.gl/images/Ws4S8o

*All will be printed out to students and posted on the class

website for those who prefer a digital copy/did not attend
class

Engage (Make content and learning relevant to real life and connect to student interest): Students will be asked to bring in an
appropriate picture from their personal social media and will swap with a student next to them. As a warm-up, students will be
asked to write down a few observations of their peer’s personal picture from social media. Then, students will do a “think-pair-
share.” (5 minutes)
Teacher Will: Put students into groups of four. The Student Will: Collaborate with their groups, while
teacher will print out a photograph from the civil rights following directions and expectations, to analyze the
era and a brief secondary source document. The sources sources. Students will elect a group representative who
Explore

will also be posted on the classroom website. Directions will share their findings will the rest of the class.
and expectations will be on the power point projected in
the front of the classroom. The teacher will do a brief
review of primary to secondary sources. (15 minutes)
 Co-Teaching Strategy/Differentiation: For students with visual impairments, their group can describe the picture. No
other needed differentiation since students will be discussing and reading. All materials will be on the class website for
students who feel that they need more time/review it more.
Teacher Will: Pass out “Primary Source Analysis Tool” Student Will: Complete the “Primary Source Analysis
and explain the rules and procedures for completing a Tool” with their group for their primary source picture.
worksheet in a group. (10 minutes) Students must have at least three entries for each category.
Grading: 0 points-Not turned in 3 points-Effort made, but Rules and Procedures: 1) “Divide and Conquer” is
Explain

filled out adequate 5 points-Answers are thought out and allowed 2) No students can have the same exact answer 3)
completed to expectations Will be turned in individually and graded individually.

Co-Teaching Strategy/Differentiation: Since it is done a group setting, students with difficulties writing can have a
member of their group help them write down their thoughts.

Teacher Will: Go over expectations for end of day
activity/homework assignment.
Grading: Each question will be worth 2 points for a total
of 10. One point will be for completion, and another
point will be for if the entire question was answered
thoughtfully or not.
Elaborate
Student Will: Students will answer the following
questions with the remaining class time for the primary
and secondary source. If not completed in class, it will be
homework. Students may work with group or work
independently. Each question should be answered in 3-5
sentences.
1. What does the primary source say about the
event vs. the secondary source? Which
would you believe more? Which one is more
credible and why?

2. List three facts from the Secondary source

and three opinions.
3. What is the author of the secondary source
trying to say? What are his main point?
4. Compare the primary source to the
Instagram warm-up. How have
photographs/primary sources changed
today? Do you believe that primary sources
shape opinions and facts differently than
Secondary Sources? How and why?
Co-Teaching Strategy/Differentiation: Answers may be typed, voice recorded, or written. The questions will be
printed out, projected on the PowerPoint, and posted on the class website.

Evaluate
Students will turn in the completed questions on Friday (test day). Primary Source Analysis: 5 points. Homework Questions: 10
points