Using Primary and Secondary Sources to Create an Educational Game

Created by:

Lori Todd

Title/Role:

Teacher / Library Science Student

Location:

Virginia

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Fixed

Collaboration Continuum:

Moderate

Content Area:

Social studies

Content Topic:

Westward Expansion

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

Dispositions Indicator(s):

2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

Scenario:

In accordance with the 6th grade Social Studies curriculum, the class will be studying the Westward Expansion of the United States. During the unit, the students will learn about Manifest Destiny, Lewis and Clark, various inventions, the Oregon and Santa Fe trails, plus the settlement of Texas and Florida. In preparation for the standardized testing, the students will create a prototype for an educational game about westward expansion. The requirements of the prototype include the use of at least 5 primary sources and maps. Using a LiveBinder created by the librarian, the students will be exposed to reliable sources to pull information for their game. They will also analyze one document from the LiveBinder. Once finished, each group will present their educational game to the rest of the class and it will be used as a review tool for the standardized test towards the end of the school year.

Overview:

Students will gain background knowledge about Westward Expansion by working with primary and secondary sources curated in a LiveBinder. What is the difference between primary and secondary sources?

Final Product:

Westward Expansion Game Prototype

Library Lesson:

Students will learn the difference between primary and secondary sources.

Estimated Lesson Time:

120 minutes

Assessment

Product:

The students will create an original educational game prototype using the primary and secondary sources from the LiveBinder. The unit will be assessed in the following ways: 1) pre-test on knowledge of primary and secondary sources ("Stand up, Sit Down" and Venn Diagram) 2) educational game prototype 3) post-test on knowledge of primary and secondary sources (checklist)

Process:

For a more detailed explanation, please see the first attachment. The lesson will start with a (physical) pre-test of the students knowledge of primary and secondary sources. The SL will show students the fourth attachment (but in PowerPoint format) and the students will "stand up" if the document is a "primary source" and sit down if it is a secondary source. The SL will then give a brief mini-lesson about the differences between the two types of sources. Students will then analyze primary sources from the LiveBinder using the Document Analysis Handout that was modified from a LOC document. Both the teacher and the SL will conference with students to help with difficult vocabulary and unfamiliar words. The students will follow the guidelines in the last attachment to create the game. The students will be given both class time and time at home to create the games.

Student self-questioning:

Where can I find reliable sources on Westward Expansion? What is the difference between primary and secondary sources? What can I learn from primary sources? What do I want my game to look like?

Instructional Plan

Resources students will use:

Still image (i.e.paintings, drawings, plans, and maps)

Interactive Resource (i.e. webpages, multimedia learning objects, chat services)

Software

Interactive Resource URL:

http://www.livebinders.com/edit/index/321895

Resources instructor will use:

Projector

Laptop

Smart board

Instruction/Activities

Direct instruction:

The librarian will give a mini-lesson as a review of the differences between primary and secondary sources. During the direct instruction, the librarian will present a PowerPoint slideshow of different primary and secondary sources. After the lesson, the students may compare and contrast the the sources used in the PowerPoint.

Modeling and guided practice:

Using the Guided Inquiry’s Six Stages, the students will complete this project. First, Students will be instructed on the differences between primary and secondary sources . The students will then begin the project (Initiating/Selecting) with help from the librarian. Both the teacher and the librarian will guide the students during the exploring, formulating, and collecting phases. The final step of the Guided Inquiry Process, presenting, will take place will students present their final project, the educational game prototype. Skill 1.1.5, Skill 3.1.4, and Self-Assessment Strategy 3.4.2 were chosen specifically for the purpose of this unit because each standard is something that the class is specifically focusing on for a lengthy amount of time. While there were other standards that do apply to this unit, these 3 are the ones that formed the basis of the unit.

Independent practice:

Students will use computers to conduct research in the Westward Expansion LiveBinder. Students are able to choose from numerous sources on topics such as transportation, politics, emigration, and exploration. While conducting research, students will complete the document analysis handout on one specific source of their choosing from the LiveBinder.

Have you taught this lesson before:

Yes

Strategies for differentiation:

Teachers could modify this lesson by creating specific scavenger hunts or a web quest using the LiveBinder. Teachers could also assign this as an independent activity if students were up to the challenge or assign larger groups to complete it together.