Unit Overview - Center for American History - The University of ...

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ROY P. BENAVIDEZCONGRESSIONAL MEDAL OF HONOR RECIPIENTUNIT OVERVIEWletters, and diaries; and poetry, songs, and artworks is encouraged. Selectionsmay include excerpts from the letters of John and Abigail Adams, an excerpt fromthe Seneca Falls Declaration of Sentiments and Resolutions, and poems of theCivil War era. Motivating resources are also available from museums, historicalsites, presidential libraries, and local and state preservation societies.(24) Culture. The student understands the relationships between and among peoplefrom various groups, including racial, ethnic, and religious groups, during the 17th, 18th,and 19th centuries. The student is expected to:(D) Analyze the contributions of people of various racial, ethnic, and religiousgroups to our national identity.(30) Social studies skills. The student applies critical-thinking skills to organize and useinformation acquired from a variety of sources including electronic technology. Thestudent is expected to:(A) Differentiate between, locate, and use primary and secondary sources suchas computer software, databases, media and news services, biographies,interviews, and artifacts to acquire information about the United States.United States History Studies Since Reconstruction (High School)(b) Introduction.(2) To support the teaching of the essential knowledge and skills, the use of avariety of rich primary and secondary source material such as biographies andautobiographies; landmark cases of the U.S. Supreme Court; novels; speeches,letters, and diaries; and poetry, songs, and artworks is encouraged. Selectionsmay include a biography of Dwight Eisenhower, Upton Sinclair's The Jungle,and Martin Luther King's letter from the Birmingham City Jail. Motivatingresources are also available from museums, historical sites, presidentiallibraries, and local and state preservation societies.The Dolph Briscoe Center for American History ~ http://www.cah.utexas.edu/ 0.6
ROY P. BENAVIDEZCONGRESSIONAL MEDAL OF HONOR RECIPIENTUNIT OVERVIEWLEARNING TO IDENTIFY PRIMARY AND SECONDARY SOURCESMATERIALSHandouts:1 . Interactive notes for identifying primary and secondary source materials2 . Identifying primary and secondary sourcesExamples of:1 . A personal letter2 . A photograph3 . A business form or document4 . Biographies and autobiographies checked out of the school library5 . Newspaper articlesOBJECTIVESThe students will:1 . Define primary and secondary sources of information2 . Examine samples of primary and secondary sources3 . Identify examples of primary and secondary sourcesANTICIPATORY SET (ATTENTION GETTER)The teacher will:1. Display examples of primary source documents included such as those listedin the materials section and copies of encyclopedias, textbooks, biographiesand autobiographies. Allow the students to walk around the display andexamine the materials.2. Introduce the lesson by asking:A. What can we learn by examining these different materials?B. How do you think historians use this kind of information to write the historythat we read in our textbooks and other sources?C. How are the materials here different from each other?The Dolph Briscoe Center for American History ~ http://www.cah.utexas.edu/ 0.7
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Unit Overview - Center for American History - The University of ...

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