Introduction
by Gray Hedwig Sobczyk
In this Webquest, ninth-grade students will learn to identify and differentiate between primary and secondary sources in order to use them to complete a video presentation about their chosen historical figure.
Understanding the difference between primary and secondary sources is a key aspect of all research. For ninth-graders entering high school, it is essential to learn this along with the ability to search for such documents using reliable resources.
So what is a primary source?
A primary source is something that is created by a person from the historical period being studied. It is important to remember that not all primary sources are pure facts. Some primary sources represent opinions or personal expressions whereas some may write about facts. Usually, primary source creators have a degree of bias and it is important to identify that bias to understand how to place it into a larger historical context.
Some examples include: personal journals and diaries, old newspaper articles from the period, photographs, paintings, letters, and objects.
What is a secondary source?
Secondary sources are documents or creations that use primary sources and other secondary sources to recount information about a historical period. This information is usually fact-based, but the creator can still have a bias in the way they interpret and analyze their sources.
Some examples include: textbooks, research videos, historical non-fiction, biographies, and scholarly articles. The historical video you create will be a secondary source!
In groups of four, students will work together to find primary and secondary sources on their assigned historical figures. After choosing and reading their sources, the groups will create a script and record a video presentation about their historical figure.
Task
Each group of four will be assigned a historical figure from the following list (note that depending on class size not all figures may be assigned):
Henry Ford
Elizabeth Cady Stanton
Neil Armstrong
Medgar Evers
Sitting Bull
Scott Joplin
Hedy Lamarr
Each of these figures played an important role in history.
- Using two primary and two secondary sources, each group will construct a PowerPoint (divided into 4 main points) that will discuss their accomplishments and their importance in history.
- The group will create a video presentation of their PowerPoint and post the video to the classroom’s discussion board titled “Historical Figure Videos.”
The video PowerPoint should contain the following 4 parts:
- Introduction (1-2 minutes): Give a brief background of the figure’s early life.
- Accomplishments (3 minutes): Discuss the various reasons your figure is famous.
- Historical Period (3 minutes): Talk about the historical events that were taking place during your figure’s life that affected them.
- Conclusion (2-3 minutes): Discuss how your figure’s accomplishments affected their historical period and why that is still important today.
Process
1. Once you are divided into your groups, read and watch the following in order to better understand primary and secondary sources:
Primary vs. Secondary Sources by Lemieux Library at Seattle University
https://libguides.seattleu.edu/c.php?g=647121&p=4536883
Primary vs. Secondary Sources by Minnesota Historical Society:
https://www.youtube.com/watch?v=TgU1BcDStK0
2. Each group will be assigned a historical figure from the following list (note that depending on class size not all figures may be assigned):
Henry Ford
Elizabeth Cady Stanton
Neil Armstrong
Medgar Evers
Sitting Bull
Scott Joplin
3. Next, begin searching for primary and secondary sources.
For secondary sources, ONLY search the online Magnolia website. Do not use Google, Wikipedia, etc. Here is the link:
· https://magnolia.msstate.edu
· Login using the access code : magn0897
· Choose the high school (9-12) databases and search for your figure
Primary Source Websites to use for this project:
· BEWARE! Not all of these websites will search results for your figure
· NOT ALL of the search results are guaranteed to be primary sources
· NOT ALL primary sources are equally useful for the project.
· If in doubt ask your teammates, then ask your teacher.
National Archives Catalog
Digital Public Library of America
Library of Congress
History Matters
http://historymatters.gmu.edu/browse/makesense
Smithsonian Online Virtual Archives
4. Select 2 primary and 2 secondary sources to use to create your PowerPoint. Remember to include the following information:
o Introduction (1-2 minutes): Give a brief background of the figure’s early life.
o Accomplishments (3 minutes): Discuss the various reasons your figure is famous.
o Historical Period (3 minutes): Talk about the historical events that were taking place during your figure’s life that affected them.
o Conclusion (2-3 minutes): Discuss how your figure’s accomplishments affected their historical period and why that is still important today.
5. To record your group presentation of your PowerPoint expand into presentation mode and use the computer screen and voice recording option. On a Windows computer hold down Windows Key+Alt+R and for Mac computers hold down Command+Shift+5.
6. Once you have completed your recording, post the video to the classroom’s discussion board titled “Historical Figure Videos.”
Evaluation
|
RUBRIC |
|
|||
|
|
Requires Improvement 1 pt |
Satisfactory 2 pts |
Excellent 3 pts |
Score |
|
Students will explore and research information on their assigned figure |
Students learn some information about their figures. |
Students research and become familiarized with their figure. |
Students research and become familiarized with their figure and understand their importance. |
|
|
Each student will understand the difference between primary and secondary sources |
Students do not correctly identify primary and secondary sources. |
Students correctly identify primary and secondary sources for their figure. |
Students correctly identify primary and secondary sources for their figures and make good use of their selections. |
|
|
Students will work in a group to prepare to present their figure. |
Some students within the group are unaware of their role to research and present information. |
Some students within the group are aware of their role to research and present information. |
All students within the group are aware of their role in research and present information. |
|
|
Students will work together in presenting their assigned Figure Presentation. |
Students have some ideas for presenting their assigned figure. |
Students have developed clear ideas for presenting their assigned figure. |
Students have developed clear ideas and organized their information for presenting their assigned figure. |
|
|
Students will record their figure presentation. |
Group recording has met two of the four required sections. |
Group recording has met three of the four required sections. |
Group recording has met all four of the required sections. |
|
Conclusion
- After posting their group recording on the class discussion board, all students will watch each of the videos. For each video, write one or two questions to ask that group in class.
- In class, groups will answer questions from students about their historical figures.
- Each student will write a reflection answering the following questions:
- How did primary affect your understanding of your historical figure?
- How did secondary sources affect your understanding of your historical figure?
- Did you enjoy learning about your historical figure or did you find another presentation more interesting? Explain why.
- What did your group do well and what could they have done better?
- How could you use your knowledge of primary and secondary sources in future projects?
Credits
This webquest was created by Gray Sobczyk, a Mississippi certified teacher and a graduate student at the University of Southern Mississippi's School of Library and Information Science.