Title:

Historical Research Using A local Resource

Developed by: Jan Volz

Overview

Social Studies is a broad term that incorporates the need for children to interpret the culture around them. It is important that you understand that there is a history behind every culture. Understanding some of the study tools of history research will be part of this lesson.

Introduction

Students in the 6^th grade study Ancient World civilizations. It is important that you are able to read critically about the various cultures you will study. One way this can be accomplished is through Historical Research.

Task You will be given information about the Pinal County Historical Museum. This will be a starting point for the topics you will research. You will be asked to answer some questions and from that data construct or discuss some tools that historians use to understand a culture. You will also be asked to read some information on some web sites listed here. You will use the information you were given on the visit to the museum to complete each item listed.

Questions

· Describe the difference between a primary source and a secondary source?

· Explain how you will use data that may be displayed in graphs, charts or tables.

· How could you make one of these to help explain something you researched at the Museum?

· How would a timeline of events that took place in Pinal County be constructed?

· What will it tell us about the county?

Student Roles/Titles

Person 1	Recorder: This person will record any important information that is important in the website for answering the questions.
Person 2	Reader: This person will read aloud the information on the website.
Person 3	Writer: This person will write what the group decides is necessary to answer the questions.
Person 4Person 4	Presenter This person will work with the group in planning what will be presented to another group.

Process Each member of the group will discuss how they will collect the information on the computer and finish their assigned task. You need to work together to achieve this goal. Talk to one another about the best way to help each other.

Directions You will be assigned to a group. You will be given a role card. After deciding on the best way to complete this task, go to the computer and begin.

Presentation Options Each group of four will present their findings to another group of four. If there is enough time the teacher will choose one group to present to the entire class. All three of the tasks listed below will be completed by each group.

· Build a timeline

· Show the difference between a secondary and primary source.

· Create a graph, table or chart

Resources

http://www.library.mun.ca/guides/howto/primary.

http://nces.ed.gov/nceskids/graphing/classic/

http://www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm

Information provided by the teacher about the historical museum

Computer

Printer

Classroom art supplies

Evaluation/Grading Criteria

You will receive a grid labeled timeline—primary//secondary source----graph table chart

Place the name of the student on the grid

Circle the grade you are giving them after they have presented their information to you. Choose the grade based on the information in the boxes.

Grades: Name:	A	B	C	D
Timeline	excellent I understood what was said	means I understood what was presented but I still have a question	means I understand but I am not quite clear how to use this information	I do not understand what was presented
Chart-Graph-Table
Primary secondary

As you listen to the other group present their method for describing what took place historically, you will give them a grade for the term being used .

A = 4 points

B = 3 points

C = 2 points

D = 1 points

Conclusion

When you complete these tasks you should understand the importance of looking at history through a Timeline, a Chart-Table-or Graph, Secondary/Primary source

As a group you will be graded on this rubric by the teacher.

CATEGORY	4	3	2	1
Organization	Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.	Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.	Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.	Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Timeline	Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.	Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.
Task Responsibility	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Resources	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.