7.H.1.3

7.H.1.3 Use primary and secondary sources to interpret various historical perspectives. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Literacy Standard(s)**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== The student will be able to: Use different sources of information from multiple perspectives (i.e. race/ethnic groups,gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue.
 * ===Clarifying Objective===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

// For example: Students will look at a variety of documents that share multiple perspectives on the impact of the Industrial Revolution in 19th century England. These could include legal documents from the British parliament, editorials from those for and against industrialization,maps of factory communities that developed, and journal writings from literate parties involved and images of life during that period of time. //

The student will understand: The difference between a primary and a secondary source.

// For Example: PRIMARY SOURCES ARE: Original Documents (excerpts or translations acceptable): Diaries (Diary of Anne Frank - Experiences of a Jewish family during WWII), speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records, government documents (The Constitution of Canada - Canadian History); Creative Works (Plato's Republic - Women in Ancient Greece ); Relics or Artifacts: Pottery (Weavings and pottery - Native American history), furniture, clothing, buildings, etc. SECONDARY SOURCES ARE: Publications: Textbooks, magazine articles, histories, criticisms,commentaries, encyclopedias, etc. (A journal/magazine article which interprets or reviews previous findings, a history textbook or a book about the effects of WWI) //

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * I can tell the difference between primary and secondary sources.
 * Primary: diary, letter, ship manifests, interview, artifacts, photos
 * Secondary: textbook
 * I can use different sources of information from multiple perspectives to understand a particular event/issue.
 * Slavery - black man born into slavery/female daughter of wealthy slave owner
 * Imperialism - African/European colonist
 * Terrorism - Victim/Jihadist

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**

 * Historical Thinking, Historical Narrative, Historical Perspective ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**
Students to write a response exploring how each author’s cultural background affects the text, citing examples of their social experiences and values to illustrate their points.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**

 * Multiple texts
 * Choice board/Rubric
 * Tiered products
 * Groups reading selections by level

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * Write a letter to the author as a friend, asking ?s you’d like answered
 * Create interview questions for authors
 * Rewrite the ending and make it end a different way

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== PRIMARY SECONDARY
 * Create a written dialogue between different people
 * Write an original, additional journal entry from the author
 * Excerpt from An Account of the Slave Trade on the Coast of Africa (London: 1788).
 * []
 * illustration of how slaves were stowed on board the British slave ship
 * Historical narratives of slavery:
 * []
 * White daughter of wealthy slaveowner:
 * []
 * Black man, born into slavery:
 * []
 * Textbook Analyses
 * Discovery Education

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===