6.H.1.3

6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Literacy Standard(s)**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== The student will know: The difference between a primary and a secondary source 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. For example: For an inclusive understanding of Christopher Columbus’s voyages, students may look at multiple documents that reflect various perspectives. These could include Columbus’s journal, maps and charts from each voyage, Columbus’s letter to the Spanish monarchs, and excepts from the writings of Bartolomé de Las Casas, a Spanish friar who traveled with Columbus and described the treatment of the native population of Hispaniola.
 * ===**Essential Standard**===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
interpret historical points of view using primary and secondary sources.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
Historical Thinking

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**
*Ticket out the door comparing and contrasting a primary and secondary source. *Give a quiz using a Venn Diagram to compare and contrast various perspectives or quotes.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**
Graphic organizers, Tiered activities/products, Independent study/expert journals, Learning buddies, Cooperative learning groups, Small-group instruction, Context clues

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
*Read, research points of views of a Aztec warrior, Egyptian slave. Roman legionairre, Greek politician. Write an essay expressing your feelings. *Qwizdom or remote control answer responses (teacher created questions) citing various sources.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
Using Primary and Secondary Sources Lesson Plan (With extension activity) *Discovery Education video on the feudal system in Europe from the points of view of the monarchs, knights, peasants, etc.) ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== [|www.discovereducation.com] [|www.edhelper.com] (pay site) [|www.teachervision.com] (pay site) [|www.mrdonn.org] [|www.learnnc.org] [|www.teachnology.com] (teachnology is a free site, but offers a pay worksheet site) [|www.middleschool.net] [|www.quia.com] <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">[|www.ncwiseowl.com] <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">[|www.channelone.com] Academy Curricular Exchange (6-8 Social Studies) <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">Activity books (Greek, Roman and Egyptian civilizations) <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">Qwizdom or remote responses. <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">Book of graphic organizers ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===