By: Natalie Kindred and Holly Thompson

Context: Proposed for eighth grade students Part of the larger unit on the Revolutionary War 5 day program

Objectives: students to grasp the significance of primary sources Recognition of the interrelation between reading, writing, and history Analyze primary source articles and evaluate whether a document is based on opinion or more on objectivity Ultimate goal is for students to evaluate the usefullness of primary source documents

Day 1: Introduction of Primary Sources and debate project Objective: - to familiarize students with the primary resources Activity: -students break into pairs, to read and discuss a primary source -homework: document your own primary source

Day 2: Opinion vs Objectivity Objective: –For students to understand how primary sources contain personal bias Activities: –Introduce stamp act –Split them into groups students in two groups giving each the materials for their side

Day 3: Researching and Developing Objective: –To become familiar with your side of the debate-begin structure of the debate Activities –Conduct research from books, computer… –Develop arguments with supporting evidence

Day 4: Writing your own historical primary sources Objective –To synthezie primary sources based on working knowledge Activities: -students write there own historical fiction primary source documents based on their teams perspective -remainder of class: finish research and structuring

Day 5: DEBATE Along with the debate, students are expected to hand in their debate outline (containing major points and supporting evidence/sources) Students also hand in compilation of historical fiction primary sources

Evaluation Group Evaluation: debate effectiveness (thoroughness of argument, ability to answer questions), compilation of ‘fake’ primary sources, written debate outline Individual Evaluation: individual reflections, Day 1 partner activity, individual ‘fake’ primary sources.