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This two-day social studies and writing lesson plan aims to teach students to compare and contrast firsthand and secondhand accounts of the same event. On the first day, students will participate in and witness a fictional scenario from assigned roles and record their own firsthand accounts. Two students will provide secondhand accounts to those absent. Students will analyze vocabulary and examples of firsthand and secondhand sources. On the second day, students will recall and discuss the scenario and accounts, examining differences in perspectives and reliability over time. Assessment includes a Venn diagram comparing accounts and an analysis of why accounts can differ.

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72 views

Termivpov

This two-day social studies and writing lesson plan aims to teach students to compare and contrast firsthand and secondhand accounts of the same event. On the first day, students will participate in and witness a fictional scenario from assigned roles and record their own firsthand accounts. Two students will provide secondhand accounts to those absent. Students will analyze vocabulary and examples of firsthand and secondhand sources. On the second day, students will recall and discuss the scenario and accounts, examining differences in perspectives and reliability over time. Assessment includes a Venn diagram comparing accounts and an analysis of why accounts can differ.

Uploaded by

api-280292957
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan Social Studies and Writing (2 days)

Goals/Objectives:
SWBAT compare and contrast a firsthand account to a secondhand account
of the same event or account IOT describe the differences in the focus and
information provided in each
Standards
PA Core Standard- CC.1.2.4.D: Compare and contrast an event or topic told
from two different points of view.
Common Core Correlation- RI.4.6: Compare and Contrast a firsthand and
secondhand account of the same event or topic; describe the differences in focus
and the information provided.
Materials and Preparation
26 Journals
26 Pencils
Anchor chart with vocabulary
Set up a fictional scenario where there is a minor altercation/offense.
SMART Board to record students accounts for later reference
26 Homework packets with first and secondhand accounts
Learning Environment and Management Issues
The fictional scenario part of the lesson (or show a mini video clip?) will take
place in the classroom while two students are in the bathroom/out of the
classroom.
Students will be sitting in their seats throughout the room doing their
assigned role/task.
Students will be intentionally situated in different parts of the room so that
they are experiencing the fictional scenario from different perspectives
(literally). Some students will be instructed to be silent while others will be
instructed to talk quietly to another person.
Classroom expectations will be followed.
Plan
Day 1:
Hook: Fictional scenario where each student is given a role to play; a minor
altercation/offense takes place.
After the fictional scenario plays out, students will record their accounts in
their journal giving as much detail as possible. These will be the primary
sources.
Two students will explain what happened to the two students that were out of
the room. Their entries will be the secondary sources.
I will introduce the key vocabulary words:
o Account: a report or description of an event or experience
o Compare: to examine for similarities
o Contrast: to examine in order to show unlikeness or differences
o Difference: variation or diversity among qualities or characteristics

o Firsthand: information directly from the original source


o Secondhand: information that is not from an original source
We will look at examples of different first and secondhand sources.

Day 2:
Students will write down what they recall from the fictional scenario from the
previous day.
We will examine the difference between the firsthand and secondhand
accounts as well as each students account from immediately after the
scenario and then a day later.
Students will discuss some questions about different perspectives in pairs.
We will have a whole class discussion about the different perspectives.
Assessment of the Goals/Objectives
Venn Diagram of the facts from students personal account of the scenario,
the secondhand account of the scenario, and what they had in common.
Students will compile the two accounts and give reasons why accounts of the
same event might be different.
Anticipating Students Responses and My Possible Responses
Partner Questions:
o How could there be different stories of the event if no one is lying?
o Who are the different people who might have seen this event?
o What might make one persons story more believable than another
persons?
Whole Class Questions:
o Why might people see or remember things differently?
o Who has what interest in mind?
o How believable is each account?
o Do the accounts change over time? Does time make the way someone
remembers something more or less trustworthy?
Accommodations
Partners will be strategic
Some students will have structured Who, what, where, when journal
responses for their accounts of the scenario

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