BCR - CDP Lessons: Using Primary Sources to Write Narrative

Using Primary Sources to Write Narratives

Grade Level: Fourth Grade

Time: Three classes of 50 minutes

Focus: Students will be introduced to primary sources and learn to distinguish between primary
and secondary sources. Then students will learn to "read" a photograph of the Colorado Gold
Rush and use their analysis to write a narrative.

Standards Assessed:
Reading and Writing Standard 1: Students apply thinking skills to their reading, writing,
speaking, listening, and viewing.

History Standard 2.2: Students know how to interpret and evaluate primary and secondary
sources of historical information.

Information Literacy Standard 8: The information literate student contributes positively
to the learning community and to society and practices ethical behavior in regard to information
technology.

Assessement:

The narrative paragraph will be evaluated using the following rubric from the CDE state
standards on narrative writings. For ease of student use the rubric is in the shape of
a bookmark.

Students will evaluate a primary source using one of the analysis guides provided: Introductory
Analysis of Objects or Material Culture Analysis Guide. Students will be tested on their
knowledge of primary vs. secondary sources. See attached quiz.

Student will locate and submit a request for the use of a primary source in their narrative. See
example.

Materials:

Five primary sources and five secondary sources
32 pictures of gold/silver mining activities with location URL on back (go to
www.cdpheritage.org for images)
Handout for each student: Introductory Analysis of Objects or Material Culture Analysis Guide,
Quiz, Permission to use primary sources
Colorado rubric for proficient narrative

Possible Proceudres:
The three day lesson involves students discussing primary and secondary sources. Then
students will view a copy of one of the 30 historical pictures from the Colorado gold and silver
rushes. Students will follow along as their teacher analyzes one of the historical photos using
the worksheet and then watching her/him downloading the REAL story. Students will then each
study a different historical photo, analyze the photo and on the second day download the REAL
story from the URL on the back of the photo. Students will be responsible for obtaining
permission forms from the repository to use the photo. Back in the classroom they will use the
information to write a narrative paragraph and make a list of primary and secondary sources.

Day 1
1. The teacher or media specialist shows students examples of primary sources and secondary
sources. Students go through an introductory exercise about primary sources, such as Library
of Congress American Memory What are primary sources?
2. The teacher and the media specialist model how to analyze photographs. The media
specialist asks questions on the primary source analysis guide, and the teacher models
"reading" a photo and writing answers.
3. The media specialist hands out the bibliographic information about the picture downloaded
from site. The class discusses the differences between the analysis of the photo and the known
information from the bibliographic record.
4. The teacher discusses traits of a proficient narrative paragraph and then describes
a paragraph using a picture as source.

Day 2
1. The teachers hand out pictures downloaded from sites.
2. Each student "reads" the picture and completes the primary source analysis worksheet.
3. The teacher demonstrates how to find the bibliographic information of the photo, using the URL
written on the back of picture.
4. The students then spend time finding this information and writing it down.
5. The teacher remind students of bookmark traits of proficient narrative report.
6. The teacher describes the homework assignment, to write a narrative report and to use
COPS to edit the report. Ask students to list COPS. COPS-Capitals, Organization, Punctuation,
and Spelling.

Day 3
Using two learning stations, divide the class in half.
1. At one station, the media specialist demonstrates how to use bookmarks to find location of
photo repositories and models writing a letter asking permission to use source using form.
2. At the other station, the teacher checks over narrative writings.
3. Students demonstrate to the other students what to do at the station as they arrive.
4. Students complete a quiz on the difference between primary and secondary sources.

Some sites to go to obtain permission to use photos and obtain pictures:
Colorado Digitization Program
Library of Congress American Memory
Aspen Historical Society
Boulder Carnegie
City of Cripple Creek

-Kay Reed Evatz, Tarver Elementary School, Thornton, CO