How Sweet It Is! - Using Primary Sources to Research
Focus:
Students learn to interpret and access primary source documents using primary sources of the Great Western Sugar Company, in Longmont Colorado. Students learn to distinguish between primary source and secondary source material by examining both types of sources. Students learn to recognize the uses and value of primary source documents in historical inquiry.
Colorado Model Content Standards Addressed:
Information Literacy Standards:
1. The information literate student accesses information efficiently and effectively.
2. The information literate student evaluates information critically and competently.
3. The information literate student uses information accurately and creatively.
History Standards:
2. Students know how to use the processes and resources of historical inquiry.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
Colorado Model Content Standards Assessed:
History Standard:
2. The information literate student evaluates information critically and competently.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
Assessment:
At completion of research and analysis, students attempt to answer the 12 questions they initally proposed. Then students indicate if information that helped answer the question came from a primary or secondary source.
Time:
Two 90 minute class periods
Materials:
-Promotional Video from Great Western Sugar Company, 1924. This film can be ordered from Tom Katsimpalis at the Loveland Museum for $8. Phone/970-962-2410.
-TV/VCR
-Film Guide for Great Western Sugar Company film, classroom set (see support materials)
-Computers with web access
-Handout #1 - Overview of Great Western Sugar Company, classroom set (see support materials)
-Tutorial for Colorado Heritage Website, classroom set (see support materials)
-chalkboard, overhead projector, or butcher paper
-Primary Source Analysis Guide, one per group (see support materials)
- From the list of Websites for Great Western Sugar Photos from American Memory Collections, one copy of each of the 8 photos (one per group)
-From the list of Websites for Great Western Sugar Photos from American Memory Collections choose 1 photo to analyze with students -classroom set
Teacher Preparation:
-Become familiar with the Heritage Colorado Website for primary sources by following the tutorial for the Heritage Colorado Website.
-Order Promotional video
-Chose which photo you will use to model photo analysis
-Make handouts
Possible Procedures:
1. Introduce Great Western Sugar Company to students by giving a brief overview of Great Western in northern Colorado using secondary sources. See Handout. Have the entire class brainstorm a List of 12 Questions about GWSC they'd like answered (on chalkboard or overhead). Teacher steers students to higher level thinking questions - from knowledge & comprehension to evaluation & analysis levels. Save the class's List of 12 Questions for later use.
2. Hand out one photo of Great Western Sugar to introduce primary source documents to students, from the following list. Use "Primary Source Analysis Guide" to model analysis of one of the photos to entire class.
3. Break students into small groups to analyze another photo using the "Primary Source Analysis Guide". Give each group a different primary source photo from GWSC from the following list. Groups share details and conclusions with entire class. After each group shares, teacher provides metadata for their photo.
4. In twos or as individuals, direct students to Heritage Colorado and guide them in use of the site by having them use the tutorial. Direct students to Heritage Colorado and select Search.
From the Sample Searches, they choose Agriculture. They then enter "Great Western Sugar Company" in the search box. All students will access the same photos. Students peruse some of these photos and the metadata for each to be able to answer any of the 12 Questions posed, or to add another question they wonder about to the list.
5. Show promotional video from GWSC (1924) with Film Guide (6 min. 30 sec).
After amassing factual data in small groups, have students read the questions in Section 2 of the Film Guide. Watch the video again, then ask small groups to interpret information from the film to write their observations in Section 2 of the Film Guide. After, did they answer any of the 12 Questions, or do they have other questions to add to the list?
6. Assessment: Students return to their original groups and use photos they have previously analyzed, Heritage Colorado information, and the GWSC promotional film to answer original List of 12 Questions and other questions their group wondered about concerning Great Western Sugar Company. Using a P or S, groups identify which questions were answered by primary sources and which by the secondary source given by the teacher at the start of lesson. Each group will turn in this completed list of questions and answers with P or S as a final evaluation.
7. Teacher leads students to conclusions about uses and value of primary source documents versus secondary source documents.
Support Materials
How sweet it is handout
How sweet it is film guide
Heritage Colorado Tutorial
Kim Ackerman, Skyline High School, Longmont Colorado
Jeanne Sparling, Silver Creek High School, Longmont Colorado
