Detecting Bias in Primary Sources: Amache Relocation Camp

Intended Level Grade 11

Focus of lesson:

At the conclusion of this lesson, the learner will be able to:

Standards to be assessed in this lesson:

History Standard 2: Students know how to use the processes and resources of historical inquiry.

2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.

2.2 Students know how to interpret and evaluate primary sources of historical information.

Standards to be addressed in this lesson:

History Standard 1: Students know the general chronological order of events and people in history.

History Standard 3: Students understand that societies are diverse and change over time.

Assessment:

Students will be given a series of URLs of digitized historical primary sources. They will then observe and interpret the possible bias of those primary sources using the guidelines and questions in the "handout packet" which will be turned in at the conclusion of the lesson.

Time:

This lesson will take either one, 90-minute block class period or two 45-55 minute class periods.

Materials:

Computer lab with enough web-ready computers for all students in class to work in pairs. One digital video projector (“In-focus”), and a screen or blank white wall. Handout packet (one to each pair of students).

Possible Procedures:

Have students read some background information on the Amache Relocation camp using the following two websites. http://www.csuohio.edu/art_photos/granada/granada.html, http://www.colorado.gov/dpa/doit/archives/wwcod/granada.htm
Tell students that most of the primary source photos in this lesson were taken at this camp.

Set / Guided Practice: Have students paired up in computer lab with each pair at one computer. Have students type in the following URL http://www.colorado.gov/dpa/doit/archives/wwcod/gr523.htm

The instructor should type in the same URL and project it so that all students may see it using the video projector. Have students hypothesize at the year and place of the photo using the criteria and questions in the student handout packet.
Ask each student pair to report to the class what year they chose and what evidence they used to support that evidence.
Ask students what the term “bias” means (possible answers may include, the person creating the document’s perspective; the ‘agenda’ of the creator; etc.)
Then ask the students what bias the photo might contain (possible answers may include: photographer’s view, purpose of photo, audience of photo, etc.)

Independent Practice:
Have students look at the following websites from “Group A” below and answer the following questions from the student handout packet.


Group A Websites:

a. http://www.cudenver.edu/public/library/archives/cdp/chs8.jpg
b. http://carbon.cudenver.edu/public/library/archives/cdp/chs17.jpg
c. http://carbon.cudenver.edu/public/library/archives/cdp/chs15.jpg
d. http://carbon.cudenver.edu/public/library/archives/cdp/chs9.jpg

Now have students look at the following websites from “Group B” belowand answer the following questions from the student handout packet.

Group B Websites:

a. http://www.sscnet.ucla.edu/aasc/ex9066/no36.jpg
b. http://carbon.cudenver.edu/public/library/archives/cdp/mc18.jpg
c. http://carbon.cudenver.edu/public/library/archives/cdp/mc16.jpg
d. http://carbon.cudenver.edu/public/library/archives/cdp/ga10.jpg

Discussion Questions:

Ask students to compare the first set of sources with the second (possible answers might include that the first set of photos shows the subjects very happy and upbeat whereas the second and third groups give a much more pessimistic picture).

Ask students why they think that there is such a disparity between the sets of photos / documents.

Give students twenty minutes to search the web to get more information about the questions that emerge from the discussion.

Tell students to use the following keywords in their searches:



Have each student pair report out to the pair next to them on what they were able to find.

Pull the class back together and have those groups that would like to share what they found.

Closure:

Have each student pair complete the handout packet to turn in.

Tell students that the detection of bias in primary sources (what they have just done) is essential to finding the historicity (historical fact) of an historical person or event.



Support Materials See URL links listed in lesson.

Created By: Kurt Knierim, Rocky High School