Primary Sources and Civil Rights
Common Core State Standards
Reading: Information Text
RI.4.6 = Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
North Carolina Essential Standards
Information and Technology Standards
4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
International Society for Technology in Education Standards
Communication and Collaboration
2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
ANALYZING PRIMARY SOURCES
The teacher will facilitate a whole group discussion focusing on the primary source photograph of four men walking. The teacher will not reveal any background knowledge about the photograph. The students will use primary source analysis tool to guide their thinking and encourage inquiry. The primary source analysis tool has 3 columns: observe (see), reflect (think), question (wonder). For example, I SEE four men walking, I THINK they are outside, I WONDER where they are coming from/going to. The SEE is straightforward observations without interpretation, the THINK is making connections and inferences, and the WONDER prompts further inquiry. The photograph could be shared with students via a Google Document which students can view using the computer, Chromebook, or iPad or it can be displayed on the SMARTboard for all students to see.
ANALYSIS IN SMALL GROUPS
BOOK AND DISCUSSION
EXPLORE ADDITIONAL PRIMARY SOURCES
The teacher will introduce the Smithsonian National Museum of American History "Object in History" website. This website contains a wealth of primary sources including audio interviews with people directly involved with the Sit-Ins, photographs, documents, etc.
The students will navigate and explore these primary sources to increase their knowledge of the Greensboro Sit-ins.
21st CENTURY SKILLS