Harry S. Truman Presidential Library & Museum


Lesson Plan Using Primary Sources to Start ELA Writing Journal/Storytelling
Author:
Lisa Eastman
Time Frame:
Twice a week for a school year.
Subjects:
US History Since 1945
,
United States History

Grade Levels:
9, 10, 11, 12

Classroom/Homework Activity to be performed:

Throughout the school year students will be given a picture and journal about what theythink the picture represents. This will be a journaling activity followed by a five minute discussionon the historical topic.

Rationale:

•To give students an overview of United States History.

District, state, or national performance and knowledge standards/goals/skills met:


 

Students in the Appleton Area School District will learn about the history of Wisconsin, the U.S. and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships and analyze issues that affect the present and the future: A. Time, continuity and change in U.S. history. B. U.S. cultures and cultural diversity. C. People, places and events in U.S. history. D. Process and investigation.

 

 

Secondary materials (book, article, video documentary, etc.) needed:

none

Primary materials (book, article, video documentary, etc.) needed:

Powerpoint has 50 selected primary sources.

https://trumanlibrary.org/educ/LisaEastmanPrimarySources.pptx

Technology Required:

Computer with powerpoint

Full description of activity or assignment.

 

•Students will see a picture on the Powerpoint and have five minutes to write in their journal about what they believe the picture represents. A brief overview of the picture will be given. Students will have a chance for questions and answers related to the picture.

 

 

Full explanation of the assessment method and/or scoring guide:

 

The writing will be evaluated on a five point scale.

5-Student attempted to write about the picture. The student used the correct six writing traits.

4-Student attempted to write about the picture. Had trouble with two of the writing traits.

3- Student attempted to write about the picture. Had trouble with three of the writing traits.

2-Student attempted to write about the picture. Had trouble with four of the writing traits.

1-Student attempted to write about the picture. Had trouble with five of the writing traits.

0-No attempt