Uncovering the Past: A Historian's Investigation
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we use primary and secondary sources to piece together a more complete and unbiased understanding of historical events?Essential Questions
Supporting questions that break down major concepts.- What are primary and secondary sources?
- How do historians use primary sources to understand the past?
- How do historians use secondary sources to understand the past?
- How can we determine the author's purpose in a historical source?
- How does the context of a historical source influence its meaning?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to differentiate between primary and secondary sources.
- Students will be able to evaluate historical sources for author's purpose and context.
- Students will be able to analyze how historians use primary and secondary sources to understand the past.
- Students will be able to construct a comprehensive and unbiased understanding of historical events using primary and secondary sources.
Teacher Provided
Entry Events
Events that will be used to introduce the project to students'Fake News Time Warp'
Students examine a series of altered or fabricated historical documents and news reports presented as if they are from the past. They must use their existing knowledge and critical thinking skills to identify inconsistencies, biases, and potential falsehoods, prompting a discussion on source reliability.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Source Detective Training: Primary vs. Secondary
Students begin their journey by learning to distinguish between primary and secondary sources, the foundational skill for historical analysis. This activity involves examining examples of both types of sources and categorizing them with justifications.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA chart or list categorizing various sources as primary or secondary, with a brief justification for each categorization.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to differentiate between primary and secondary sources. Aligns with SS 7.2 by introducing the concept of historical evidence.Author's Voice: Uncovering Purpose and Bias
Building on the first activity, students will now delve into identifying the author's purpose and potential biases within historical sources. This involves close reading and critical thinking to understand why a source was created and what perspectives it might reflect.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA written analysis of selected historical sources, detailing the author's purpose and potential biases.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to evaluate historical sources for author's purpose and context. Aligns with SS 7.2 by focusing on author's purpose and context.Context Clues: Historical Setting Investigators
This activity focuses on understanding the historical context surrounding a source. Students will research the time period, social conditions, and cultural influences that shaped the creation of a particular source.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA presentation (written or oral) explaining the historical context of selected primary sources and its influence on their meaning.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to evaluate historical sources for author's purpose and context. Aligns with SS 7.2 by emphasizing the importance of context in historical analysis.History Uncovered: Primary and Secondary Source Synthesis
In this culminating activity, students will synthesize information from both primary and secondary sources to construct a comprehensive understanding of a historical event or topic. This activity requires them to integrate evidence from multiple sources and evaluate the reliability of each.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive report or presentation synthesizing information from primary and secondary sources to provide a balanced understanding of a historical event or topic.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goals: Students will be able to analyze how historians use primary and secondary sources to understand the past and construct a comprehensive and unbiased understanding of historical events using primary and secondary sources. Directly aligns with SS 7.2, demonstrating the ability to evaluate historical evidence to determine sourcing, author's purpose, and context.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioHistorical Source Analysis Rubric
Source Differentiation
Assesses the student's ability to accurately differentiate between primary and secondary sources and provide justifications for their categorization.Accuracy of Source Categorization
Evaluates the student's accuracy in categorizing sources as either primary or secondary.
Exemplary
4 PointsAll sources are accurately categorized with well-justified reasoning for each classification, demonstrating a sophisticated understanding of the differences.
Proficient
3 PointsMost sources are accurately categorized with clear reasoning, demonstrating a thorough understanding of the differences.
Developing
2 PointsSome sources are correctly categorized, but reasoning is incomplete or inconsistent, showing emerging understanding.
Beginning
1 PointsFew sources are correctly categorized with vague or incorrect reasoning, indicating minimal understanding.
Justification of Categorization
Measures the student's ability to justify their categorization of sources with evidence-based reasoning.
Exemplary
4 PointsJustifications are thorough, detailed, and well-supported by evidence from the sources, reflecting advanced analytical skills.
Proficient
3 PointsJustifications are clear and supported by evidence, showing effective reasoning skills.
Developing
2 PointsJustifications are present but lack detail and are inconsistently supported by evidence.
Beginning
1 PointsJustifications are minimal or unsupported by evidence, showing limited analytical thinking.
Author's Purpose and Bias Analysis
Evaluates the student's ability to identify and analyze the purpose and biases in historical sources.Identification of Author’s Purpose
Assesses the student’s ability to identify the author's purpose and perspective in historical documents.
Exemplary
4 PointsAccurately identifies author’s purpose for all sources with insightful analysis, demonstrating exceptional comprehension of perspective.
Proficient
3 PointsCorrectly identifies author’s purpose for most sources with clear analysis, indicating a strong understanding of perspective.
Developing
2 PointsIdentifies author’s purpose for some sources but with limited analysis, indicating emerging comprehension.
Beginning
1 PointsStruggles to identify author’s purpose with minimal or erroneous analysis, showing little comprehension.
Recognition of Bias
Measures the student’s skill in recognizing and explaining biases in historical documents.
Exemplary
4 PointsIdentifies biases in all sources with nuanced explanations, reflecting deep critical understanding.
Proficient
3 PointsRecognizes biases in most sources with clear explanations, showing strong analytical skills.
Developing
2 PointsRecognizes bias in some sources but lacks depth in explanation, indicating developing skills.
Beginning
1 PointsDoes not recognize biases or provides unclear explanations, showing minimal critical analysis.
Contextual Analysis
Assesses the student’s ability to research and explain the historical context surrounding a primary source and how it affects interpretation.Research on Historical Context
Evaluates the depth and accuracy of the student’s research on the historical context of sources.
Exemplary
4 PointsThorough and accurate context research with insightful connections to sources, showing advanced understanding.
Proficient
3 PointsAccurate context research with clear connections to sources, showing a strong understanding.
Developing
2 PointsResearch presents some context with basic connections, suggesting developing understanding.
Beginning
1 PointsLimited context research with tenuous connections, showing minimal understanding.
Influence on Interpretation
Assesses the student’s ability to explain how historical context influences the interpretation of sources.
Exemplary
4 PointsProvides comprehensive explanations of how context influences all sources’ interpretations, demonstrating sophistication in analysis.
Proficient
3 PointsOffers clear explanations for most sources on how context influences interpretation, indicating strong analytical abilities.
Developing
2 PointsOffers basic explanations with some logical connections, indicating growing analytical capacity.
Beginning
1 PointsStruggles to articulate how context affects interpretation, showing initial comprehension.
Synthesis of Historical Understanding
Evaluates the student’s ability to synthesize information from primary and secondary sources to provide a balanced understanding of historical events.Comprehensiveness of Synthesis
Measures how well the student integrates information from multiple sources to present a comprehensive view of a historical event.
Exemplary
4 PointsIntegrates a wide range of sources to present a richly detailed and balanced understanding of historical events, reflecting high-level synthesis skills.
Proficient
3 PointsUses several sources to create a clear and balanced understanding of events, reflecting strong synthesis skills.
Developing
2 PointsPresents information from few sources with some balance, showing developing synthesis skill.
Beginning
1 PointsUses limited sources with minimal synthesis, showing basic comprehension.
Balance and Objectivity
Assesses the student’s capacity to present a balanced and unbiased narrative of historical events, integrating multiple perspectives.
Exemplary
4 PointsAchieves an exceptional level of balance and objectivity, incorporating diverse perspectives to give a thorough account of events.
Proficient
3 PointsPresents a balanced narrative with a degree of objectivity, as diverse perspectives are integrated effectively.
Developing
2 PointsIncludes some perspectives with partial objectivity, indicating developing analytical skills.
Beginning
1 PointsStruggles with balance and objectivity, showing minimal perspective integration.