Activity Starter in Using Primary Sources
Activity Plan Using Primary Sources
Author: Linda Joyce
School Name: Liberty Middle School
Activity Title: Using Primary Sources to Learn About the Past
Grade Level: 6
Subject: Social Studies
Estimate Time Frame to complete activity: 1 class period
Theme / topic: Primary Sources in Ancient History
Choose 2 to 3 primary sources. Add the following information for each source:
Cuneiform Tablets: From the Reign of Gudea of Lagash to Shalmanassar III
1. Receipt of livestock: CREATED/PUBLISHED Shulgi, year 47 (2047 B.C)
• What physical observations can you make about this artifact?
• What do you think the purpose of this artifact is?
• What inferences can you make about the culture that created this tablet?
• Where would we find similar information about livestock today?
• Why would this tablet be considered a primary source?
2. School exercise tablet: CREATED/PUBLISHED 2200-1900bc
• How is this artifact different from the first one?
• What do you think is written on this tablet?
• What do you think the purpose of this artifact is?
• What inferences can you make about the culture that created this tablet?
• Where would we find similar information about schools today?
3. Temple offerings (satukku): CREATED/PUBLISHED 2200-1900bc
• How does this artifact differ from the first two tablets?
• What do you think is written on this tablet?
• What inferences can you make about the culture that created this tablet?
• Where would we find similar information about religion today?
Background Information after brief research of topic/theme and/or primary sources:
• Selections from the Cuneiform Tablets Collection: About the Collection
Developing the Activity:
1. What would be the one essential question that students could answer using supporting evidence from the 2-3 sources above?
• What can you conclude about the Sumerian civilization and the importance of writing?
2. What prior knowledge will students need before analyzing the above sources, if any?
• Students should be familiar with the terms: primary sources and secondary sources.
• Students should be able to give examples of primary and secondary sources.
3. How would you assist students in analyzing the historical source you have chosen?
• Teacher will use lite-projector to present the PowerPoint: “An Artifact from History”, which presents all three artifacts.
4. What questions might students have after investigating these sources to continue their research?
• What other Sumerian artifacts have been found by archaeologists?
• How are these artifacts similar or different from other culture’s artifacts from the same time period?
5. Offer an example assessment/assignment/project that would allow students to create, perform, illustrate, or share their understanding of a topic/theme after investigating the sources you chose?
• Students will invent their own written language to make a Model Magic® “cuneiform” tablet about something that is important to them today.
6. How would this activity fit into your curriculum?
• This activity will be an extension of one of the first lessons presented in the textbook which distinguishes among sources of information about the past.
7. What IL standards could be met by this activity? (focus on depth not breadth)
State Goal 16A: Apply the skills of historical analysis and interpretation.
• 16.A.3b: Make inferences about historical events and eras using historical maps and other historical sources.
• 16.A.3c: Identify the differences between historical fact and interpretation.
Extensions
Optional: Identify any other activities that would 1) extend the current activity within the same subject or 2) extend its connection within other content areas.
• This lesson could be used as an introductory activity for each of the ancient civilizations that are covered in the sixth grade social studies book
• Computer lab time could be scheduled for students to explore collections on their own.
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