2. Compelling Questions
 How might primary resources help you understand
the character of a time period?
 How might a primary source help your classmates
better understand you?

3. General Characteristics
100 13- and 14-year-old eighth grade students with the
following Entry Competencies:
 Working in collaborative groups
 Netiquette
 Wiffiti, Moodle, &Glogster

4. Standards
Curriculum Standards
 8.H.1.3 Students will analyze historical documents to determine
if they are primary or secondary sources.
Technology Standards
 North Carolina Eighth Grade Technology Proficiency Standards
 Proficiency 4: Use content-specific tools, software, and
simulations to support learning and research.
 Proficiency 5: Student creates multimedia curriculum projects.
 Proficiency 8: Student selects technology tools that enhance
the efficiency and output of curriculum projects.

5. Learning Objectives
1. Given paper and online sources, 8th grade students
will be able to define, identify, and categorize
primary and secondary sources.
2. Given access to online sources, 8th graders will be
able to locate and translate between primary and
secondary resources.
3. Given a multimedia Web 2.0 presentation tool, 8th
grade social studies students will generate a primary
source documenting their first week of 8th grade.

6. Select Strategies
The student-centered activities include:
 accessing Moodle
 collaborative group work
 online research
 creating online, interactive poster
Select Technology and Media
 YouTube, Moodle online forums, Wiffiti, Glogster
 Teacher will preview all sites and Library of Congress
materials

7. Prepare the Technology,
Media, and Materials
The teacher will:
 link the YouTube video to the Moodle site
 set up a Wiffiti.com board where students can text their answers
 locate 10 primary/secondary sources from the Library of Congress site that
students will classify in groups
 prepare an answer key to correspond with 10 Library of Congress sources
that students will use to self-check
 prepare a template for students to use to list the primary/secondary
sources they locate and their justification of their classification
 prepare exit tickets
 create grading rubric for Glogster project

8. Wiffiti Screenshot

9. Glogster.com Screenshot

10. Provide the Learning
Experience
 group classification of teacher-prepared documents
 group research to find 3 primary and 3 secondary
sources with justifications for each
 an individual Glogsterproject to create a primary
source to document their first week in eighth grade.
Self-checks, written justifications, and teacher
facilitation will aid students in understanding how to
identify primary and secondary sources.

11. Student Practice Activities
 Students will do an initial voting activity on
Wiffiti.com, identifying two documents as either
primary or secondary resources.
 Students will work in small groups to sort 10
documents to be sorted as primary or secondary.
 Each student will also do a reflection to re-examine
their process in determining primary or secondary
source for the mislabeled pieces.

12. Student Practice Activities
(cont’d)
 Students will work in groups to find three primary online
sources and three secondary online sources, citing their
URLs as well as explaining their choices.
 Pairs of students will participate in an exit ticket disguised
as a think-pair-share activity to determine which type of
source, primary or secondary, is better for research and
why.
 Students will usetheWeb2.0 tool Glogsterto create an
online primary document of their first week of 8th grade.
Each glog will include text, visuals, and video as well as a
current event to mark their time and place in history. They
will also cite three reasons as to why their creation is a
primary document.

13. Feedback
 Students will receive feedback from the Wiffitiactivity.
 In small groups, the students receive feedback from each
other. Students will also receive a rubric from the teacher
for that activity.
 Students will receive immediate feedback from the
teacher as she facilitates the student group.
 Students receive feedback on their Moodle posts from
their teacher.
 Students will receive feedback on their Glogsterproject
via a rubric.

14. Assessment of Learner
Achievement
 An initial assessment via Wiffiti.com will determine if
they can identify primary and secondary documents.
 The next assessment will be group analysis and
categorizing of documents, followed closely by a
reflection and analysis of any misconstrued ideas in
the definition and determination of primary from
secondary sources.
 Rubrics will be used for group work and the Glogster
project.

15. Evaluation of
Strategies, Technology, and
Media
 The teacher will incorporated an online Moodle Q&A
forum for students
 There will also be group reflections where students
give feedback to the teacher concerning their
experiences and their gaps in knowledge
Revision
 Throughout the lessons and activities, the teacher
will make adjustments to timetables and activities
based on students’ progress and needs.