Dyad+14

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || The teachers will deliver the information via a teacher created Moodle. Students will create a Glogster. Students will access Moodle to participate in forums and to post all student created primary sources. The Moodle supports our instruction by providing students resources and a way to #|publish their work. || ** Primary and Secondary Source Documents **   Essential Questions: How might primary resources help you understand the character of the time period? How might my primary source document help my classmates better understand me?
 * **Guiding Questions for your Facilitating Your Project Based Inquiry #|Process and Developing Your two products of #|learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, #|student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How might primary resources help you understand the character of the time period? How will my primary source document help people understand me? ||
 * II. How are new literacies featured in your compelling question? || Students will analyze information using YouTube, online forums and Wiffiti. They will synthesize information using #|class Moodle forums.They will reflect and evaluate by creating and publishing a primary source to document their first week of eighth grade. ||
 * III. How will you organize or group your students for the PBI? || Students will be heterogeneously grouped by #|learning styles. ||
 * IV. What prior knowledge do your students need to have to #|complete this PBI lesson? What lesson(s) would come before the PBI? || Students will need to be familiar with etiquette for participating in online forums.They will also need a refresher lesson on working in collaborative groups. ||
 * V. How will you #|scaffold and support your students' gathering and analyzing of information? How will you monitor this #|process? || I will monitor and support #|student progress through online forums, Wiffiti, exit tickets, and Q & A Forum. ||
 * VI. How will you #|scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this #|process? || I will scaffold and support student creative synthesis of information by providing a Glogster tutorial and through the Q & A Forum. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || A rubric will be used to evaluate student group-generated Glogsters. A rubric will also be used to evaluate the student created primary source document. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

Curriculum Standard: 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.


 * Learning Objectives: **
 * After watching a video clip that defines and gives examples of primary and secondary sources, eighth grade students will be able to distinguish between primary and secondary sources.
 * Eighth grade North Carolina History students will work in groups of three in one seventy minute #|class to classify 10 documents as primary or secondary. They must provide evidence from the documents to support their opinions. Groups will self-check their progress as the documents are reviewed at the end of class. If a document was identified incorrectly, group members will reflect, evaluate their process, and explain in writing why they think they mislabeled the document.
 * Eighth grade North Carolina History students will work in groups of three in one seventy minute class to choose and classify three primary source documents and three secondary source documents. They must justify their analysis using evidence from the documents.
 * While using on-line resources and word processing software, eighth grade North Carolina History students will create a primary source of their choice to document their first week of eighth grade. The multi-media document will include images and text that both summarize their first week and contextualize their place in time, including a current event. Students will provide three correct statements to support why their creation is a primary source.

Preview Assignment: As a front loading activity, students will access the class Moodle outside of class and watch a YouTube video explaining the difference between a primary and secondary source. To check for understanding, students will text an answer to a **__Wiffiti.com__** asking for their ‘vote,’ accurately labeling the two documents.

Activity 1:
 * 1) Randomly assign students to groups of 3 and give each group a stack of 10 sources from the Library of Congress to evaluate and separate into two stacks: primary and secondary. All members of the group must agree before a source can be placed in a stack. Give students about 15 minutes to discuss the sources and then add a third stack: undecided. Give students adequate time to discuss all sources.
 * 2) After students have finished evaluating all sources, discuss their decisions as a class. Choose two to three students to justify their answers by having them provide evidence to support their decision.
 * 3) Students will reflect on the activities of the day by creating an exit ticket through a Think-Pair-Share in response to the question, which is more reliable, a primary or secondary source? Why?

Activity 2: Working in their cooperative groups, students will use a search engine to locate three primary and three secondary sources. They will describe each source and provide evidence as to how they categorized the sources, as well as provide a hyperlink to each source. Responses will be posted to a class Moodle forum.

Activity 3/Processing Assignment Students will create a primary source documenting their first week of eighth grade by creating a Glogster. The Glog must include images and text that both summarize their first week and contextualize their place in time, including a current event. Students will provide three correct statements to support why their creation is a primary source.

Technology Products: [] []

Responsibilities: Moodle: Loretta created a Primary Source module, and created the Overview, Create a Document, and Q&A forum. Amanda created the Primary Source Analysis and added to the Resources for Further Information. Amanda and Loretta collaborated on creating a Glog for the student sample under "Example of a Glog."