Lesson Planning Workshop 3

In this workshop, we will review the research process and develop a plan for primary source research in advance of the Research Day.


I. Return to the Online Research Orientation.

What techniques for researching can you use?

II. Review Primary Sources

Review the Project Researcher Elizabeth Tousignant's information on Primary Resources at Project Partner Sites.
  • How can you assess that students understand the difference between primary and secondary sources?
    Is this part of your assessment?

III. Develop a plan for what places and which primary sources could provide resources for your lesson.

  • Do you have a clear idea of what your topic will be?
    Specifics can include: people, places, events, ideas, object, artifacts, statistics or theories.
  • Use the worksheet below to help you develop that plan.
  • Now that you've developed a plan, share this information with your Teacher Learning Center Director.
  • We will share your plan with Project Researcher Elizabeth Tousignant. Together we will develop a strategy for the Research Day.


Lesson Planning 3 Worksheet

Please download the Lesson Planning 3 Worksheet and complete parts 1 and 2 prior to meeting with your Teacher Learning Center Director.

PDF: Word document:

IV. Review information about Assessment.

Read the information at the bottom of this page and discuss with your Director any questions you may have.

V. Review the information on the Lesson Planning Workshop 4 page in preparation for our November 8 Research Day.

Map of BPL Departments http://www.bpl.org/central/plan.htm


Submit list of potential primary source materials Digitization Forms and your Worksheet to your TLCD who will coordinate with Project Researcher Elizabeth Tousignant about destinations for the November 8 Research Day.
Please also update the Unit Teams 2011 page (see navigation bar on the left) with any additional primary sources to your Teacher Page.
Braintree teachers will post separately in the Discussion tab for this workshop.

Primary Source Requests and Digitization Forms

What is digitization?
For our purposes, digitization is the process of taking text or images from their text version to an electronic version that can be viewed on a computer or the Internet.

The Research Process
Research your topic, visit historic sites/libraries/archives, find your "golden nugget" and have it digitized so you can use it in your lesson.


As Project Evaluator Diane Schilder mentioned in Lesson Planning Workshop 1, assessing student understanding is part of the process of implementing (pilot teaching) the lesson.

We'll do this by creating a pre- and post- test for the group being taught the lesson and a group who is not (the comparison group). This will be the same "quiz" for all students.

Your lesson assessment will need to contain "nationally-referenced items" as well as questions/tasks that are particular to the lesson and unit. These "nationally-referenced items" come from already-given state and national exams; because there is information on how past students have done with these questions, we can compare our students to larger, national groups, as well as show their own learning over time.

More information about assessment and evaluation can be found on the Evaluation page and on the Lesson Planning 1 page.

To see pre-selected assessment items suitable for BA Year 3 lessons, go to the Assessment11 page.


50% or more of the questions on the pre-/post-assessment should be drawn from this test bank. These questions should be used "as is."
You may write your own question or modify items from the test bank for additional items for the pre-/post- assessment.

When you have selected the test bank questions you wish to use, note the numbers of those questions on your Teachers Side page under the "Assessment" section. Include any questions you have modified or written.

Diane Schilder, Project Evaluator, will prepare the pre-/post- assessment for you and email it to you. Email her at dschilder@eval-inc.com when you have your implementation dates; please include your Director on the email as well.

History on the Net. Review the difference between primary and secondary sources.
The Learning Page. Suggestions for using primary sources were compiled from the National Digital Library's Educators' Forum held in July, 1995 and from the Library of Congress staff. Educators at the Forum, like many throughout the country, know that history comes alive for students who are plugged into primary sources. These suggestions for student activities can help you enhance your social studies curriculum using authentic artifacts, documents, photographs, and manuscripts from the Library of Congress Historical Collections and other sources.
Using Primary Sources on the Web. Written by the Instruction & Research Services Committee of the Reference and User Service Association History Section in the American Library Association. Committee members include Nancy Godleski, David Lincove (chair), Theresa Mudrock, Edward Oetting, Jennifer Schwartz, Joe Toth, Kendra Van Cleave, and Celestina Wroth.
A Listing of Primary Source Materials from The Board Of Cooperative Educational Services of Nassau County.
Concept Mapping Homepage. 1997 overview of concept mapping by Jan Lanzig; good overview, including list of software, but links may be out of date.
Social Research Methods. Has a concept map of the concept mapping process.
How to Create a Concept Map. Simple instructions with visuals from USU.

Basic Steps to Creating a Research Project. Cambridge Rindge and Latin School (MA) overview with links. Useful for students and teachers alike.

Learning Historical Research. Historian William Cronon's thorough guide on all steps on the historical research process. Designed for his students, but useful to all.
  • Cronon's section on "Finding Documents" is especially useful. The authors stress the "iterative process", or, "what to do when faced with roadblocks." Illustrations of primary source documents included.

video-- "Concept Mapping Research Paper Topics" -- on YouTube.