McGee+Primary+Sources

=Primary Sources=

2) Student did watch a video before hand to give them background information on motivations for expansionism. I checked their notes for credit and gave them an opportunity to post their questions online.
 * **Title**: ||< Primary Sources ||
 * **Subject**: ||< US history ||
 * **Grade**: ||< Juniors ||
 * **Time Frame**: ||< 6 weeks + ||
 * **Summary:** ||< Students will take time to learn how to effectively analyze primary sources. ||
 * **Tasks**: ||< 1) Model analysis of primary sources from the time period we are studying - US Expansionism.
 * Students had their own copies of primary sources that they can annotate.
 * Will talk with a partner about their thoughts on the source.
 * Determine a bias.

3) The students will get out there and find their own documents to post in Google Docs

4) then building up to creating their own essay question and providing the documents to write the question, and providing the written response to those essays they created || Please identify opportunities for differentiation. ||
 * Objectives: ||< * What TEKS or other objectives does this activity/lesson project meet? ||
 * Assessment: ||< How will you assess the students learning?
 * Resources: ||< * Access to computer/internet to post questions and watch video.
 * Copies of [[file:Expansionist documents.docx]] with instructions. ||
 * **Teacher**
 * Reflections:** || Please share what went well, what was challenging and what you might tweak or modify for your next round....

The items that when well - we did some modeling over how to analyze documents by giving the students four primary sources from the period we were studying, which is US Expansionism (1870s-1914). The students read the documents to determine if the writer was pro-expansionist or anti-expansionist. If they determined they were pro, they then needed to connect it to the motives for expansionism. They also were to highlight, underline, circle (annotate) items that led them to believe it was pro or anti-expansionist

Did not get to the looking up their own documents can do that for our next unit or six weeks, but excited about the opportunity for them to find it.

We did practice how to find resources on the web, practicing with making pictures. ||
 * **Examples**: ||< * Links to teacher or student work examples. ||

Discussion:
Use the Embed Widget tool to add a Discussion Area widget. Bump the number to 100. This will take the comments from the discussion tab and add them to the bottom of the page. This will encourage teacher reflection and modification.