We began the lesson reviewing what a primary and secondary source was. We had been discussing the idea since the beginning of the school year. We use the terminology all the time when reading textbooks and doing investigations in all subject areas. It has been a focal point of instruction this year.
Students and I walked through a reading of eyewitness accounts from both the British Regulars and the Lexington Militia using the site NewEnglandLife and TeachingAmericanHistory
Students were made aware that this was a run through in anticipitation of our restaging the battle at Lexington Common with the tow fourth grade classes.
Each student was given a chance to read a part. Students were asked to lead a discussion about each piece read. Students took notes listing who the speaker was, any background given on the speaker, what the speaker said about the events of that morning.
Students were especially drawn to the testimony of Lt. Edward Thoroton Gould, who was captured on his way back to Boston, because he was the only witness to state that he did not know who fired first. One student raised the point of his being captured and how that might affect his point of view.
The class then created a Venn Diagram comparing the statements from both sides. This was a group activity that was done on the white board and copied by the students. Students generated all the material in the diagram.
The students then wrote a point of view essay comparing and contrasting the two view points expressed by the witness statements. Students were given a rubric that explained the grading system for the essays.
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