Reflection: Developing a Conceptual Understanding Creating an Analytical Lens: Determining Point of View in Primary Source Documents (Day 3 of 3) - Section 3: Individual Analysis of Industrial Age Primary Sources

 

In writing up this lesson today, I realized that it is really hard to find GOOD supplemental materials. I have always known this to be true, but I wonder what others are doing to combat this problem. I really want to establish the conceptual understanding that there are many costs and benefits to change and I would really like to show how this is true in the Industrial Revolution through primary and secondary sources. The history textbook offered a few good resources, but it seems harder than it should be to dive into rigorous, informational reading on a pretty significant topic of study without those resources. I guess this is more of a rant than a reflection, but I really wonder how we can solve the problem of resources as we strive to implement the Common Core with fidelity.

Perhaps you, my readers, can help me with this! The beauty of the standards is that we have broadened our collaborative circles exponentially. So, let's collaborate! What resource deposits do you have? Please share in the comments section of this lesson so that we can all benefit from different pockets of availability/ingenuity. =)

  Finding Suitable Resources/Supplemental Texts
  Developing a Conceptual Understanding: Finding Suitable Resources/Supplemental Texts
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Creating an Analytical Lens: Determining Point of View in Primary Source Documents (Day 3 of 3)

Unit 12: Informational Text: Craft and Structure Analysis
Lesson 3 of 9

Objective: SWBAT analyze an author's point of view or purpose by reading and responding to primary sources from the Industrial Revolution.

Big Idea: In the final day of a three part lesson series, I will assess student ability to identify and write about point of view as students work on individual analysis of primary source documents.

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