Creating an Analytical Lens: Determining Point of View in Primary Source Documents (Day 2 of 3)
Lesson 2 of 9
Objective: SWBAT analyze an author's point of view or purpose by reading and responding to primary sources from the Industrial Revolution.
We will start class with ten minutes of reading time. I will read with the students during this time.
Yesterday, students were introduced to a few techniques for reading and analyzing primary source materials. To move the students to the next level of independence with reading and analyzing primary sources for point of view/purpose (CCSS.ELA-Literacy.RI.9-10.6) and main idea/strategies (CCSS.ELA-Literacy.RI.9-10.2), I will have students read a chapter one from section one of Adam Smith's Wealth of Nations. (Our text comes from the history text's supplemental, but you can find a creative commons version of the whole book here).
As they read, I will ask them to complete a SOAPSTone analysis and then write a Point of View statement with their group (as learned about yesterday). My teaching partner and I will circulate amongst the groups to offer assistance or to push thinking as I can.
Once the students have finished reading/discussing, I randomly call on students/groups to ask them to share out to check for understanding. The rest of today's lesson will focus on reading visual texts using these techniques, so I am hoping that reading an actual document will help to refresh their skills and ease them into a much harder kind of thinking.
Before we move on to more group analysis of visual primary sources, we will pause and practice reviewing a visual source together.
We will use this political cartoon by Lewis Hine, which likens a child laborer to Atlas balancing the world on his shoulders. We will ask the students to think about the similarities and differences between textual sources and visual sources and ask them how their analysis will be different/similar using SOAPSTone and Point of View Statements (RI.9-10.7). We will do all of this verbally, but I will ask students to take notes so they have some reference points when they are analyzing their own visual sources.
The remainder of the period will be spent reviewing visual sources in their Faulkner Square groups. My history partner gathered 21 different visual sources (none of which are copyright appropriate to post here--shame on him! Here is a sample of the kind of picture that we used), ranging from photographs of factories to schematic drawings of new inventions of the time, like the steam engine.
We will ask students to write Point of View statements for each visual source they analyze. This will give them further practice with this analytical tool, but will also serve as the basis for discussion about the different perspectives and ideas about industrialization that are represented by different mediums (CCSS.ELA-Literacy.RI.9-10.7), which is the skill we need to them to transfer to the history portion of our block today, where students will participate in a guided discussion about the costs and benefits of industrialization.
As they work, I will walk around and check in again. I will ask questions to push their thinking or to clarify their ability to analyze.
Wrap Up and Next Steps
Once again, to make sure that students are tracking with the progression of ideas in this three day lesson strand, I will use the last few minutes of class to check in on their understanding of the techniques we have been utilizing. Tomorrow, we will be returning to our analysis of print texts and the students will be working much more independently, so I want to make sure that they are absorbing these skills well as we move forward.