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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom TeachingTask A-2: Lesson Plan

Intern Name: Kevin Presnell Date: September 29th, 2014 Cycle: Fall

# Of Students: 30 Age/Grade Level: 8th Grade Content Area: Social Studies

Unit Title: Writing a Historical Research Paper Lesson Title: References

Lesson Alignment to UnitRespond to the following items:

Identify essential questions and/or unit objective(s) addressed by this lesson.

EQ: What information do I need in order to complete research?

SLO 1: I can differentiate between primary and secondary sources.SLO 2: I can cite sources from books.SLO 3: I can evaluate the validity of websites for research purposes.

Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.

SLO 1: I can differentiate between primary and secondary sources. (REASONING)This objective is connected to standards from the KCAS document and the CCAS document. Integrating and understanding primary and secondary sources is a key element to the study of history and this is demonstrated in both of these standards. Knowing the difference between the two is something that is a fundamental building block to this process.

SS-8-HP-SC-2: Investigate, using primary and secondary sources (e.g., biographies, films, magazines, Internet resources, textbooks, artifacts) to answer questions about, locate examples of, or interpret factual and fictional accounts of major historical events and people.

CCAS-WHST-8-8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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SLO 2: I can cite sources from books. (SKILL)It is important for the student to grasp the fundamentals of citing research material. This learning objective connects to these standards because learning the basics of how to cite information is essential to being able to incorporate evidence and citing materials.

CCAS-WHST-8-9: Draw evidence from literary or informational texts to support analysis, reflection, and research. CCAS-RHST-8-1: Cite specific textual evidence to support analysis of science and technical texts.

SLO 3: I can evaluate the validity of websites for research purposes (REASONING)It is important when conducting research to be able to know which sources are valid and which sources should not be trusted or are unreliable. This learning objective is designed to teach the appropriateness of certain websites. It is connected to these standards because the students are evaluating the credibility of sources while also demonstrating the idea that some ideas in history are interpretive and can be biased.

CCAS-WHST-8-8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

KCAS-SS-8-HP-SC-1: demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):

Describe students’ prior knowledge or focus of the previous learning.

Students should be coming into this class with some idea of what it means to cite information and the basic differences between primary and secondary sources. Also, in the past class the students went over a website that attempts to motivate the reader to save a fictitious animal known as the tree octopus. This activity is attempting to show the students that not all websites are reliable sources. Furthermore, the students should already know how to use an index for the encyclopedia scavenger hunt.

Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.

The summative assessment for this lesson, and unit, will be a culminating project. The culminating project is a historical research project that asks the students to conduct research over various ideas, themes, or people. The students will have several options to choose from and will be asked to cite their sources, use both primary and secondary sources, consult encyclopedias, and only use valid a reliable resources. So, essentially this lesson is designed to lay the foundations for how to conduct the research necessary to complete this project.

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.

There are some students that are just a tad more delayed with their developments and students who have ESL qualifications. These students will be placed into mixed ability grouping and will have students designated as leaders to move their pacing forward. Students with IEPs

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will have the use of a special education collaborator to help them throughout the activity. Gifted students, particularly the ones with leadership qualities will designated as the leaders in the groups and

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior Knowledge):

One way that I will judge the knowledge of students before this lesson is to pass out a confidence questionnaire that will inform the amount of instruction that I have to give for each station. Using this questionnaire as an exit slip to the previous lesson it will allow me the weekend to analyze the results and decide the rigor of instruction that I have to give before entering into the group activity. This is important to understanding the level of comfort the students have with these activities. Also, when introducing each activity I will allow the students to ask questions and I will be able to judge their comfort with the activity from these questions. There is really not enough time in this lesson to include a bellringer so we will have to move directly into instruction.

Lesson Objectives/Learning Targets Assessment Instructional Strategy/Activity

Objective/target:I can differentiate between primary and secondary sources.

Assessment description: Worksheet that walks them through the

processAssessment Accommodations:

Mixed ability groupingExtra assistance if needed

Strategy/Activity:Station 3 – Primary Sources

Station 4 – Secondary SourcesActivity Adaptations:Mixed Ability groups

Some parts of activity may be easier or more difficultCollaborator

Media/technologies/resources:Ipads, Worksheets, Weebly.com, Articles, Textbook,

Encyclopedia

Objective/target:I can cite sources from books.

Assessment description:Completed Notecards

Assessment Accommodations: Mixed ability grouping

Extra assistance if needed

Strategy/Activity:Station 1 – Books and citations

StationActivity Adaptations:Mixed ability groups

Media/technologies/resources:Civil War Books, notecards, project folders

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Objective/target:I can evaluate the validity of

websites for research purposes.

Assessment description:Worksheet that walks the students through

the processAssessment Accommodations:

Mixed Ability groupingExtra assistance if needed

Strategy/Activity:Station 2 - Websites

Activity Adaptations:Mixed ability grouping

Some parts of the activity may be easier or more difficultCollaborator

Media/technologies/resources:Ipads, Weebly.com, worksheet, websites

Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)

PRIOR TO LESSON: Have note on door instructing students to go to Library for today’s activities. Have PowerPoint slide on in library that instructs students to find their groups and begin looking over the instructions preparing for their first station activity.

1. Greet students at the library door with a smiling face. 2. Tell students to read the instructions on the PowerPoint and start following the directions.3. Go over the roles that the students have on their grouping lists informing the students all that is apart of each role.4. Go over Ipad care and expected behavior throughout the activity5. Go over each individual station6. Inform students that they will have 15 minutes in each station. Show them the timer that will be on the projector.7. Let the students begin working in their stations8. At the end of the lesson with any time remaining we will review what has been learned throughout the stations

Stations:

Station 1 – Books and Citations Directions : Supplies:

Note Cards Research Folders Books

This station will have a teacher specifically walk the students through the intricacies of completing a citation and the expected behavior while

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completing research for the class.

Station 2 – Website Directions:

This station is designed to teach the difference between reliable and unreliable websites and how to correctly cite websites for research.

Supplies: Ipad Websites Worksheet APA Style Guide

Procedures:1. Access mrpresnell.weebly.com on Ipads.2. Click on the link “Click Here for Today’s Assignment”3. Click on the link “Websites Station”4. There are 4 stations listed on the page, on the worksheet provided, sort them into reliable and unreliable sources.5. On the worksheet explain why you think a website is either reliable or unreliable.6. On the back of the worksheet using the information provided in the citation portion of the website, cite the material.7. In the time remaining discuss amongst your group why you feel some websites are more reliable than others.

Helpful Hints: Why do some websites have edit buttons? Some websites are not done by reputable organizations.

(Worksheet attached)

Station 3 – Primary Sources Directions:

This station is designed to teach how to analyze and use a primary source for research purposes.

Supplies needed for Station: Primary Source worksheet Ipad

Procedures:

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1. Using your Ipad go to the website mrpresnell.weebly.com2. Click on the link “Click Here for Today’s Assignment”3. Click on the link “Primary Source Station”4. Click on the link “Interactive Poster”5. Divide your group into 4 sections, Quadrant 1, 2, 3 and 4.6. Complete the column of the worksheet that corresponds to your worksheet.7. For the last 5 minutes of the station rotation share your answers as a group and complete the worksheet.

Helpful Hints: The items for each quadrant are labeled with asterisk and then provide more information. When you click on the quadrant of the section it will zoom in to give more information. Clicking on the asterisk will provide you even more details.

Station 4 – Secondary Source Directions

This station is designed to teach you what a secondary source is and how to form a citation.

Supplies: Textbook Encyclopedia Article over Harriet Beecher Stowe Secondary Sources Worksheet APA Style Guide Secondary Sources Explanation Sheet

Procedures:1. Complete the front side of the worksheet using the information sheet provided.2. After the front side is completed, divide yourselves into 3 groups and complete the citations for the secondary sources provided.3. For the textbook and encyclopedia the sections that should be cited have been marked by sticky notes

Helpful Hints:A lot of the information for the citations is located in the front of the books.

Station 5 – Encyclopedia Directions:

This activity is designed to help you become more comfortable using encyclopedias for research purposes.

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Supplies needed for station:o Encyclopedia Scavenger Hunt Worksheeto 4 encyclopediaso APA Style Guideo You will NOT need the Ipad for this station so please place them to the side.

Procedures:1. There are four different encyclopedias located on the desk that correspond to the various questions on the worksheet2. For the first 10 minutes: divide the sections amongst your group assigning 1 section to each group member (there will be at least one

pair).3. During the last five minutes of the rotation share your answers to each section with the rest of your group so that the entire group may

finish the worksheet.

Helpful Hints: Do not forget to look in the index for the subject you are researching If an author is not listed you may leave the section blank All the information asked for in the section is the needed information to make the Citation

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Name:__________________________ Date:________________ Tribe: C or S Period:_________________Directions: Located on mrpresnell.weebly.com, under the Library Day tab, is a list of 6 websites. These websites need to be

sorted into what you think are reliable and unreliable sources. Make sure to explain why you think each website is reliable or not. After you have sorted the websites, the websites that you have found reliable should be used for the backside of this worksheet for

citations.

Unreliable ReliableWebsite:

Why do you think it is unreliable?

Website:

Why do you think it is reliable?

Website:

Why do you think it is unreliable?

Website:

Why do you think it is reliable?

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Reliable vs. Unreliable SourcesWebsites…

Directions: On the opposite side of this worksheet you have decided that two websites were reliable resources for

researching. Take these two websites and form the citations that you would include in your bibliography. Use your APA Style guide to help you form the citation.

Website 1:Author:_____________________________________________Date Published:________________________________________Title of the Website:_________________________________Date Accessed:_____________________________________Website URL:_________________________________________

Citation:

Website 2:Author:_____________________________________________Date Published:________________________________________Title of the Website:_________________________________Date Accessed:_____________________________________Website URL:_________________________________________

Citation:

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Cite your sources…

Name:____________________________ Date:_____________ Tribe: C or S Period:__________________

Directions: Using the online poster provided on mrpresnell.weebly.com, complete the questions for your section of the poster in the corresponding quadrant.

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Primary Sources

Quadrant 1 Quadrant 2 Quadrant 3 Quadrant 4

Taking Inventory

What items are located in your quadrant?




Historical Use

For each item, what do you think they would have been used for in history?




Collecting Information

Pick one specific item, what information is present?




Quadrant 1 Quadrant 2 Quadrant 3 Quadrant 4From this document what can you infer about the way people during the civil war lived?

From this document what can you infer about the way people during the



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Primary Source….What is a primary source? Primary sources are materials directly related to a topic by time or participation. These materials include letters, speeches, diaries, newspaper articles from the time, oral history interviews, documents, photographs, artifacts, or anything else that provides firsthand accounts about a person or event.

Some materials might be considered primary sources for one topic but not for another. For example, a newspaper article about D-Day (which was June 6, 1944) written in June 1944 was likely written by a participant or eyewitness and would be a primary source; an article about D-Day written in June 2001 probably was not written by an eyewitness or participant and would not be a primary source.

Similarly, Lincoln's Gettysburg Address, delivered soon after the 1863 battle, is a primary source for the Civil War, but a speech given on the 100th anniversary of the battle of Gettysburg in 1963 is not a primary source for the Civil War. If, however, the topic was how Americans commemorate the Civil War, then the 100th anniversary speech would be a primary source for that topic. If there's any doubt about whether a source should be listed as primary or secondary, you should explain in your annotated bibliography why you chose to categorize it as you did.

Students should consider the following locations when looking for primary source material:

. Public and College Libraries

. Local and State Historical Societies

. Museums

. State Archives

. Corporate Archives

. Town and County Historians

. Town Hall Records

. Town Planning Offices

. Schools

. Churches

. Community Groups, such as the Veterans of Foreign Wars, Daughters of the American Revolution, Ethnic Organizations, etc.

. Community Resident

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Secondary SourcesWhat are secondary sources? Secondary sources are works of synthesis and interpretation based upon primary sources and the work of other authors. They may take a variety of forms. The authors of secondary sources develop their interpretations and narratives of events based on primary sources, that is, documents and other evidence created by participants or eyewitnesses. Frequently, they also take advantage of the work of other historians by using other secondary sources. For example, the author of the history textbook which you use in school probably did not use too many primary sources. Instead, textbook authors usually rely on secondary sources written by other historians. Given the wide range of topics covered by a typical textbook, textbook authors could not possibly find and use all the relevant primary sources themselves.

Here are some examples of secondary sources:

REFERENCE BOOKS: Reference books are good starting points for basic information about your topic, but they are only that. They should not be included in your bibliography. Look for general information in: encyclopedias, special historical dictionaries, and historical atlases. General encyclopedias such as World Book can provide you with basic information, while subject encyclopedias such as the Encyclopedia of the North American Colonies provide a bit more detailed information. Encyclopedia articles often have bibliographies which can direct you to some of the major secondary sources for a topic.

Biographical dictionaries are compilations of biographies of people selected because of their fame, accomplishments, membership in a particular group, or some other distinguishing characteristic. Each person's entry is a succinct summary of his or her life, often written by an expert.

Atlases are compilations of maps. Maps created at the time of an event—such as battlefield maps created at the time of a battle—are primary sources, but maps created later, such as those tracing the migrations of Indian tribes, are secondary sources.

POPULAR PERIODICAL LITERATURE: Popular magazines, indexed in the Readers' Guide to Periodical Literature, can give you ideas for and some general information about particular topics. Many magazines and newspapers publish articles dealing with individuals or historical issues. For example, in the mid-1990s many U.S. newspapers and magazines wrote about Nelson Mandela, whose political activism helped revolutionize South African society by ending apartheid, and who became president of South Africa in 1994 after spending 28 years in prison for his politics. Starting a project on apartheid, you might begin here, and get ideas for interesting topics about the events that led to this revolution.

HISTORY TEXTBOOKS: Yes, really! Your textbook can be a great place to get ideas for topics and find out about the general context of your topic. If you're interested in the invention of the telescope as it revolutionized astronomy, first do some background reading on the scientific revolution as a whole, perhaps in a general textbook on European history. This will help you understand how your topic fits in with the "big picture."

GENERAL HISTORICAL WORKS AND MONOGRAPHS: Move from the general to the specific. A book on the history of astronomy will provide more detail than a general text on European history. Try a keyword search at a larger library and you'll find dozens, if not hundreds, of books on the history of astronomy and related sciences. Another way to find secondary sources on your topic is to check the notes and bibliographies of books you've already found. And sometimes you might be able to find an entire book which is a bibliography on your topic; these books will be in the reference section,

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especially at university libraries.Monographs are full-length books dealing with a relatively narrow topic and typically are intended for people with some background in the subject. Monographs typically rely on primary sources and are well-documented, with numerous citations.

JOURNAL ARTICLES: Historians don't always write books. Smaller essays on specific topics can be found in scholarly journals. These are periodicals similar to magazines, only they are specifically focused on history topics. Academic journals can usually be found at college and university libraries, and there are often indexes to help you find an article on a specific topic. Or just peruse some of these journals to see what kinds of questions professional historians are asking about your topic.

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Harriet Beecher Stowe: The little woman who wrote the book that started this great war. by Kimberly J. LargentPublication: Harriet Beecher Stowe: a life by Joan Hedrick, 1993

It is reported that upon being introduced to Harriet Beecher Stowe in 1862, Abraham Lincoln fondly commented she was "the little woman who wrote the book that started this great war."

Although President Lincoln's comment was certainly made in jest, in truth, Stowe's novel was indeed instrumental in awakening the abolitionist cause, which was a major factor in turning a nation against itself for four arduous years.

Harriet Beecher Stowe was born 6/14/1811 in Litchfield, CT to Dr. Lyman Beecher and Roxana Foote Beecher. She was the seventh of eight children (Lyman's subsequent marriage would bring her three more siblings). Her father, a leading Calvanist congregational minister, abolitionist, and founder of the American Bible Society, often expressed his abolitionist views through his Sunday sermons from the pulpit. When at home, he encouraged his children to question everything and often led his family in debating issues of the day. Roxana, a firm believer in education, continued her own education throughout her adult life all the while raising her children. The Beecher brood internalized characteristics from both parents with each child enjoying a copious education and an unwavering commitment to religion-although Harriet would struggle intensely with her religious beliefs before finding rest later on in her life.

Harriet was of a mischievous nature-which is evident in a particular story she recounts from her childhood. "Mother was an enthusiastic horticulturist in all the small ways that her limited means allowed. Her brother John, in New York, had just sent her a small parcel of fine tulips bulbs. I remember rummaging these out of an obscure corner of the nursery, one day when she was gone out, and being strongly seized with the idea that they were good to eat, and using all the little English I then possessed to persuade my brothers that these were onions, such as grown people ate, and would be very nice for us. So we fell to, and devoured the whole, and I recollect being somewhat disappointed at the odd, sweetish taste, and thinking that onions were not as nice as I had supposed."

Harriet's childhood home was a modest, yet lively one that had been renovated through the years to accommodate each child. One section of the home had been dedicated to music and included a piano, flute and was often filled with song and laughter. When shenanigans were at rest among the Beechers, their attention was focused on intellectual conversation. Harriet was in awe over her uncle Captain Samuel Foote who would often visit after returning from a foreign port-his arms laden with gifts for the nieces and nephews. Harriet found him to be a "man of great practical common sense, united with large ideality, a cultivated taste and very extensive reading."

Harriet's mother passed away before her sixth birthday leading Harriet to fiercely hold on to every memory she could recall. "I remember a time when every one said [mother] was sick. I used to be permitted once a day to go into her room, where she lay bolstered up in bed. I have a vision of a very fair face with a bright red spot on each cheek, and a quiet smile as she offered me a spoonful of her gruel; of our dreaming one night, we little ones, that mama had got well, and waking in loud transports of joy, and of being hushed down by some one coming into the room. Our dream

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was indeed a true one. She was forever well; but they told us she was dead, and took us in to see something that seemed so cold and so unlike anything we had ever seen or know of her." Later in life, Harriet spoke fondly of her mother. "I think that her memory and example had more influence in molding [our] family, in deterring from evil and exciting to good, than the living presence of many mothers.

Within two years of her mother's death, Lyman married Harriet Porter in a surprise ceremony that took place while he was out of town. When he returned with his new bride, Harriet came face to face with "a beautiful lady, very fair, with bright blue eyes, and soft auburn hair bound round with a black velvet bandeau...smiling, eager, and happy-looking and coming up to our beds, kissed us, and told us that she loved little children and would be our mother"

Harriet went on to a school for young women and focused intently on the art of English composition. She specifically remembered being only nine years old when she wrote her first composition on The Difference Between the Natural and Moral Sublime. Harriet's mind was slowly awakening and those around her weren't blind to the fact. She was quickly appointed one of the writers for the annual exhibition. Her subject? "Can the Immortality of the Soul be proved by the Light of Nature?"

Religion also was becoming increasingly important to her. Although she enjoyed listening to her father's sermons that at times touched her so deeply that her heart swelled and tears filled her eyes, she was becoming restless with her father's Calvanist views. Even so, she was able to recognize the depths of her compassion and knew that she wanted to make a difference in the world. She didn't know how, but at the age of nine, Harriet Beecher knew she would make a difference.

On the brink of her teen years, Harriet's favorite sister Catherine became engaged to Yale Professor Alexander Fisher. Prior to the marriage, Professor Fisher was sent on an errand aboard to purchase books and mathematical instruments for the school. The ship on which he sailed wrecked on a reef off the coast of Ireland and he did not survive. Catherine was devastated but turned her grief into purpose and dedicated herself to the education of women by opening a school in Hartford called the Hartford Female Seminary where she was determined to, "find happiness in living to do good." It was there, in 1829, Harriet joined her and assisted in running the school.

In 1833, at the age of 22, Harriet moved to Cincinnati OH after her father was tapped president of Lane Theological Seminary. During this period of her life, Harriet struggled with her religious beliefs. She wrote many letters to her siblings debating the topic and freely expressing her unrest. It wasn't until five years later, after her marriage to Calvin E Stowe, a Lane professor, that Harriet's beliefs shifted away from her father's to become her own that she rejoiced in her Christianity. As her faith renewed, Harriet wrote to her brother Edward: "I have never been so happy as this summer. I began it in more suffering that I ever before have felt; but there is One whom I daily thank for all that suffering, since I hope that it has brought me at last to rest entirely in Him."

Cincinnati, merely a stone's throw from slave-state Kentucky, was where Harriet witnessed slavery firsthand. When she and Calvin learned that one of their servants was a runaway slave, they immediately sought her passage to the next "safe" house on the Underground Railroad. It was also Cincinnati where she learned of a woman, a young runaway slave, who ran across the frozen river with a baby in her arms in hopes of setting free the infant child. That incident stayed with her and later became one of the more poignant scenes in Uncle Tom's Cabin.

Harriet joined a literary society where she premiered many articles that would later be published in magazines. Next, she co-authored a book entitled Primary Geography for Children. At this point in her life, not only was Harriet writing, she was also raising six children. In 1850, Professor Stowe was invited to join the faculty at Bowdoin College. The Stowe family moved to Maine and resided in Brunswick

The majority of Uncle Tom's Cabin was written in Brunswick during a time when Harriet was feeling very distressed over the passing of the Fugitive Slave Act that made it a crime for citizens of free states to give aid to runaway slaves. She created characters for the book based on real people and real events that had taken place that she was witness to, or had heard firsthand accounts. She added her own grief over the death of her son Charley, who died of cholera, to

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the manuscript. She figured her grief over the loss of her son was no different than the grief felt by the Negro mothers when their children were sold out from under them. Harriet also called upon her children's personalities for several of the characters. The completed works first appeared as a series that ran in The National Era, an abolitionist newspaper. The series was so successful that in 1852 it was published in book form in two volumes and quickly became a best seller in the United States, England, Europe and Asia. It was translated into over 60 languages. In a way, Lincoln's supposed comment to Harriet, accrediting her with starting the war, held some truth. Her book brought to light the agonies of the life of the slaves. Harriet's carefully chosen words had not alienated readers but instead moved and inspired Americans to address the issue of slavery.

Harriet's name soon became a household word in the United States and abroad. She was invited to the British Isles in 1853 where she was lauded incessantly. Quickly, she accumulated a following of women whom she encouraged to use their influence to collect petitions against slavery, spread information, and give lectures on the subject.

Most of Harriet's writings were loosely based on some aspect of her own life For example, in her novel The Minister's Wooing, she draws on her own emotions over the loss of her son Henry who at the age of 19 drowned while swimming in the Connecticut River in New Hampshire while attending Dartmouth. Frederick, born 1840, was her inspiration for the character Tom Bolton in We and Our Neighbors and My Wife and I-dedicated to a compassionate understanding of alcohol as a disease, not a social failing. In life, Frederick had been an alcoholic and only Harriet had been able to see it as a disease and not a moral failing. Georiganna, born 1843, provided the mischief and liveliness for the character Topsey in Uncle Tom's Cabin. The twins Eliza and Harriet, born 1836, provided the personalities for the young women in My Wife and I and We and our Neighbors. Our Charley is based on Charles who was born in 1850.

The Stowes moved to Andover, Massachusetts in 1853 where Calvin took the post of professor of theology at Andover Theological Seminary. He remained in that position only a year before retiring. The two settled in Hartford Connecticut where they purchased a modest home at 73 Forest Street. Shortly after their arrival, a young Samuel Clemens and his family moved into an elegant home located across the street.

Harriet's husband died in 1886, leaving her with a great void. She remembered him fondly and always recalled encouraging words he gave her in 1840. "My dear, you must be a literary woman. It is so written in the book of fate. Make all your calculations accordingly." She lived another 10 years until her death in 1896. She died at home with her son the Reverend Charles Edward Stowe and twins Eliza and Harriet at her side. Her other children had preceded her in death. She is buried alongside her husband and son Henry in the cemetery connected to the Andover Theological Seminary.

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Name: ______________________________ Date:________________ Tribe: C or S Period:___________

Directions: Respond to the following prompts. After completing the front side of this worksheet continue to the back to finish the citation portion.

1. In your own words, what is a secondary source?

2. List at least 5 examples of secondary sources and what you think qualifies them to be secondary sources.

3. Based on the definition of a secondary source in the paper provided, what you think is a primary source? What do you think the difference is?

4. Which type of source, primary or secondary, do you feel is more reliable?

5. There are several sources provided, list the title, say whether you think it is a primary or secondary source, and then explain why you feel this way.

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Secondary Sources

Directions: In the space provided below use the APA Style guide provided for you correctly cite the sources that have been provided for you.

Item 1: Harriet Beecher Stowe ArticleTitle:Author:Publication:Year Printed:Page Numbers (if not listed you may omit):

Citation:

Item 2:Title:Author:Publication:Year Printed:Page Numbers (if not listed you may omit):

Citation:

Item 3:

Title:Author:Publication:Year Printed:Page Numbers (if not listed you may omit):

Citation:

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Name: Date: ( / /2014) Tribe: C or S Period:

Directions: In each section there is a prompt or hint that you will use to search for in an encyclopedia. Complete all the information in each prompt. After you have located the information cite the material accordingly.

1. Using the World Book Encyclopedia (2009 edition), locate information on the 16th President of the United States.

How did this President describe his schooling?

Citation Materials:Author (located in small print at the end of the text section):Publication year (located in the front):Topic (The name of the President):Title of Encyclopedia:Volume Number:Page Numbers of entire section:City of Publisher:Publishing Company:

Using the APA Referencing Format sheet provided, cite the materials:

2. Using the Encyclopedia Americana, locate information on the leader of the Underground Railroad.

What roles did this female do throughout the Civil War?

Citation Materials:Author:Publication year (located in the front):Topic (The name of the President):Title of Encyclopedia:Volume Number:Page Numbers of entire section:City of Publisher:Publishing Company:


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EncyclopediaScavenger Hunt

3. Using the World Book Encyclopedia (the millennium edition), locate information on the General Lee of the Confederate Army.

During the Mexican War what was General Lees role in the Army?



4. Using the World Book Encyclopedia (2004 edition), locate information on the General McClelland of the Union Army.

What was General McClelland’s nickname?



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Period:________________________________

Group 1Student Name Role/ Ipad #

1

23

456


789101112


13

1415

161718

Period:________________________________

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19

2021

222324


252627282930

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