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Instructional Goal:
Students will be able to evaluate sources and define primary and secondary sources as well as distinguish between primary and secondary sources.
Learning Objectives:
Given a list of different types of information sources and materials, students will be able to identify which sources are primary and which sources are secondary.
Motivational Goals:
Students will be motivated to continue using their research skills for future school and personal research. Students will be interested in past video footage or audio clips and make connections with their relevance to today's world. Students will have confidence in their abilities to locate and identify appropriate primary and secondary resources for their assignments and personal inquiry.
Abbot and Costello's famous performance of "Who's on First" will be playing on the video screen as the students enter the LMC. The video can be purchased through Amazon or an audio version can be heard on the internet at the Abbott and Costello website (http://www.abbottandcostello.net - click media, then audio clips).
Hopefully the students will be curious about this classic routine and will settle in listening to the comedic content. A variety of informational materials will be placed on the front table and easily visible for the students. They will not readily connect these items with the playing video, creating a heightened sense of curiosity. Once they are settled in, the video/audio will continue for several minutes. Discuss briefly the confusing nature of Abbot and Costello's conversation, and why it is so important to relay information clearly. (For example, ask what could happen if a doctor did not relay medical information in an understandable manner to the patient or pharmacist?)
Review the last two lessons on researching:
1. Website evaluation “ accuracy, authority, objectivity, currency and coverage,
2. Boolean searching “ and, or, not". Reinforce to the students that we will now build on those research skills. Remind students that their WWII research project requires them to use both primary and secondary sources.
Ask students: Can anyone tell me what the word primary means in a general sense? -Think about the word in terms of school, colors, and numbers. Explain that primary information sources are the same way “ the first or original". If it is a first-hand account of an event then the information is considered a primary source. Then discuss the term secondary perhaps relating this to second-hand information. Explain that secondary information sources generally offer an interpretation of information from a primary source and can be skewed. Introduce how the Library of Congress determines primary and secondary sources “ time and place rule, and bias rule". http://memory.loc.gov/learn/lessons/psources/analyze.html
If time allows, prior to class ask a student to write down what they did last night. Then ask another student to read the first student's paper and rewrite it on a different piece of paper. Read each paper and ask the student's which one is primary information and which one is secondary. Turn the video back on, ask “ is this video/audio a primary or secondary source"? Why? Then briefly discuss some background information on Abbott and Costello linking their astounding endeavor to raise funds on behalf of the war effort ($89 million in three days), and that 'Bud and Lou's' style and brand of comedy helped lift the morale of the American public during WWII.†Bring attention to the items on the table. Ask - Is the transcript of “Who's on First- a primary or secondary source? Why? (Mention - when evaluating information, ask yourself “ who's on first"? In other words, who created this information - this will help you determine if the source is original or an interpretation of the original.)
Now consider these books: Stan and Ollie: The Roots of Comedy: The Double Life of Laurel and Hardy by Simon Louvis Lou's on First, The Tragic Life of Hollywood's Greatest Clown Warmly Recounted by His Youngest Child by Chris Costello. Are they primary or secondary sources? (Acknowledge that this is tricky because it was written by his son). Show me what you can do with your research skills!
1. Break into groups of 2 or 3 students. Each item on the table is listed on the worksheet. As a group, discuss which items are primary or secondary and fill in your worksheet. After several minutes, review the worksheets for correct identification of items. This worksheet will be a reference for the students during the next activity.
2. Now that you have been given the opportunity to work together in groups and have a good understanding about the difference between primary and secondary sources, you can put your research skills to work. You have the ability to locate these information sources on your own. Locate one primary and one secondary information source on your chosen WWII topic using your research skills. At least one source must be found on either the World Wide Web or the OPAC.
Conclusion:
Toward the end of the period, ask students to sit down for a debriefing session.
Ask:
1. Did you have difficulty locating information on your topic?
2. Were your skills for Website deconstructing and Boolean searching useful today in searching primary sources?
3. Were you able to locate at least one primary source? Tell students they have another opportunity to continue their research at home or in the public library on the Web, or (give them available times when the LMC is open for independent study).
