Learning to Give, Philanthropy education resources that teach giving and civic engagement

generationOn

Home / Teachers / Communities in Crisis (9-12) / Primary Source? What is That? (9-12)

Primary Source? What is That? (9-12)

Lesson 1:

From Unit Communities in Crisis (9-12)

Lesson

Handouts

Academic Standards

Philanthropy Framework

9th-12th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Autobiography; Biography; Journaling
PHIL:	Altruism; Social Action; Time/Talent/Treasure
SOC:	Anne Frank: The Diary of a Young Girl; 10 genOn; 6 genOn; Civic Responsibility/Virtue; Community; Democracy; Human Rights; Primary/Secondary Sources; Values

Purpose:

The purpose of this lesson is for learners to identify and evaluate the use of primary sources to learn about our past. They will gain an understanding of how to analyze the information found within a primary source and distinguish between primary and secondary sources. Themes of philanthropy and philanthropic roles within the community in the Diary of Anne Frank will be analyzed and discussed. Learners will gain an understanding that they too have opportunities to leave accurate records of their lives for people in the future to explore.

Duration:

One to Two Forty-Five to Fifty Minute Class Periods (or one block schedule session)

Objectives:

The learner will:

be able to define "primary source."
identify examples of primary sources.
define secondary sources and distinguish between primary and secondary sources.
develop definitions and examples of biography and autobiography.
gain an understanding of why primary sources are used in examining the past.
learn to determine the reliability/accuracy of a source
read and discuss entries from the Diary of Anne Frank and examine the roles of members of a community (focus on the philanthropic actions of the individuals mentioned in Anne Frank’s diary).
define philanthropy, role of the individual and community in philanthropic acts.
develop appropriate applicable vocabulary of philanthropy.

Altruism	(n) Selfless concern for the welfare of others – altruist (n), altruistic (adj.), altruistically (adv.)
civic responsibility	(n) A person’s duty or obligation to their community as a citizen
Community	(n, pl. –ies) A group of people living in the same area and under the same government; a class or group having common interests and likes
Democracy	(n, pl., -cies) A form of government exercised either directly by the people or through their elected representatives; rule by the majority; the practice of legal, political, or social equality
human rights	(n) Inalienable moral entitlement attached to all persons equally, simply by virtue of their humanity, irrespective of race, nationality, or membership of any particular social group. They specify the minimum conditions for human dignity and a tolerable life
Philanthropy	(n) 1. The giving of one’s time, talent or treasure for the sake of another- or for the common good – Robert Payton, 2. Voluntary action for the public good -Robert Payton, 3. Voluntary giving, voluntary service, and voluntary association, primarily for the benefit of others – Robert Payton, 4. Giving and serving –Richard J. Bentley and Luana G. Nissan, 5. Active effort to promote human welfare, 6. A tradition, a spirit, and a sector of society – Maurice G. Gurin and Jon Van Til
social action	(n) Persons in the process of doing or acting for the general welfare of all
universal values	(n) A common set of morals found to be applicable world wide

examine how s/he can leave an accurate record of his/her life.
explore how the preservation of family and personal information is a form of philanthropy.

Materials:

Frank, Anne. Anne Frank: The Diary of A Young Girl. New York: Bantam Books, 1993.
The story of a young Jewish girl during World War II. The book is the diary Ann kept while in hiding from the Nazis.

"Primary Sources" handout (Attachment One)

"Your History" worksheet (Attachment Two)
United States History provided by the school district

Handout 1: Primary Sources
Handout 2: Your History

Instructional Procedure(s):

Anticipatory Set:

The lesson will begin with the teacher handing out small strips of paper to the learners. The learners will be asked to write down what they think is the definition of a primary source. They will also write down an example of a primary source.

The teacher will collect the strips of paper. The teacher will read the learners’ definitions and examples to the class. A student volunteer will write the various examples on the chalkboard.Discuss the examples given during the Anticipatory Set activity.

Provide the definition of a primary source: "a document or physical object that was created during the time period being studied."
Pass out the "Primary Sources" handout (Attachment One). Have learners take the document home and share it with their parent/guardian as they write their sentences.
Talk about the use of each example as a primary source.
Break up into small groups (3-4 learners).
Give each group an entry from the Diary of Anne Frank.
Explain that this is a primary source, just as their own personal diary if they keep one. Ask the learners to give an example of what would constitute a secondary source about Anne Frank.
Define biography and autobiography.
Each group will choose a reader to read their entry out loud to the group.
Each group will analyze the information uncovered in the entry and enter a summary of each reading into a journal.
Each group will discuss the roles of the individuals mentioned in each entry (focusing on philanthropic actions of the individuals).
Discuss whether this could ever happen in an open democratic society.
Discuss a closed totalitarian society.
Have the learners make a connection between altruism and the actions of individuals in the Diary of AnneFrank.
Identify universal values discovered with emphasis on human rights.
Ask about human rights issues today and list those mentioned.
The class will come together as a whole.
Each group will share what they learned from their entry with the rest of the class.
Have learners compile a list of acts of philanthropy discovered in Diary of Anne Frank. Clarify giving time, talent and treasure as applicable to examples from Diary of Anne Frank
Ask learners to identify examples of philanthropy within their community and nation.

Assign "Your History" worksheet (Attachment Two) as homework. (Answers from the assignment would be shared with the class the next day in order to discover and discuss what the learners can do in order to keep a better record or their lives.)

Assessment:

Group presentations about the information discovered by reading the entry from the Diary of Anne Frank.
The "Your History" worksheet (Attachment Two)
Have the learners write a three-paragraph essay, using a minimum of four concepts from the list above and connecting those to examples from Diary of Anne Frank.

School/Home Connection:

Student Homework: "Your History" worksheet (Attachment Two).

Bibliographical References:

Frank, Anne. Anne Frank: The Diary of A Young Girl. New York: Bantam Books, 1993.

Lesson Developed By:

Beth Huffman
Rocky River Schools
Rocky River Middle School
Rocky River, OH 44116

Handouts:

Handout 1Print Handout 1

Primary Sources

Some examples:

Write a one-sentence description of how someone could use, read or look at each of the following as a primary source for information.

• Diaries

• Scrapbooks

• Sketchbooks

• Interviews

• Pamphlets

• Letters

• Documents

• Speeches

• Photographs

• Clothing

• Toys

• Furniture

• Buildings

• Public opinion polls

• Surveys

• Audio recordings

• Video recording

• Art