English Language Arts and Reading.7.12.E

The student is expected to

differentiate between primary and secondary sources;

inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

During instruction on primary and secondary sources, lead a game-based learning activity such as Kahoot, Quizizz, Quizlet, or Socrative or a teacher-created activity. This will allow an opportunity for students to identify primary and secondary sources that are displayed in images or text. Then, as students gather information to answer their research questions, they should label each of their sources as a primary or secondary source.
 

Further Explanation

This assessment requires students to apply their knowledge of what makes a source a primary or secondary source. Students should know that a primary source is a firsthand account or documentation of a particular event and secondary sources provide information about an event that may have occurred elsewhere or during a different time. Primary and secondary sources are introduced in second grade. By seventh grade, students should be proficient with this skill.

Primary sources are firsthand accounts or documentation of an event (e.g., audio of an interview, photographs, or speeches). Secondary sources provide information about an event that may have occurred in another place or time (e.g., documentaries, textbooks, or magazine articles). In order to tell the difference between these two types of sources, students should ask themselves questions such as “Was the author present when the event occurred?” or “Did this expert learn about the topic through research or experience?” For example, students studying the civil rights movement might listen to an interview with Dr. Hector P. Garcia in which he discusses his experiences. They should recognize this as a primary source.

Research

Maniotes, L. K. (2019). Getting to great questions for inquiry and research. Teacher Librarian, 46(3), 17–20. Retrieved from https://www.gale.com

Summary: This article provides an overview how to use guided inquiry as a means to increase students' capacity to comprehend a text. However, Guided Inquiry Design is more often used as a road map to conduct research. Additional online resources are included in the article to provide further support.