Spanish Language Arts and Reading.4.13.D

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The student is expected to

identify primary and secondary sources;

Artes del lenguaje y lectura en español.4.13.D

Se espera que el estudiante

identifique fuentes de información primarias y secundarias;

TEKS Talk - SLA Inquiry Research 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.

Se debe proporcionar instrucción explícita antes de que se espere que los estudiantes puedan identificar fuentes de información primaria y secundaria.

Para evaluar a los estudiantes, muéstreles ejemplos específicos de cada tipo de fuente de información, como un extracto del libro El diario de Ana Frank (fuente primaria) y un extracto de un libro de no ficción acerca de la vida de Ana Frank (fuente secundaria). Pídales a los estudiantes que lean en forma independiente los dos textos y que determinen cuál es la fuente primaria de información y cuál es la secundaria.

Nota:

Pídales a los estudiantes que reflexionen sobre por qué puede haber información conflictiva entre dos fuentes de información acerca de una misma persona o tópico. Discuta cómo ocurre que la información puede ser interpretada erróneamente.


Further Explanation

Esta expectativa estudiantil requiere que los estudiantes comprendan que las fuentes de información primarias son datos o documentación de primera mano respecto a un evento particular, como los proporcionados por alguien que participó en él, mientras que las fuentes de información secundarias proveen datos indirectos acerca de un evento.

An important step in research is using information from a variety of reliable sources to support findings or claims. Students need a combination of primary and secondary sources to ensure a robust collection of supporting evidence. While compiling sources, students should ask themselves questions such as “Was the author of this document present when the event occurred?” or “Did this expert learn about the topic through research or experience?” If students are asked to select an American Indian group as a topic for their projects, they will want to gather both primary (e.g., an interview in which a living Kickapoo woman describes the customs she practices today) and secondary (e.g., an encyclopedia entry which gives a chronological account of the history of the Kickapoos). Together, these sources will provide students with the information needed to present a holistic description of the Kickapoos.

Research

1. Bober, T. (2018). The power of primary sources: Tips for introducing historic documents to younger students. American Libraries, 49(9–10), 56. Retrieved from https://link.galegroup.com/apps/doc/A553402618/PROF?u=tea&sid=PROF&xid=bea5115e

Summary: This brief article that presents practical ideas for introducing younger students to primary sources.

2. Anderson, M. A. (2009). The power of primary sources: primary sources aren't just about history. Their use can enhance learning in all content areas and for students of all ages. The widespread prevalence of digital primary sources makes a greater range available and accessible to all. Multimedia & Internet@Schools, 16(6), 35+. Retrieved from https://link.galegroup.com/apps/doc/A211806240/PROF?u=tea&sid=PROF&xid=6b46063c

Summary: The author looks at a variety of primary sources, from diaries and letters to maps, YouTube videos, etc. in this article on effectively using primary sources in the classroom.