Critically Analyze and Understand Primary/ Secondary Resources using FDR’s 1933 Inauguration

Activity:

1. Divide the class into three groups and give each group a separate source (one: book excerpt; two: news clip; three: political cartoon).
2. Explain the difference between primary and secondary sources and ask the class to identify which source they have.
3. Each group will read through their source and identify key issues and main points from the information they find. They should determine which information is fact and which is opinion. They will identify whether their source is a primary or secondary source, giving specific reasons for their choice.
4. Each group should relate their information to the specific historical context from which it is taken. In other words, students should be able to relay the background that made this historical document important.
5. Discuss the pros and cons of each source; explain how students must analyze each source for objectivity and accuracy
6. Students should be able to properly cite sources

Possible student choices to complete the activity

• Create a chart that visually shows steps 3, 4, and 5 of the activity.
• Create a presentation that visually shows steps 3, 4, and 5 of the activity.
• Create an audio narrative, (possibly a radio show analysis), similar to “Roosevelt’s Fireside Chats” which creatively highlights steps 3, 4, and 5 of the activity.  

Lesson Expansion: Knowing how to analyze sources
- Give each group all of the sources and ask them to write a brief summary of the inauguration or provide a short presentation on the inauguration. 
- Ask each group to explain what they used from each source and how each source was helpful/ what they used from each source/ what they learned about the inauguration and issues with primary/secondary sources and memory.

Vocabulary to use/ look for
Primary Source,  Secondary Source, Objectivity, Bias
 

Assessment Rubric

Analysis of Document
Exemplary - Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author’s point of view with view of others
Adequate - Offers accurate analysis of the document
Minimal - Demonstrates only a minimal understanding of the document
Attempted - Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document

Knowledge of Historical Context
Exemplary - Shows evidence of thorough knowledge of period in which source was written; relates primary/secondary source to specific historical context in which it was written
Adequate - Uses previous general historical knowledge to examine issues included in document
Minimal - Demonstrates limited use of previous historical knowledge without complete accuracy
Attempted - Barely indicates any previous historical knowledge

Identification of Key Issues/Main Points
Exemplary - Identifies the key issues and main points included in the primary source; shows understanding of the author’s goal(s)
Adequate - Identifies most but not all of the key issues and main points in the primary source
Minimal - Describes in general terms one issue or concept included in the primary source
Attempted - Deals only briefly and vaguely with the key issues and main points in the document

Resources
Exemplary - Uses several outside resources in addition to given primary/secondary sources
Adequate - Uses 1-2 outside resources in addition to given primary/secondary sources
Minimal - Relies heavily on the material/information provided
Attempted - Relies exclusively on the material/information provided; no evidence of outside resources

Identification of Literary Devices
Exemplary - Analyzes author’s use of literary devices such as repetition, irony, analogy, and sarcasm
Adequate - Mentions author’s use of literary devices but does not develop fully
Minimal - Does not discuss author’s use of literary devices
Attempted - Does not discuss author’s use of literary devices

Understanding of Audience
Exemplary - Shows strong understanding of author’s audience
Adequate - Shows some understanding of author’s audience
Minimal - Shows little understanding of author’s audience
Attempted - Shows no understanding of author’s audience