Nevada Academic ContentStandards- Resource Page
The resources below havebeencreated to assist teachers'understandingand to aid instruction ofthis standard.
CollegeandCareer Readiness (CCR) Anchor Standard / Standard: RI.4.6 - Compare andcontrast afirsthand and secondhand account of thesame event or topic; describethe differences in focus and theinformation provided.R.CCR.6 Assess how point ofviewor purposeshapes the content and styleofa text. / Questions to FocusLearning
Howdoes the author's participation in an event shapethe focus and information presented in anaccount? What is the value ofreadingboth firsthand and secondhand accounts of thesameevent?
Both firsthand and secondhand accounts offer readers uniquedetails aboutadescribed event. Areader should consider the information from both types of descriptions in order to establish a moreprofound understanding ofthe described event.
Student FriendlyObjectives
KnowledgeTargets
Iknow a firsthandaccount (primarysource) is told from theperspectiveofaparticipant in the described event.
Iknow asecondhand account (secondarysource) is told from theperspectiveof someonewhowas not aparticipant in the describedevent.
Iknow thepointof view(firsthand orsecondhand) of an account affects the focus and informationgiven in theaccount. Iknow there willbesimilarities and differences between firsthand and secondhand accounts of thesame event.
Reasoning Targets
I can identifythe important details from thetext which indicate the author'sfocus.
I can identifythefocus of both firsthand and secondhand accounts of an event or topic.
I can contrast thedetailsand information providedin different accounts of thesame event or topic. I can compare and contrast a firsthand and secondhand account of thesameevent or topic.
Vocabulary
account firsthand focus perspective pointof view
primarysource secondarysource secondhand
style
Teacher Tips
Elementary Lessons for Primaryand SecondarySources—This websiteprovides aweek’s worth oflesson plans for
teachingthird and fourth gradestudents about primaryand secondarysources.
Go West:ImaginingtheOregon Trail—Afterthislesson, students willhavelearned about thepioneer experienceon the Oregon Trail,comparedandcontrasted modern-daytravel experiences with travel experiences of the19th century, and synthesized historical datathroughcreativewriting.
JSTORPrimaryand SecondarySources—This YouTubevideo explains thedifferencebetween thetwo types of sources.
K-5 Reading Informational Text—Page51 ofthisPDFdocument providesstrategies forteachingstudents how to distinguishbetween firsthand and secondhand accounts. Formative assessment ideas are also included.
PrimaryVs. SecondarySources—This websiteexplains thedifferencebetween primaryand secondarysources in student friendlylanguage.Inaddition, it provides alink for students to playan onlinegame to practicedistinguishing between the two sources.
SlaveNarratives: ConstructingU.S. HistoryThrough AnalyzingPrimarySources—In theseactivities, students research narrativesfrom theFederal Writers'Project and describethe lives of formerAfrican slaves in theU.S.-both beforeand afteremancipation. Thesenarratives could be paired with another information text on formerAfrican slaves in theU.S. Thailand News Article—This firsthand news articledetails a journalist’s experienceof livingthrough a flood in Thailand. This article could be paired with another informational text on Thailand to comparethetwo sources.
UsingPrimaryResources: TeachingGuides from the TennesseeStateLibraryand Archives—This PDFprovidesalist ofitems that are considered primarysources andoffers suggestions forhowto teach students about primarysources.WeMustNot BeEnemies:Lincoln's FirstInaugural—This six-lesson unitwillhelp students understand the historical context and significanceofLincoln's inaugural address through studyingsuch documents as campaign posters, sheet music, vintagephotographs and documents.
Vertical Progression
RI.K.6-Name the authorand illustrator ofatextand definethe roleof eachin presentingtheideas or information in a text.
RI.2.6 -Identifythe mainpurpose of atext, includingwhat the author wants to answer, explain, ordescribe. RI.3.6 -Distinguish theirown point of view fromthat ofthe author ofatext.
RI.5.6 -Analyzemultiple accounts of thesame event or topic, notingimportant similarities and differences in thepoint ofviewtheyrepresent.
RI.6.6 -Determinean author's point of view orpurposein a text and explainhow it is conveyedin thetext.
RI.7.6 -Determinean author's point of view orpurposein a text and analyzehow the author distinguishes his or her position from that of others.
RI.8.6 -Determinean author's point of view orpurposein a text and analyzehow the authoracknowledges and responds to conflictingevidenceor viewpoints.
RI.9-10.6-Determine anauthor's point of vieworpurpose in atext and analyzehow anauthor uses rhetoricto advance that pointof view orpurpose.
RI.11-12.6-Determinean author's point of view or purposein a text in which the rhetoricis particularlyeffective, analyzinghow style andcontent contributeto thepower, persuasiveness, or beautyof thetext.
The aboveinformation and more can be accessedfor freeon the Wiki-Teacherwebsite. Direct link forthis standard: RI.4.6