With older students a short introductory lesson, a homework assignment to interview family members, and a sharing of information and source reliability the following day may be sufficient to introduce the lessson. This introductory activitity leads them to think about historical elements that exist in their lives, and provides a connection between their lives today and the history unit. In this unit students begin to use various sources for historical research. Students see history as relevant and happening in their lifetimes. Students begin an inquiry process as they discuss their school.
Students learn to frame questions to begin research.
Students consider the various sources of information that are available to them as they begin their research. Students, whose first language is not English will, depending upon their level of language proficiency, need visuals and graphics to allow them to participate in the activity. Vocabulary list written clearly on easel or board with pictures nearby to facilitate comprehension Oxford Picture Dictionary is helpful Bilingual dictionaries Students should work in small groups for support They may be encouraged to share their native vocabulary with members of their groups. The important concept is that students are beginning to see the relevance of history to their immediate surroundings and that they begin to consider sources for research. Students may share their thoughts and ideas in a large group or in small groups and report back to large group.