Now students take the facts from Phase 1 and relate them: comparing what each kind of person did, telling a primary source from a secondary one, and building a claim from evidence. Deep learning is where knowledge becomes usable — the bridge to the problem.
Build a class chart to compare people who could be honored. For each person, name what they did and whom it helped. This is a contributions concept map — it lets the class see impact side by side instead of one at a time.
| Person (kind) | What they did | Whom it helped |
|---|---|---|
| a civil-rights leader (hero) | worked so people would be treated fairly | a whole nation of people |
| a scientist / inventor | made a breakthrough or new tool | everyone who uses it today |
| a writer or artist | gave the community stories, songs, or art | readers, students, and families |
| an everyday good citizen | volunteered and helped neighbors | the people right here at home |
Talk move: point to any two rows and say the cause-and-effect sentence aloud — "Because ______ did ______, the community ______." This rehearses §113.14(c)(14)(D).
📚 Sources: National Women's History Museum · Biographies ↗ · Nat Geo Kids · History & people ↗
Pick one person the class is studying. Show two kinds of information about them. A primary source comes from someone who was there — a letter, a photo, a diary, a speech. A secondary source comes from someone who studied it later — a biography book or an encyclopedia page. Sort real examples together:
| Example | Primary or secondary? |
|---|---|
| a photo of the person, taken in their lifetime | primary |
| a letter the person wrote | primary |
| a book written about the person years later | secondary |
| a Nat Geo Kids article about the person | secondary |
Reliable? Ask of each source: Who made this? When? How do we know it is true? Two sources that agree are stronger than one. We check a source before we trust it.
📚 Sources: LoC · Getting Started with Primary Sources ↗ · LoC · Primary Source Analysis Tool (PDF) ↗ · National Archives · Analysis worksheets ↗
Practice the reasoning the problem needs with a short, structured claim. Students pick one person and finish the frame with a real reason from a source. Then they name one reason someone might disagree — that is fair thinking.
Sentence stems (ELPS support): "Our library should honor ______." · "My reason is ______." · "My evidence is ______." · "Someone might disagree and say ______, but ______."
Note: keep this a practice claim. The real class decision belongs in Phase 3, where students hold stakeholder roles and vote.
📚 Sources: LoC · Getting Started with Primary Sources ↗ · Ben's Guide · Citizenship ↗
Aligned to (not reproduced from) 19 TAC Ch.113 §113.14; effect sizes from Visible Learning MetaX.