Session 1
^{~40 Minutes}
Hook, Direct Instruction, Guided Practice, and Start Independent Practice

Session 2
^{~40 Minutes}
Continue Independent Practice and start preparing for Summative Assessment.

Session 3
^{~40 Minutes}
Finalize prep for Summative Assessment; share and present; do wrap-up reflection.
 

Lesson Introduction or Hook

Show students this newspaper page (might be helpful to print out large copies so that they can more easily read the print).  What do you see/think/wonder, or observe/reflect/question?
 

Direct Instruction

Teacher models, via think-aloud, how to analyze a photo primary source, using this image (one of the photos  in the Primary Source Portfolio for Annie Jump Carson).

Guiding Questions
Ask guiding questions to ensure that ideas and interpretations are grounded in clear evidence from the photo.

Guided Practice

As a full class, analyze this diary excerpt (a quote from Maria Mitchell’s father, in the Primary Source Portfolio for Maria Mitchell).

• Consider asking students to identify words they do and do not know, and to use context clues to try to figure out the words that they do not know.
• Ask guiding questions to ensure that ideas and interpretations are grounded in clear evidence from the photo.
• Students can first turn and talk with a neighbor/desk partner prior to sharing with the full class.

Independent Practice

Students work in small groups to dive deeper into the topic through primary source analysis.

• Each group receives a “portfolio” with three primary sources per woman: a newspaper article, a photo, and a snippet of work/writing from her own perspective describing or discussing her work.

Differentiation / Accommodations

Provide graphic organizers to scaffold the writing process (Summative Assessment).

Formative Assessment

Students fill out a note-taking sheet as they explore their primary sources.  Review these worksheets to ensure that students are grasping the key accomplishments of each woman.  If they are not, consider offering additional support.

^{Note-taking sheet available here.}
 

Summative Assessment

There are three options; the teacher should choose based on what will suit their students and overall classroom best.
 

Newspaper
Students work individually or in pairs to create a newspaper that reports on the discoveries and accomplishments of all three women.

Note
Students should particularly refer to the historical newspaper articles included in the Primary Source Portfolios and consider what those articles don’t include, and work to include that reporting in their newspaper.

Checklist of Requirements

• 3 articles; one about each woman
• Each article should have:
  • A catchy headline.
  • Specific information about the discovery/contribution.
    • Maria/Annie/Vera’s role should be very clearly stated.
  • Background information about Maria/Annie/Vera.
    • Education
    • Process for making discovery/contribution
  • A direct quote from Maria/Annie/Vera about her work
    • Hint: Look at the items in your Primary Source Portfolio and find a relevant quote in the writing by each woman.
       

“Breaking News” Video
Students work in small groups, each focused on just one of the women.  They create a “Breaking News Report” video to convey the significance and impact of their assigned astronomer’s discovery.  Group members play various roles including anchor, interviewer, featured scientist (Maria/Annie/Vera), perhaps a colleague of the featured scientist.

Checklist of Requirements

• The interviewer asks at least 3 questions.
• The anchor provides a detailed background about Maria/Annie/Vera’s life, general work, and specific contribution.
• The featured scientist both discusses her work—describing both the discovery/contribution and her process—and mentions her thoughts/feelings (interpreted based on the sources - primary and secondary).
• Add costumes/props to help your newscast really come to life!
   

Panel Discussion
This is a full-class activity with assigned roles. Three students will play each of Maria, Annie, Vera.

• They will each be supported by a small support team who helps them prepare for the discussion, including additional research beyond the provided Primary Source Portfolio.  (Think of these roles kind of like being speech writers.)

There will be 1–2 moderators (depending on your class size) asking initial questions and guiding the discussion amongst the featured scientists.

• These questions should be prepared in advance and shared with the students playing each woman and with their respective research teams.
• Questions should address:
  • What each woman discovered/contributed.
  • What her process was like.
  • What kind of recognition and/or support she did or did not receive.
• The panel will conclude with time for questions from the audience—thus giving more opportunities for students to participate.
  • These questions should also be prepared in advance and shared with the students playing each woman and with their respective research teams.