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Primary Source 5Ws: The Diary of Anne Frank More options
Activity Overview
Template and Class Instructions
Rubric
Activity Overview Accordion Arrow

Activity Overview


This activity can serve as a summative assessment for a student’s introduction to primary sources. Have students create a spider map which answers the 5 Ws (“who, what, when, where, and why”) in order to understand the background of a primary source document. Teachers should assign documents that are relevant to their classroom curriculum or to documents that they will teach in the future.

The example provided shows the powerful writings of Anne Frank in her globally recognized diary. The example displays how students should focus on both the content of their document along with the context it was created in. Students should choose a document based on a context that they personally find interesting in order to maximize the quality of their final product.


Extension Activity:

Have students participate in an interactive activity of the documents of their peers. Once students have completed the 5W activity, they should be encouraged to share their work with their peers while answering context and content related questions from them. This activity will allow students to communicate what they learned about the source while they work on their interpersonal skills with their classmates. Once students have presented, they should be encouraged to create a three-cell storyboard of the top three documents that were presented in class. The storyboard should focus on their understanding of their peers' creations with each panel reflecting the following:


  1. What they learned about their document
  2. What they found most interesting
  3. What they want to know more of? (Remaining “Burning” Questions)

A strong teaching point that can be used at the conclusion of this extension activity is to compare the students’ extension activity with the original 5W activity from before. Students should look to see if there are any inconsistencies with their extension activity related to the facts, details, or descriptions. This is an important teaching opportunity, as teachers can remind their class if there are inconsistencies or inaccuracies from their original presentation to the extension activity. It only affirms the struggles that historians undergo when attempting to uncover the facts of history as a whole!


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Template and Class Instructions Accordion Arrow

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Create a 5W analysis of a primary source document.

  1. Click "Start Assignment".
  2. In the title box for each cell, type Who, What, When, Where and Why.
  3. In the descriptions, answer the question.
  4. Create an image for each cell with appropriate scenes, characters, and items.
  5. Save and exit when you're done.
5 Ws of History Template More options

Lesson Plan Reference

Grade Level 6-12

Difficulty Level 4 (Difficult / Complex)

Type of Assignment Individual or Group

Type of Activity: 5 Ws of Social Studies and History


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Rubric Accordion Arrow

Rubric

(You can also create your own on Quick Rubric.)


5 Ws Rubric
Rubric that can be used with any 5 Ws activity.
Proficient
5 Points 		Emerging
3 Points 		Beginning
1 Points
Explanation
The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions.
The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate.
The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate.
Illustrations
The illustrations represent the written information using appropriate scenes, characters and items.
The illustrations relate to the written information, but are difficult to understand.
The illustrations do not clearly relate to the written information.
Evidence of Effort
Work is well written and carefully thought out.
Work shows some evidence of effort.
Work shows little evidence of any effort.
Conventions
Spelling, grammar, and punctuation are mostly correct.
Spelling, grammar, and punctuation are somewhat correct.
Spelling, grammar, and punctuation are mostly incorrect.


Copy Activity*

Activity Overview


This activity can serve as a summative assessment for a student’s introduction to primary sources. Have students create a spider map which answers the 5 Ws (“who, what, when, where, and why”) in order to understand the background of a primary source document. Teachers should assign documents that are relevant to their classroom curriculum or to documents that they will teach in the future.

The example provided shows the powerful writings of Anne Frank in her globally recognized diary. The example displays how students should focus on both the content of their document along with the context it was created in. Students should choose a document based on a context that they personally find interesting in order to maximize the quality of their final product.


Extension Activity:

Have students participate in an interactive activity of the documents of their peers. Once students have completed the 5W activity, they should be encouraged to share their work with their peers while answering context and content related questions from them. This activity will allow students to communicate what they learned about the source while they work on their interpersonal skills with their classmates. Once students have presented, they should be encouraged to create a three-cell storyboard of the top three documents that were presented in class. The storyboard should focus on their understanding of their peers' creations with each panel reflecting the following:


  1. What they learned about their document
  2. What they found most interesting
  3. What they want to know more of? (Remaining “Burning” Questions)

A strong teaching point that can be used at the conclusion of this extension activity is to compare the students’ extension activity with the original 5W activity from before. Students should look to see if there are any inconsistencies with their extension activity related to the facts, details, or descriptions. This is an important teaching opportunity, as teachers can remind their class if there are inconsistencies or inaccuracies from their original presentation to the extension activity. It only affirms the struggles that historians undergo when attempting to uncover the facts of history as a whole!


Copy Activity*

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Create a 5W analysis of a primary source document.

  1. Click "Start Assignment".
  2. In the title box for each cell, type Who, What, When, Where and Why.
  3. In the descriptions, answer the question.
  4. Create an image for each cell with appropriate scenes, characters, and items.
  5. Save and exit when you're done.
5 Ws of History Template More options

Lesson Plan Reference

Grade Level 6-12

Difficulty Level 4 (Difficult / Complex)

Type of Assignment Individual or Group

Type of Activity: 5 Ws of Social Studies and History


Copy Activity*

Rubric

(You can also create your own on Quick Rubric.)


5 Ws Rubric
Rubric that can be used with any 5 Ws activity.
Proficient
5 Points 		Emerging
3 Points 		Beginning
1 Points
Explanation
The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions.
The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate.
The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate.
Illustrations
The illustrations represent the written information using appropriate scenes, characters and items.
The illustrations relate to the written information, but are difficult to understand.
The illustrations do not clearly relate to the written information.
Evidence of Effort
Work is well written and carefully thought out.
Work shows some evidence of effort.
Work shows little evidence of any effort.
Conventions
Spelling, grammar, and punctuation are mostly correct.
Spelling, grammar, and punctuation are somewhat correct.
Spelling, grammar, and punctuation are mostly incorrect.


Copy Activity*



Copy Activity*


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