Materials needed:

Lesson PlanIsma Lundstrom

In cooperation with The Sugar Land Heritage FoundationWebsites used:

Copies of the primary source “Budget Sheet” Copies of the Let’s Have APARTY! chart

T he S ugar La n d He r i t a ge F oun d at i on http://mon e y . c nn. c om/m a g a z in e s/mon e y m a g /bpliv e /20 1 0/sna pshots/ P L 4870808.html

Course:Texas History

Title of Unit:

Analyzing Primary Sources

Title of Lesson:Cost of Living and Home Economics in early Sugar Land

Grade Level:7th grade

Time Frame:1 day

DescriptionStudents will examine and analyze a primary source and determine which mathematical skills to use in order to create their own household budget.

TEKS Objectives (h t tp:/ / w ww.te a . s tate . t x .u s / r u l e s / t a c / c hapte r 1 13/ c h 113 c . ht m l #113. 3 2 )(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:(A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding themain idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (D) identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

Teacher to Teacher NotesThis lesson may be done individually or in cooperative groups of 2-4 members. If you have already covered primary sources with the class, this will be a unique opportunity to investigate primary sources and learn about the history of Sugar Land at thesame time. If you have not yet covered primary sources, you can use this lesson to introduce your class to this topic.Procedures/Activities- Begin by handing out the “Let’s have APARTY!” chart. Explain to the students that you are about to pass out a document that was part of a booklet distributed to early Sugar Land residents. Tell them it will be their assignment to analyze thisdocument using the “APARTY!” chart and they will ultimately use the document to create their own household budget and compare the cost of living of today in Sugar Land with the cost of living in the early days.- Pass out the primary source documents and give the class about 20-30 minutes to complete the “APARTY” chart.- While students are working, write $113,261 on the board. As each group begins to finish up, tell the students that this figure is the median annual family income for Sugar Land residents as of 2010. Have the students fill out the second column on thebudget sheet with this figure as the yearly income.- At the end of the lesson ask the student to generate a list of expenses from today’s lifestyle that do not fit into any of the categories on the budget sheet.Assessment(s)

- The “APARTY” chart can be taken for a daily grade as an assessment.

Instructional Alternatives / Extensions• Ask students what they want to be when they grow up? Then have them research what the going starting salary is for thatprofession. Then have them rework the second column in the chart.* Ask students to research the current minimum wage in Texas and rework the second column for the budget chart.

NAME(S) DATE PD

Directions: Read the document carefully and use the chart to analyze the chart.Let’s Have APARTY! With A Primary Source

Name of DocumentIf it doesn’t have an official title, make one up that fits

the document.A- Author – Who wrote thedocument?

How do you know this?What do you know about

them?

P- Place and Time - Whereand when was it produced?

How do you know? How does knowing this help you

analyze the document?A- Audience - For whomwas this document created?

How do you know? Howdoes knowing this help you

analyze the document?R-Reason - Why was thisdocument created?

What did the author hope toaccomplish by creating it?

T-The Main Idea Summarizewhat the document is saying in two to three short sentences.

Y-Yeah: So What? Why didyour teacher have you read or examine this document?

!!! What are some of thedetails you found most interesting or exciting?

(If you found nothing interesting or exciting, just fake it and pretend you found

at least two details to write in this box.)

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