Grade 4 Fall History - State History as a Framework Unit: Indigenous Homelands, Contact and Sovereignty, Statehood, Geography, Government, Economy, Symbols, and the State Archive (Concrete Example: California; Localizable to Any State or Province)
Lesson 5 50 min hist.g4.f.lesson_05

Introducing the State Archive Card - Wineburg 4-Question Routine plus NMAI Fifth Move

Skills targeted
Objectives
  • Students learn the State Archive Card (MG-7) Wineburg 4-question routine.
  • Students learn the NMAI fifth move - 'WHOSE VOICE IS SILENT in this source?'
  • Students apply the full 5-question routine to Doc-1 (Yurok cultural-office statement) and Doc-2 (Cabrillo log fragment).
Vocabulary
sourcingcontextualizationcorroborationclose readingsilenced voiceperspectiveprimary sourcefacsimilearchive

Lesson plan

Warm-up

5 min

Land acknowledgment + Sovereignty Promise recite + introduce 'state archive' concept (where the state keeps its primary sources).

Teacher moves
  • Affirm: 'A state archive is a building - usually near the state capital - where the state keeps its primary sources'
  • Point to the state archive's name and location on Concept Wall MG-3

Direct instruction

12 min

Display State Archive Card MG-7. Walk through the 4 Wineburg questions on the front: (1) WHO MADE THIS - sourcing; (2) WHAT WAS HAPPENING WHEN - contextualization; (3) DOES IT AGREE WITH OTHER SOURCES - corroboration; (4) WHAT DOES IT SAY AND NOT SAY - close reading. Then turn the card over and walk through the NMAI fifth move: 'WHOSE VOICE IS SILENT?' Explain that this question is essential for state-history sources because so many state-history sources are written by people in power, leaving silent the voices of Indigenous nations and marginalized communities. Apply the routine LIVE to Doc-1 Yurok cultural-office statement (own-voice source from 2010 - sourcing clear, voice present, NOT silent). Apply the routine LIVE to Doc-2 Cabrillo log fragment 1542 (European-explorer voice, Yurok or Chumash voice silent in this source).

Key examples
  • When the maker IS from the community, the community voice is present. This is why own-voice sources are essential.
    model Yurok Tribal Cultural Office, 2010. Voice present: Yurok own-voice. Silent voices: not silent in this source.
    prompt Apply the State Archive Card to Doc-1 Yurok cultural-office statement. Who made it? When?
Checks for understanding
  • Name the 5 questions on the State Archive Card.
  • In Doc-2 Cabrillo log fragment, whose voice is silent? Why?
Sourcework

Children apply the State Archive Card to TWO documents from MG-5 Document Pack: Doc-1 (own-voice present) and Doc-2 (own-voice silent). The routine itself is the lesson's central skill - children will repeat it in lessons 7, 9, 11, 16.

Media
M-4-F-HIS-05-A Chart
MG-7 8.5x11 laminated card. Front: 4 Wineburg questions with pictograph cues. Back: NMAI fifth-move question + trauma-in

MG-7 8.5x11 laminated card. Front: 4 Wineburg questions with pictograph cues. Back: NMAI fifth-move question + trauma-informed reminder. Dyslexic-font 14pt option. Read aloud by teacher; each child receives own card. The card recurs in lessons 7, 9, 11, 16.

MG-7 Chart
State Archive Card - 8.5x11-inch laminated routine card carried by each child. Front: Wineburg 4-question routine adapte

State Archive Card - 8.5x11-inch laminated routine card carried by each child. Front: Wineburg 4-question routine adapted for G4 - (1) WHO MADE THIS SOURCE? When and where? (SOURCING); (2) WHAT WAS HAPPENING WHEN THIS SOURCE WAS MADE? What did the maker know - and not know? (CONTEXTUALIZATION); (3) DOES THIS SOURCE AGREE OR DISAGREE WITH OTHER SOURCES we have read? (CORROBORATION); (4) WHAT EXACTLY DOES THIS SOURCE SAY? What does it not say? (CLOSE READING). Back: the NMAI FIFTH MOVE - 'WHOSE VOICE IS SILENT in this source? Whose perspective is missing? What kind of source would we need to hear that voice?' + the trauma-informed reminder - 'You can choose to set this source aside. Sources about hard chapters are heavy. We carry them carefully.' Style: matte laminated card, dyslexic-font 14pt option.

Guided practice

15 min
Tasks
  • In pairs, apply the State Archive Card to Doc-1 - write or audio-record responses to all 5 questions
    scaffold Teacher demonstrates question 1; pairs do questions 2-5
  • In pairs, apply the State Archive Card to Doc-2 - emphasizing question 5 (whose voice is silent)
    scaffold Teacher prompts: 'If this is Cabrillo's log, whose voice is missing? Indigenous voice. How would we hear that voice? Through a cultural-office source like Doc-1.'
Media
M-4-F-HIS-05-B Interactive Physical / non-image

Two facsimile documents in 11x17 sleeves: Doc-1 Yurok Tribal Cultural Office statement 2010 (own-voice present) and Doc-2 Cabrillo exploration log fragment 1542 from Bancroft Library (European voice, Indigenous voice silent). Each sleeve attached to State Archive Card MG-7. LOCALIZE: substitute equivalent state-archive documents from state's own cultural-office and exploration-era holdings.

MG-5 Interactive Physical / non-image

State Archive Document Pack - 8 facsimile documents in 11x17 sleeves, each with State Archive Card (MG-7) attached. Documents (CONCRETE EXAMPLE: California): Doc-1 'Yurok cultural-office statement on continuous occupation' (from Yurok Tribal Cultural Office, 2010); Doc-2 'Cabrillo exploration log fragment 1542' (Bancroft Library facsimile); Doc-3 'Mission San Diego de Alcala baptismal ledger entry 1769' (Bancroft Library facsimile, single-line entry, age-appropriate); Doc-4 'Mexican land-grant document 1840' (CSA F870.A1 facsimile); Doc-5 'Treaty of Guadalupe Hidalgo excerpt 1848' (Library of Congress facsimile, Article IX on Mexican-citizen rights); Doc-6 'California Constitution 1849 Article I Section 1' (CSA facsimile); Doc-7 'San Francisco Chronicle Gold-Rush-era front page 1849-1850' (CHS facsimile); Doc-8 'Sylvia Mendez and Mendez v. Westminster 1947 court summary' (age-appropriate, CSA facsimile). LOCALIZE: substitute 8 documents from state's own archive corresponding to each thread.

MG-7 Chart
State Archive Card - 8.5x11-inch laminated routine card carried by each child. Front: Wineburg 4-question routine adapte

State Archive Card - 8.5x11-inch laminated routine card carried by each child. Front: Wineburg 4-question routine adapted for G4 - (1) WHO MADE THIS SOURCE? When and where? (SOURCING); (2) WHAT WAS HAPPENING WHEN THIS SOURCE WAS MADE? What did the maker know - and not know? (CONTEXTUALIZATION); (3) DOES THIS SOURCE AGREE OR DISAGREE WITH OTHER SOURCES we have read? (CORROBORATION); (4) WHAT EXACTLY DOES THIS SOURCE SAY? What does it not say? (CLOSE READING). Back: the NMAI FIFTH MOVE - 'WHOSE VOICE IS SILENT in this source? Whose perspective is missing? What kind of source would we need to hear that voice?' + the trauma-informed reminder - 'You can choose to set this source aside. Sources about hard chapters are heavy. We carry them carefully.' Style: matte laminated card, dyslexic-font 14pt option.

Formative assessment

3 min
Exit ticket
  • Name the 5 questions on the State Archive Card (Wineburg 4 + NMAI fifth).
  • In Doc-2, whose voice is silent and how could we hear it?
scoring All 5 questions named plus correct silent-voice identification = mastery; 3-4 questions or partial silent-voice identification = practicing; fewer = reteach the routine

Closure

2 min
Moves
  • Restate the 5-question routine
  • Preview lesson 6 - applying the routine to a contact-era source with full trauma-informed protocols

Homework

8 min
Tasks
  • Show the State Archive Card to a caregiver. Ask: 'Did anyone ever teach YOU these 5 questions when you read history?' Record.

Exercises in this lesson

hist.g4.f.ex_09
Apply the State Archive Card (MG-7) to Doc-1 Yurok Tribal Cultural Office statement 2010 (CA example - LOCALIZE to your state's...
 state archive card doc1 · diff 2
hist.g4.f.ex_10
Apply the State Archive Card (MG-7) to Doc-2 Cabrillo log fragment 1542 (CA example). Pay particular attention to question 5: WHOSE...
 state archive card doc2 · diff 3

Differentiation

Scaffolds
  • Pre-laminated State Archive Cards with pictograph cues for each question
  • Simplified-paraphrase versions of Doc-1 and Doc-2
  • Bilingual question prompts
Extensions
  • Stretch students apply the routine to a THIRD document from the state archive
  • Stretch students draft a new fifth-move question of their own
English Learners
  • Pre-teach 'sourcing,' 'contextualization,' 'corroboration,' 'silent' with picture cards
  • Allow audio-recorded responses in home language
Ieps 504s
  • Adult scribe for question responses
  • Tactile State Archive Card with raised question text

Teacher notes

Lesson 5 introduces the unit's central source-routine artifact: the State Archive Card. The 4 Wineburg questions are familiar from G3-Fall (introduced in lighter form) and G3-Spring (own-voice extension). NEW for G4: the explicit NMAI fifth-move question 'whose voice is silent?' This question becomes the lesson 7 high-stakes routine. CRITICAL: the routine itself is the lesson, not the documents - documents are vehicles for the routine.