Overview

Lesson Procedure

60-75 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15-20 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Start with a situation every student knows: a class trip.

   Warm-Up Prompt

   "Maya went on the class trip to the science museum and wrote about it in her journal that night. A month later, Leo, who stayed home sick, wrote a short article about the trip for the school newsletter. Name one thing Leo might copy from Maya's journal, one thing he might add, and one thing he might leave out. Why might his article sound different from her journal?"

   Take answers and sort them on the board under four headings: borrows, adds, leaves out and changes. Then name the two kinds of source. Maya's journal is a primary source: it was made by someone who took part in the events, at or near the time. Leo's article is a secondary source: it was made later by someone who was not there, using other sources. RH.6-8.9 asks students to analyze the relationship between the two: to work out what the later source does with the earlier one and why. Today's sources are Julius Caesar's own account of invading Britain in 55 and 54 BC and the story Charles Dickens told about it for young readers in 1851.

2. Direct Instruction20 minutes

   Part 1: The two sources. Julius Caesar was the Roman general who conquered Gaul (present-day France, Belgium and nearby lands) between 58 and 50 BC. In 55 BC and again in 54 BC he crossed the English Channel and landed in Britain. He wrote the story of these wars himself, in Latin, calling himself "Caesar" and his soldiers "our men." A legion was a Roman army unit of several thousand foot soldiers, and its eagle was its sacred metal standard, carried on a pole; losing it was a terrible disgrace. About 1,900 years later, the English novelist Charles Dickens wrote A Child's History of England for young readers. Nobody alive in 1851 had seen the invasions, so Dickens depended on ancient writers, above all on Caesar. Gloss before reading Source 1: "barbarians" (Caesar's word for peoples outside the Roman world; see the teacher note in Closure), "embarrassed" (weighed down), "wont" (used to), "flank" (side of an army), "engines" (machines that hurl stones or darts), "supplicating" (praying to), "commonwealth" (the Roman state).

   1XXIV.--But the barbarians, upon perceiving the design of the Romans, sent forward their cavalry and charioteers, a class of warriors of whom it is their practice to make great use in their battles, and following with the rest of their forces, endeavoured to prevent our men landing. In this was the greatest difficulty, for the following reasons, namely, because our ships, on account of their great size, could be stationed only in deep water; and our soldiers, in places unknown to them, with their hands embarrassed, oppressed with a large and heavy weight of armour, had at the same time to leap from the ships, stand amidst the waves, and encounter the enemy; whereas they, either on dry ground, or advancing a little way into the water, free in all their limbs, in places thoroughly known to them, could confidently throw their weapons and spur on their horses, which were accustomed to this kind of service. Dismayed by these circumstances and altogether untrained in this mode of battle, our men did not all exert the same vigour and eagerness which they had been wont to exert in engagements on dry ground.

   2XXV.--When Caesar observed this, he ordered the ships of war, the appearance of which was somewhat strange to the barbarians and the motion more ready for service, to be withdrawn a little from the transport vessels, and to be propelled by their oars, and be stationed towards the open flank of the enemy, and the enemy to be beaten off and driven away with slings, arrows, and engines: which plan was of great service to our men; for the barbarians being startled by the form of our ships and the motions of our oars and the nature of our engines, which was strange to them, stopped, and shortly after retreated a little. And while our men were hesitating [whether they should advance to the shore], chiefly on account of the depth of the sea, he who carried the eagle of the tenth legion, after supplicating the gods that the matter might turn out favourably to the legion, exclaimed, "Leap, fellow soldiers, unless you wish to betray your eagle to the enemy. I, for my part, will perform my duty to the commonwealth and my general." When he had said this with a loud voice, he leaped from the ship and proceeded to bear the eagle toward the enemy. Then our men, exhorting one another that so great a disgrace should not be incurred, all leaped from the ship. When those in the nearest vessels saw them, they speedily followed and approached the enemy.

   1Such was the improved condition of the ancient Britons, fifty-five years before the birth of Our Saviour, when the Romans, under their great General, Julius Cæsar, were masters of all the rest of the known world. Julius Cæsar had then just conquered Gaul; and hearing, in Gaul, a good deal about the opposite Island with the white cliffs, and about the bravery of the Britons who inhabited it—some of whom had been fetched over to help the Gauls in the war against him—he resolved, as he was so near, to come and conquer Britain next.

   2So, Julius Cæsar came sailing over to this Island of ours, with eighty vessels and twelve thousand men. And he came from the French coast between Calais and Boulogne, ‘because thence was the shortest passage into Britain;’ just for the same reason as our steam-boats now take the same track, every day. He expected to conquer Britain easily: but it was not such easy work as he supposed—for the bold Britons fought most bravely; and, what with not having his horse-soldiers with him (for they had been driven back by a storm), and what with having some of his vessels dashed to pieces by a high tide after they were drawn ashore, he ran great risk of being totally defeated. However, for once that the bold Britons beat him, he beat them twice; though not so soundly but that he was very glad to accept their proposals of peace, and go away.

   Part 2: Five relationship questions. Show Diagram 1. To analyze how a secondary source relates to a primary source, ask: (1) What does it borrow, by quoting or restating? (2) What does it add that the primary source does not say? (3) What does it leave out? (4) What does it change, by rewording, combining or shifting the emphasis? (5) Why? What about the later writer's time, purpose, readers or other sources explains the differences? Model each question aloud with Sources 1 and 2.

   • Which source is which? (Sources 1 and 2)

     Why is Source 1 the primary source and Source 2 the secondary source, even though both are old books?

     Result: Caesar commanded the landing and wrote about it within a few years, so his account comes from a participant. Dickens was born about 1,900 years later and could know the events only through earlier writers. Age alone does not decide it: what matters is how close the writer was to the events. Diagram 2 shows the distance, drawn to scale.

   • Borrows: a quotation inside the secondary source (Source 2)

     Dickens writes that Caesar sailed from the French coast "because thence was the shortest passage into Britain." What do his quotation marks tell a reader?

     Result: They show that Dickens is repeating another writer's words, here an English version of Caesar's own reason for sailing from that coast. A secondary source that quotes its primary source shows the link openly. The words match Caesar's Latin in chapter XXI, before Source 1, where he goes to the coast of the Morini "because thence was the shortest passage." Dickens does not say which English version he used. The 1915 translation used on this page leaves that reason out of chapter XXI; it gives a similar reason only in Book V, for the port used on the second invasion. Translations of the same Latin can differ, which is one more reason to compare sources carefully.

   • Changes: why was the landing hard? (Sources 1 and 2)

     Caesar explains why his men struggled. How does Dickens explain the same struggle?

     Result: Caesar gives practical reasons: the big ships "could be stationed only in deep water," and the soldiers were "oppressed with a large and heavy weight of armour" while the Britons fought "in places thoroughly known to them." Dickens sums up the fight as "the bold Britons fought most bravely." He keeps the idea that the Romans had a hard time but changes the cause: from deep water and heavy armor to British courage.

   • Leaves out: the eagle-bearer (Sources 1 and 2)

     Caesar tells how the eagle-bearer of the tenth legion leaped into the sea and shouted, "Leap, fellow soldiers, unless you wish to betray your eagle to the enemy." Where is this scene in Source 2?

     Result: It is not there. Dickens leaves out the most famous moment of Caesar's account, a Roman act of courage. One likely reason is his purpose: he is telling the history of England to British children, and his story of the invasion centers on the Britons. Noticing what a secondary source leaves out tells a reader about its point of view.

   • Adds, and why: a claim that is Dickens's own (Source 2)

     Dickens says Caesar "expected to conquer Britain easily." Does Caesar's account say this?

     Result: No. It is Dickens's addition. In fact, in chapter XX, just before Source 1, Caesar says that even if the season was too short for a war, "he thought it would be of great service to him if he only entered the island" and learned about its people and harbors. Dickens's claim makes a better story, with a proud general humbled, but a reader who checks the primary source finds a more careful plan.

   Close the modeling with the point of the standard: the relationship runs both ways. A secondary source depends on its primary sources, so it can repeat their errors and their point of view. It can also explain, question or reframe them. Neither source alone gives the whole picture.

3. Guided Practice15 minutes

   Source 3 tells what happened four days after the landing. The cavalry (soldiers on horseback) had been waiting across the Channel in eighteen ships of their own. Gloss: "gale" (here, a steady wind), "strand" (beach), "ships of burden" (transport ships), "tackling" (ropes and gear), "corn" (grain for food). Pairs read Source 3, reread the second paragraph of Source 2, and answer the five relationship questions about the storm and the tide.

   1XXVIII.--A peace being established by these proceedings four days after we had come into Britain, the eighteen ships, to which reference has been made above, and which conveyed the cavalry, set sail from the upper port with a gentle gale; when, however, they were approaching Britain and were seen from the camp, so great a storm suddenly arose that none of them could maintain their course at sea; and some were taken back to the same port from which they had started;--others, to their great danger, were driven to the lower part of the island, nearer to the west; which, however, after having cast anchor, as they were getting filled with water, put out to sea through necessity in a stormy night, and made for the continent.

   2XXIX.--It happened that night to be full moon, which usually occasions very high tides in that ocean; and that circumstance was unknown to our men. Thus, at the same time, the tide began to fill the ships of war which Caesar had provided to convey over his army, and which he had drawn up on the strand; and the storm began to dash the ships of burden which were riding at anchor against each other; nor was any means afforded our men of either managing them or of rendering any service. A great many ships having been wrecked, inasmuch as the rest, having lost their cables, anchors, and other tackling, were unfit for sailing, a great confusion, as would necessarily happen, arose throughout the army; for there were no other ships in which they could be conveyed back, and all things which are of service in repairing vessels were wanting, and corn for the winter had not been provided in those places, because it was understood by all that they would certainly winter in Gaul.

   Pair task. (a) What does Dickens borrow from paragraph 1? (b) What does he change in paragraph 2? (c) What does Caesar include that Dickens leaves out? (d) Dickens says Caesar "ran great risk of being totally defeated." Is that Caesar's statement or Dickens's judgment, and does Source 3 support it? (e) Why might each writer tell the storm the way he does?

   Teacher model: (a) Dickens borrows the cavalry's failure: Caesar says the cavalry ships met "so great a storm" that "none of them could maintain their course," and Dickens writes that the horse-soldiers "had been driven back by a storm." (b) Caesar describes two different disasters at once: the full-moon tide filled the warships "drawn up on the strand," and the storm dashed the transports "riding at anchor against each other." Dickens combines them into one: vessels "dashed to pieces by a high tide after they were drawn ashore." (c) Dickens leaves out the full moon, the fact that the tides were "unknown to our men," and the army's lack of grain and repair tools. (d) It is Dickens's judgment. Source 3 partly supports it: "there were no other ships in which they could be conveyed back," and "a great confusion" spread through the army. But Caesar never says he nearly lost. (e) Dickens shortens the story for young readers. Caesar, reporting to Rome, explains the losses as bad luck with a tide nobody knew about, which also protects his own reputation as a commander.

4. Independent Practice15-20 minutes

   Students read two new passages on their own and use them for the quiz. Source 4 is Caesar's description of how the Britons fought from chariots (light two-wheeled carts pulled by horses), from later in the first invasion. Source 5 is Dickens's description of the same chariots, from earlier in his chapter. Students fill in a five-question organizer as they read, one row for each relationship question. Gloss: "infantry" (foot soldiers), "pole" (the long wooden bar between the two horses), "yoke" (the crossbar over the horses' necks), "celerity" (speed), "seasonably" (at the right moment), "spoil" (goods taken in war), "break them in" (train horses), "standard" (flag or emblem).

   1XXXIII.--Their mode of fighting with their chariots is this: firstly, they drive about in all directions and throw their weapons and generally break the ranks of the enemy with the very dread of their horses and the noise of their wheels; and when they have worked themselves in between the troops of horse, leap from their chariots and engage on foot. The charioteers in the meantime withdraw some little distance from the battle, and so place themselves with the chariots that, if their masters are overpowered by the number of the enemy, they may have a ready retreat to their own troops. Thus they display in battle the speed of horse, [together with] the firmness of infantry; and by daily practice and exercise attain to such expertness that they are accustomed, even on a declining and steep place, to check their horses at full speed, and manage and turn them in an instant and run along the pole, and stand on the yoke, and thence betake themselves with the greatest celerity to their chariots again.

   2XXXIV.-Under these circumstances, our men being dismayed by the novelty of this mode of battle, Caesar most seasonably brought assistance; for upon his arrival the enemy paused, and our men recovered from their fear; upon which, thinking the time unfavourable for provoking the enemy and coming to an action, he kept himself in his own quarter, and, a short time having intervened, drew back the legions into the camp. While these things were going on, and all our men engaged, the rest of the Britons, who were in the fields, departed. Storms then set in for several successive days, which both confined our men to camp and hindered the enemy from attacking us. In the meantime the barbarians despatched messengers to all parts and reported to their people the small number of our soldiers, and how good an opportunity was given for obtaining spoil and for liberating themselves for ever, if they should only drive the Romans from their camp. Having by these means speedily got together a large force of infantry and of cavalry, they came up to the camp.

   1They were very fond of horses. The standard of Kent was the picture of a white horse. They could break them in and manage them wonderfully well. Indeed, the horses (of which they had an abundance, though they were rather small) were so well taught in those days, that they can scarcely be said to have improved since; though the men are so much wiser. They understood, and obeyed, every word of command; and would stand still by themselves, in all the din and noise of battle, while their masters went to fight on foot. The Britons could not have succeeded in their most remarkable art, without the aid of these sensible and trusty animals. The art I mean, is the construction and management of war-chariots or cars, for which they have ever been celebrated in history. Each of the best sort of these chariots, not quite breast high in front, and open at the back, contained one man to drive, and two or three others to fight—all standing up. The horses who drew them were so well trained, that they would tear, at full gallop, over the most stony ways, and even through the woods; dashing down their masters’ enemies beneath their hoofs, and cutting them to pieces with the blades of swords, or scythes, which were fastened to the wheels, and stretched out beyond the car on each side, for that cruel purpose. In a moment, while at full speed, the horses would stop, at the driver’s command. The men within would leap out, deal blows about them with their swords like hail, leap on the horses, on the pole, spring back into the chariots anyhow; and, as soon as they were safe, the horses tore away again.

5. Closure5-10 minutes

   Exit ticket: On an index card, finish two sentences: "A secondary source can ___ a primary source, for example ___." and "It matters because ___." Collect the cards and read three aloud at the start of the next lesson.

   Teacher note on the sources: The passages are quoted exactly as printed in 1905 and 1915. In Sources 1 and 4, Caesar calls the Britons "barbarians," his usual word for peoples outside the Greek and Roman world. Point out that the word reflects Roman attitudes: Romans saw outsiders as less civilized than themselves, and the word tells us about Caesar's point of view, not about the Britons. Other paragraphs of Dickens's chapter, not printed here, describe the early Britons in insulting terms that were common in his time. Dickens calls the year "fifty-five years before the birth of Our Saviour," the Christian way of counting years that the page writes as 55 BC. Caesar's figures are his own and cannot always be checked; his account is the main surviving source for these invasions, which is why the relationship between his account and later histories matters so much.

   Homework passages. Source 6 is Caesar's account of the start of his second invasion, in 54 BC, and Source 7 is Dickens's paragraph on the same campaign, which follows Source 2 in his chapter. Gloss: "Labienus" (one of Caesar's generals), "horse" (cavalry), "extolled" (praised), "maritime states" (British peoples along the coast), "perpetual" (constant).

   1VIII.--When these things were done [and] Labienus, left on the continent with three legions and 2000 horse, to defend the harbours and provide corn, and discover what was going on in Gaul, and take measures according to the occasion and according to the circumstance; he himself, with five legions and a number of horse, equal to that which he was leaving on the continent, set sail at sunset and [though for a time] borne forward by a gentle south-west wind, he did not maintain his course, in consequence of the wind dying away about midnight, and being carried on too far by the tide, when the sun rose, espied Britain passed on his left. Then, again, following the change of tide, he urged on with the oars that he might make that port of the island in which he had discovered the preceding summer that there was the best landing-place, and in this affair the spirit of our soldiers was very much to be extolled; for they with the transports and heavy ships, the labour of rowing not being [for a moment] discontinued, equalled the speed of the ships of war. All the ships reached Britain nearly at mid-day; nor was there seen a [single] enemy in that place, but, as Caesar afterwards found from some prisoners, though large bodies of troops had assembled there, yet being alarmed by the great number of our ships, more than eight hundred of which, including the ships of the preceding year, and those private vessels which each had built for his own convenience, had appeared at one time, they had quitted the coast and concealed themselves among the higher points.

   [...]

   2When he had come thither, greater forces of the Britons had already assembled at that place, the chief command and management of the war having been entrusted to Cassivellaunus, whose territories a river, which is called the Thames, separates from the maritime states at about eighty miles from the sea. At an earlier period perpetual wars had taken place between him and the other states; but, greatly alarmed by our arrival, the Britons had placed him over the whole war and the conduct of it.

   1But, in the spring of the next year, he came back; this time, with eight hundred vessels and thirty thousand men. The British tribes chose, as their general-in-chief, a Briton, whom the Romans in their Latin language called Cassivellaunus, but whose British name is supposed to have been Caswallon. A brave general he was, and well he and his soldiers fought the Roman army! So well, that whenever in that war the Roman soldiers saw a great cloud of dust, and heard the rattle of the rapid British chariots, they trembled in their hearts. Besides a number of smaller battles, there was a battle fought near Canterbury, in Kent; there was a battle fought near Chertsey, in Surrey; there was a battle fought near a marshy little town in a wood, the capital of that part of Britain which belonged to Cassivellaunus, and which was probably near what is now Saint Albans, in Hertfordshire. However, brave Cassivellaunus had the worst of it, on the whole; though he and his men always fought like lions. As the other British chiefs were jealous of him, and were always quarrelling with him, and with one another, he gave up, and proposed peace. Julius Cæsar was very glad to grant peace easily, and to go away again with all his remaining ships and men. He had expected to find pearls in Britain, and he may have found a few for anything I know; but, at all events, he found delicious oysters, and I am sure he found tough Britons—of whom, I dare say, he made the same complaint as Napoleon Bonaparte the great French General did, eighteen hundred years afterwards, when he said they were such unreasonable fellows that they never knew when they were beaten. They never did know, I believe, and never will.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Source 4 comes from Caesar's account, and Source 5 from Dickens's history, first published in 1851. Which statement best explains why Source 4 is the primary source and Source 5 the secondary source?

   ACaesar led the invasion and wrote soon after; Dickens wrote centuries later from earlier writers BSource 4 is full of exciting battle action, while Source 5 is calmer and explains things slowly CSource 4 was translated into English, and any translated text always counts as a primary source DSource 5 was written for children, and any book for children always counts as a secondary source

2. Question 2 of 20 · Multiple Choice

   Caesar writes that the Britons "run along the pole, and stand on the yoke, and thence betake themselves with the greatest celerity to their chariots again." Which words in Source 5 borrow this detail?

   A"Indeed, the horses (of which they had an abundance, though they were rather small)" B"Each of the best sort of these chariots, not quite breast high in front, and open at the back" C"leap on the horses, on the pole, spring back into the chariots anyhow" D"The standard of Kent was the picture of a white horse. They could break them in"

3. Question 3 of 20 · Multiple Choice

   Which detail in Source 5 does not appear anywhere in Caesar's description of the chariots in Source 4?

   AThe chariots move at full gallop during the battle BBlades of swords or scythes are fastened to the wheels CThe fighters reach safety again by getting back into the chariots DThe horses can be turned or stopped in an instant

4. Question 4 of 20 · Multiple Choice

   Caesar says the chariots "break the ranks of the enemy with the very dread of their horses and the noise of their wheels." How does Dickens change this idea?

   AHe leaves out the horses and gives all the credit to the drivers of the chariots BHe turns fear and noise into an attack in which horses knock enemies down CHe copies Caesar's exact words and marks them clearly with quotation marks DHe says the chariots were too slow and too heavy to frighten the Roman soldiers

5. Question 5 of 20 · Multiple Choice

   Caesar says the charioteers "withdraw some little distance from the battle" so their masters "may have a ready retreat." Dickens says the horses "would stand still by themselves." What is the relationship between these two statements?

   AThey agree completely, since both writers describe the very moment the fighters jump down BDickens is more reliable here, because a later writer can use more sources than Caesar CCaesar's statement is only an opinion, while Dickens's statement is a checkable fact DThey conflict: Caesar's drivers wait near the fight, but Dickens's horses wait alone

6. Question 6 of 20 · Multiple Choice

   Which pair shows Dickens paraphrasing (restating in his own words) a detail from Caesar?

   A"check their horses at full speed" and "while at full speed, the horses would stop" B"break the ranks of the enemy" and "The standard of Kent was the picture of a white horse" C"by daily practice and exercise attain to such expertness" and "for that cruel purpose" D"the noise of their wheels" and "not quite breast high in front, and open at the back"

7. Question 7 of 20 · Multiple Choice

   Caesar says the Britons reach "such expertness" through "daily practice and exercise." In Source 5, whom does Dickens credit most for the chariot-fighters' skill?

   AThe Druid priests, who he says trained the young warriors for years BThe Roman soldiers, who he says copied the British chariots later CThe horses, which he calls "sensible and trusty animals" DThe settlers from France and Belgium, who he says came to Kent

8. Question 8 of 20 · Multiple Choice

   Dickens writes that the horses "can scarcely be said to have improved since; though the men are so much wiser." What does this sentence add to his secondary source?

   AA fact that Dickens found in Caesar's own description of the British chariots BA quotation from a Roman soldier who once saw the chariots in a battle CA measurement of British horses made by later historians and scientists DHis own comment, which readers should keep apart from what sources report

9. Question 9 of 20 · Multiple Choice

   In Source 4, Caesar writes that when his men were dismayed, "Caesar most seasonably brought assistance; for upon his arrival the enemy paused." What should a reader notice about how Caesar tells this part?

   AHe names himself and makes his own arrival the turning point, which praises the author BHe admits that he was not present, so the sentence must come from another writer CHe calls himself by name, which proves that some other person wrote the account DHe gives the exact number of soldiers he brought, so the whole sentence can be checked

10. Question 10 of 20 · Multiple Choice

    In Source 4, Caesar reports that the Britons "despatched messengers to all parts" and told their people about "the small number of our soldiers." How could Caesar know what the Britons told one another?

    AHe rode along with the British messengers and heard every word himself BHe does not say; it may have come from prisoners or allies, making it secondhand CHe read about it many centuries later in Dickens's history of England DThe British leaders wrote him letters in Latin that explained their whole plan to him

11. Question 11 of 20 · Multiple Choice

    A student says, "Dickens copied Caesar, so Source 5 tells us nothing new." Which response best describes the relationship between Sources 4 and 5?

    ARight: every single detail in Source 5 can also be found somewhere in Caesar's Source 4 BRight: a secondary source can only ever repeat what its primary sources already say CWrong: Source 5 borrows some of Caesar's details but also adds its own details and comments DWrong: Dickens never read Caesar at all, so the two sources have no real connection to each other

12. Question 12 of 20 · Multiple Choice

    Dickens says each chariot "contained one man to drive, and two or three others to fight." Caesar's chapter gives no number. What is the best way for a historian to check Dickens's detail?

    AAccept it, because Dickens was a famous author who is likely to be right BReject it, because any detail missing from Caesar's account must be false CLook for other ancient writers or chariot remains found by archaeologists DCount how many times the word "chariot" appears in each of the two sources

13. Question 13 of 20 · Multiple Choice

    Source 2 says "the bold Britons fought most bravely." Which words from Source 4 best support Dickens's high opinion of British fighters?

    A"Storms then set in for several successive days, which both confined our men to camp" B"Thus they display in battle the speed of horse, [together with] the firmness of infantry" C"While these things were going on, and all our men engaged, the rest of the Britons, who were in the fields, departed" D"Caesar most seasonably brought assistance; for upon his arrival the enemy paused"

14. Question 14 of 20 · Multiple Choice

    Why does it matter that much of what we know about Caesar's invasions of Britain comes from Caesar himself?

    ALater histories, like Dickens's, depend on it, so his point of view can pass into them BCaesar's account was written after Dickens's history, so Caesar copied from Dickens CA primary source written by the army's own commander is always completely accurate DCaesar's account says nothing at all about the Britons, so no later writer could ever use it

15. Question 15 of 20 · Short Answer

    Dickens writes, "The men within would leap out, deal blows about them with their swords like hail." Quote the words in Source 4 that he draws on, and explain what he adds.

    Show model answer

16. Question 16 of 20 · Short Answer

    Dickens says the war-chariots are something "for which they have ever been celebrated in history." Using Source 4, explain how Caesar's account may have helped make the chariots famous, and what that shows about the relationship between the two sources.

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17. Question 17 of 20 · Short Answer

    In Source 2, Dickens writes, "for once that the bold Britons beat him, he beat them twice." Does Source 4 give any support for the idea that the Britons once beat Caesar's men? Explain, quoting Source 4.

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18. Question 18 of 20 · Short Answer

    Write two sentences of a secondary source about the British chariots for a modern grade 6 class, using only Source 4. Then explain one detail you borrowed and one detail you left out, and why.

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19. Question 19 of 20 · Short Answer

    In 4-5 sentences, analyze the relationship between Source 4 and Source 5. Use at least three of the five relationship questions (borrows, adds, leaves out, changes, why).

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20. Question 20 of 20 · Short Answer

    Why do historians need both a primary source like Source 4 and a secondary source like Source 5? Give one thing each kind offers and one caution about each.

    Show model answer

These standards connect to RH.6-8.9: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.