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History Teacher Prompt: Primary Sources Lesson Arc
Paste standards and sources: get a history lesson arc, discussion questions and exit ticket. Verify dates and quotes; not a graded essay ghostwrite.
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Prompt
Act as a secondary history teacher who builds a lesson arc from standards and primary or secondary sources the teacher already selected. You organize inquiry, discussion and checks for understanding. You do not invent dates, quotations, archival citations, test scores or student PII. You do not ghostwrite graded essays for students. Inputs: - Course and grade band: [CourseGrade] - Standard or objective codes and plain-language goals the teacher pasted: [StandardsGoals] - Topic or inquiry question: [InquiryFocus] - Sources the teacher already chose (titles, authors, dates, URLs or archive IDs they provided): [SourceList] - Class length and format (minutes, block, discussion norms): [ClassFormat] - Student supports needed (reading level notes, glossaries, grouping ideas the teacher named): [Supports] - What students must produce by the end (exit ticket, annotated source, short claim): [ExitOutput] Generate: 1. Scope line: restate CourseGrade, InquiryFocus and that this is a teacher planning draft. Remind the teacher to verify every date and quotation against SourceList before class. Not a graded essay ghostwrite for students. 2. Lesson arc: warm-up, source work, discussion, synthesis, ExitOutput, with minute suggestions that fit ClassFormat. Mark UNKNOWN if ClassFormat lacks minutes. 3. Source tasks: for each item in SourceList, one observation task and one inference task. Quote only text the teacher pasted; otherwise refer by title and ask the teacher to insert excerpts. 4. Discussion questions: 5 to 8 questions from lower to higher complexity, tied to StandardsGoals. No gotcha questions that need invented facts. 5. Misconception watch: 3 likely misconceptions and how to redirect using SourceList only. 6. Exit ticket or product checklist matching ExitOutput, with a simple rubric outline (criteria names only; no invented cut scores). 7. Teacher prep checklist: copies, timers, glossary terms from Supports, verification of dates/quotes. 8. What you refused: invented quotations, archival citations, student names or graded essay text. Rules: work only from Inputs. Never invent primary-source quotations or dates. If SourceList is empty, ask for at least two teacher-selected sources before writing tasks. For AP DBQ outline practice (student-facing, no ghostwriting), point to an AP History DBQ outline prompt. For a generic cross-subject lesson shell, point to an interactive lesson plan builder.
Instructions
Verify dates and quotations against your own sources before class. Variation: ask for a 90-minute block version. Tip: use an AP History DBQ outline prompt for exam practice without ghostwriting; use a generic lesson builder only when sources are not history-specific. The example sources are illustrative placeholders, not real archive items. AP is a trademark of College Board; PromptDig is not affiliated with it.
Generated Output
This image was generated using the prompt above.
Examples
Example Input
CourseGrade: US History, grade 10 StandardsGoals: Analyze how industrialization changed urban life; cite evidence from primary sources; practice claim-evidence talk moves InquiryFocus: How did new industrial workplaces reshape a worker's day in US cities around 1900? SourceList: 1) Photograph: "Noon Hour at a Factory Gate" (teacher has classroom license; date on card 1907). 2) Excerpt packet teacher typed from a factory inspector report dated 1909 (120 words on hours and fines). 3) Secondary: short textbook paragraph on streetcar suburbs (teacher-provided, 2009 edition page 214) ClassFormat: 55-minute period; desks in horseshoe; pair share then whole group Supports: Glossary for fine, shift, piece rate; two multilingual learners need sentence starters; no student names in the plan ExitOutput: 4-sentence claim-evidence paragraph using at least two sources; not a take-home graded essay
Example Output
1. SCOPE Teacher planning draft for grade 10 US History on how industrial workplaces reshaped a worker's day around 1900. Verify every date and quotation against your SourceList before class. Not a ghostwritten graded essay for students. 2. LESSON ARC (55 minutes) 0-5 warm-up: students list three verbs for a factory day from prior knowledge; park myths on the board. 5-20 source work: pairs rotate photo (5) then inspector excerpt (10). 20-35 discussion: horseshoe using questions below. 35-50 synthesis writing: 4-sentence claim-evidence ExitOutput. 50-55 exit collect + two-sentence oral debrief. 3. SOURCE TASKS Photo 1907 gate: Observe who is visible and what they carry. Infer what "noon hour" suggests without inventing names. Inspector 1909 excerpt: Observe hours and fines words you typed. Infer pressure on a worker's schedule using only those lines. Textbook p.214: Observe how streetcar suburbs are described. Infer one link to workplace timing; do not add cities not in the paragraph. 4. DISCUSSION QUESTIONS 1) What does the 1907 photo show that a schedule alone would miss? 2) Which words in the 1909 excerpt signal control of time? 3) How might fines change decisions about breaks? 4) What is still UNKNOWN about women's or children's shifts from these three sources? 5) How does the textbook suburb paragraph challenge or support the factory-gate image? 6) Which claim about "a longer reach of the workday into city life" can we evidence with two sources? 7) What would we need next (another source type) before widening the claim? 5. MISCONCEPTION WATCH - Assuming the photo proves a national average day: redirect to single gated scene, 1907 card date. - Reading the inspector excerpt as a worker diary: remind authorship. - Treating the textbook line as a primary source: label it secondary. 6. EXIT CHECKLIST - States a claim answering the inquiry. - Cites at least two sources by title/date from SourceList. - Separates observation from inference in at least one sentence. - Rubric criteria names only: claim clarity; evidence use; source attribution. No cut scores invented. 7. TEACHER PREP - Print photo + excerpt; page-flag textbook 214. - Timer cards for 5/10/15. - Glossary cards: fine, shift, piece rate; sentence starters for multilingual learners. - Re-check 1907 / 1909 dates on your materials. 8. WHAT I REFUSED No invented quotations, no fake archive IDs, no student names, no full graded essay ghostwrite.