Giving students the opportunity to examine history first-hand instead of always relying on secondary sources (interpretations of others) is so important as we strive to teach our students to think. Comparing primary source material to what is available about the topic from textbooks and other materials requires critical thinking and analysis skills. These skills require students to examine their current beliefs and knowledge in the context of the day in which the original document was produced. What else was going on at that time politically, economically, geographically, culturally, and scientifically (is that even a word?)If you believe, as I do, that the ability to analyze primary source documents is important for young learners, then you'll want to check out a new feature at the The National Archives called "Today's Document." Every day, a primary source document is highlighted. Supplemental materials are a click away.
Yesterday's document was the reward poster for John Wilkes Booth. Today's includes measurements from Peary's North Pole Expedition in 1909. One day last week the document was a memo written to President Truman about the Manhattan Project. All have elements of controversy. Kids like controversy.
The Library of Congress has published some excellent tips/ideas for teachers to help them learn to use primary source documents in the classroom. Teachers must be ready to delve into the world of open-ended responses with no right or wrong answers, and be comfortable with fiery discussions of assumptions, stereotypes and belief systems. Would it be possible for students to compare what occured in history to similar themed events of today? You bet! And it will peak their curiosity, draw them in, and help them learn to think. Primary source documents are abound in all content areas; this type of engaging learning environment should never be limited to history teachers!
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