Using Primary Source Documents

to Teach and Engage

Lisa DiAgostino, Humanities
Supervisor

Six Shifts In
Learning
1. Increase in non-fiction text

50% fiction and 50% nonfiction for 4th

grade,

45% fiction and 55% nonfiction by 8th

grade and

30% fiction and 70% nonfiction by 12th

grade

2. Content area literacy

3. Increase complexity of text
4. Focus on text-based questions
5. Focus on writing arguments

The
power
of
image
s

Is this a Primary Source?

"Columbus taking possession of the new country"

1893

The First Thanksgiving,"

1932
The First Thanksgiving

1932

A Primary Source:
A document or physical object which was
written or created during the time under study.
These sources were present during an
experience or time.
Original Documentation: Diaries, speeches,
manuscripts, letters, photos, film footage,
official records
Creative: Poetry, drama, novels, music, art
Relics/Artifacts: Pottery, furniture, clothing,
buildings
May or may not be factual/free from bias

A Secondary Source:
Interprets and analyzes primary
sources.
These sources are one or more steps
removed from the event.
Secondary sources may have
pictures, quotes or graphics of
primary sources in them.
May or may not be factual or free
from bias

Breaker boys, Woodward Coal Mines,

Kingston, Pa..

http://www.eiu.edu/eiutps/childhood_set.php

Child labor is not a new issue

in Bangladesh. Children
remain here one of the most
vulnerable groups living
under threats of hunger,
illiteracy, displacement,
exploitation, trafficking,
physical and mental abuse.
Many children of the 5-15 age
group are engaged in economic
activities in various hazardous
occupations and manufacturing
factories.
Factory owners prefer to employ
children as they could pay them
less and also able to keep their
factories free from trade
unionism.

Narrative history/
Textbooks

vs.

Students as receivers
Conclusions
of information
given to
students
Thinking often done
by others
Coverage
Content for content's
sake
Voice of the writer(s)
of the textbook is
prevalent
One or limited
perspective
Teacher centered

Evidence-Based/
Inquiry
Students as critical
thinkers
Students use evidence
Investigate
Inquire into issues,
questions
Voices of actual
participants in history
Multiple perspectives
Use/practice skills
essential for a
democratic society
Student and evidence
centered

Investigative Question

How does your life compare to that of

a same-aged child around the
Industrial Revolution?

Social Studies
can be
SPECtacular

Anthony J Fitzpatrick, NJDOE

SPEC
Social

Having to do with people in groups, their living together,

includes issues such as gender, economic status, and
ethnicity.

Political

Having to do with gaining, seeking, and organizing

power, events related to the function of government:
making laws, enforcing laws, and interpreting laws.

Economic

Having to do with how people meet their basic material

needs; the production, distribution, and consumption of
goods and services; includes such issues as domestic
and international trade, monetary policies, and taxation.

Cultural

Having to do with the technology, arts, and institutions

of a given group of people at a given time. It is a
tangible representation of interactions.

You dont have to capitalize

the C
Often the most
confusing theme is
Culture as students
may confuse it with
Social.
Its quite
acceptable to use
SPE first until they
get the SPEcial
nuance that
separates social
and cultural.

Get out your SPECtacles.

Lets
examine
some
primary
source
documents
for some

From SPECifics to
Generalizations
Step 1: Generate
the SPECific facts.
Step 2: Categorize
the facts into SPEC
categories
Step 3: Rank the
categories in the
order of the ones
you gather the
most facts for.

Continued
Make generalization
statements from
each category (Must
show the
connectivity of the
facts). Teacher then
grades the
generalization
statements.
Create a thesis
statement based on
their generalizations
and the connectivity
between them.

WRITE SPECtacular essays!

Use the letters to
help construct a
parallel structure
thesis statement.
Prioritize which 3
elements provided
the most
information.
Use the top 3 to
construct the body
paragraphs.

TOPIC

S
Informati
on

P
Informati
on

C
Informati
on

E
Informati
on

The Table Top:

SPECulate
In need of a
conclusion that
doesnt tell me
what you told me
have the students
take a calculated
risk!

What is the goal?

Have students
providing a broad
SPECtrum of thesis
statements and
conclusions that
show their content
mastery and their
historical thinking
capabilities.

The New Colossus. Favorite Poems Old and New. Edited by

Helen Ferris. New York: Doubleday, 1957. (1883)
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
"Keep, ancient lands, your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!
SPEC the documentwhat is Lazarus overall message regarding Immigration?

Strategies

What happened?
What was/is life like in _____
Let me tell what I saw (using images)
Let me tell you about my life (based on documents
and images
Creating a mini-documentary using images to tell
a story (Photo Story 3 free software from Microsoft)
Debate using evidence from Primary Sources
Role-playing based on images and some narrative
Then and Now
Placards

Topics
Child labor and Industrial Revolution
Westward movement and everyday life
Immigration - hope, opportunities, challenges, prejudice, change
Trip around the world - everyday life, use and availability of water,
similarities/differences
Situations in other parts of the world or at different historical times
Making a difference: understanding past situation (injustice,
decision, condition) using primary sources and literature, possible
solutions/actions, select action and create a plan, role play
action
Regions of the United States: images of what life is like,
environment, what people do for a living, then and now - using
images, diaries, children's literature, bulletin boards, display
boards, learning stations, placards, mini-documentary
Ways communities , transportation, occupations, and everyday life
have changed over time (Then and Now)

Contributors: Fred Cotterell, Montclair State University

Anthony Fitzpatrick, NJDOE (

http://www.loc.gov/teachers/tps/
www.pinterest.com/usnatarchives/
www.youtube.com/usnationalarchives
www.docsteach.org
www.digitalvaults.org
www.fold3.com
www.flickr.com/usnationalarchives
www.presidentialtimeline.org

Primary source Teacher Guides,

Analysis Tools, Graphic Organizers
www.archives.gov/education/lessons
http://www.loc.gov/teachers/usingpri
marysources/guides.html