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Usually it is around the third or fourth grade in most schools that the idea of primary and secondary sources are introduced, usually in the social studies curriculum. From there they will use this quite often and there are some tricks to making the use of primary sources more effective.

To review, primary sources are sources of historical information that is immediate and first-hand to an event. Eyewitness accounts, journals, interviews, oral history, photographs, and other sources that do not involve an interpretation of a third party are considered primary sources. Primary sources are more authentic than secondary sources but they still can include distortions and biases which should be pointed out. They are, however, very useful in social history as they are a record of how people react to events.

The easiest and most enjoyable primary source project is the interview. The interview project can be made more effective by introducing students to how other students or adults have conducted interviews both in film and in print. You can also make the process easier by giving specific objectives such as: Interview someone about life fifty years ago, or, interview someone about how they felt about World War II. The more specific, the easier the student will be able to stick to the subject and will make it less overwhelming.

Having forms you have created with example questions are also helpful to the student and allow plenty of room for them to ask their own questions as well. They will often just need a little nudge to get going with interviews and the result will often be very engaging to the students and to the class.

If possible, bring in a visitor to the class to show them examples of primary sources of family history. Have someone bring in artifacts and journals of their ancestors. Often history has a whole new meaning when they can see the paper and the actual handwriting of a person who lived in the past. Often historical societies have volunteers who are more than willing to come in to a school and talk to the class. If possible visits to small museums are excellent ways to introduce students to primary sources. Textbooks often include more pictures and examples of primary sources but it is more meaningful if students can see them for themselves.

Real-life examples of primary sources are always more engaging and interesting than secondary sources. One teacher took her studetns to a graveyard to do rubbings of headstones of persons of historical significance. The questions this raised in the student's minds! This is one example of how to begin a theme or a chapter that will really grab the student's attention. There are many more, and primary sources give a spark and an interest to social studies and are worth focuing on.

Learn more about this author, Brenda G. Koscelny.
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