Primary sources always excite children, even adults. Have you ever been to a museum and seen a real mummy in an open display case? I am sure you did not sleep for days after that. Imagine how much excitement bringing the real thing into your classroom to teach your children about Egyptians and their practices.
It is often said that a picture speaks a thousand words. A photograph of the real item, even if it is a photograph of the real picture drawn on the wall of a cave, or a handwritten journal, will intrigue us more than a second person's account of what he has witnessed. It is in this respect that primary sources catch the attention of students more than the articulate and detailed lecture a teacher can ever deliver in school.
What is a primary source? A primary source is also known as the original source. It can be a picture or an artifact. Historians first coined the phrase to distinguish an original piece of writing to a copy of it, known as a secondary source. The reason is clear enough, for secondary sources may contain interpretations that are not intended by the originator. The ancient scrolls which contain the original Pentateuch are primary sources. The translated versions in English and other languages are secondary sources as actual meanings may be lost by translators who cannot find exact words to represent the flavor of original words in another language.
Primary sources are vital in History in schools as it is important that students hear from the horse's mouth and experience history for themselves instead of hearing comments from another person. How do we hear from someone who has passed on millions of years ago or view something that has since disintegrated? This is especially so in the subject of History. It is thus important that school teachers allow students to view for themselves artifacts or at least pictures of them culled from the Internet's vast resources.
A visit to the Killing Fields in Cambodia, the Crying Wall in Palestine or an Egyptian tomb in a pyramid is not what the majority can afford. Digital photographs of these places are plentiful on the World Wide Web, and by comparing sources from different websites, students will receive the same impact as if they were there for themselves. Students who actually hail from these countries can become important primary sources themselves and become an important resource who can provide actual photographs, artifacts and accounts of the events that they might have personally encountered.
Primary sources are also used in other subjects. An actual leaf of an existing plant is a primary source in Science while a picture or photograph of it is a secondary source. A story book written by the actual author is a primary source. A teacher's interpretation of it is a secondary source. It is evident which will bring more life to a subject and bring interest to even the most skeptical students.
How can we find primary sources easily? Computer technology has made things easy for teachers sourcing information. Many primary sources have been digitised, catalogued and kept in on-line libraries. Many of these digital archives are started by actual archives and museums who have learnt from the sad past that even the most beautiful of monuments may not be spared the wrath of war and natural decay. Restoration works can only preserve so much in its natural form - the rest of the patching up may be the guesswork of historians and restoration workers, no matter how carefully they work. As schools are institutions of learning, it is likely that an official letter or email will open doors to what we need for our students in digital archives that are available to a select few.
If teachers are able to bring students to actual sources, teachers ought to distinguish between a learning journey and a mere sight-seeing vacation. In order to ensure effective use of primary resources, a guide that is well-versed in the primary resources should be on hand to answer queries from students and teachers, and give an on the spot commentary during the tour. Where possible, teachers should make a recce of the place before actually planning and bringing students there. Although viewing primary sources is important and exciting, the purpose will be lost if students do not see the relevance of the sources. Worksheets that do not require much writing on such learning journeys are useful feedback to teachers as to whether their students have seen or understood what they should. Teachers should also note that less could be more. A whirl of sources that students have to view within a short time may be more damaging than a few carefully selected artifacts that the guide can comment fluently on and convey the important messages of the learning journey.
When using live sources, teachers need to be sensitive to possible negative impact on their students. Vegans may be overwhelmed if their teachers pump pesticide into a closed container to show the harmful effects of pesticide on baby mice and pests such as cockroaches and caterpillars. The teachers may become the highlight of the demonstration as they come across as heartless monsters.
In summary, teachers can use primary sources effectively in the following ways to maximise learning:
1. Use learning centers in class: Rather than having thirty children crowding round an artifact, have children look at it by turn while others are kept busy at other centers around the classroom. This way, you can help your students see what you want them to, rather than just knowing that a particular artifact exists.
2. Various primary sources are used for different purposes. Teach students the right thing to look out for in the various sources. Help them craft appropriate questions before an interview session with a beloved author, for example. Create questions that provokes thinking about what students are viewing in a museum. Have a questionnaire for them to fill in as they follow the museum guide around.
3. Use authentic sources. You may wish to verify on-line sources against records.
4. If a learning journey is not possible, bring the journey within the walls of the classroom via multi-media presentations.
Finally, always have an activity or a simple worksheet, even a journal, to gauge students' learning and response to the lesson involving primary sources. The objective of the lesson must be met. The lesson cannot be just a show or some entertainment, so while the lesson may be more interesting than having the teacher rattle on or read from text, always check back on what students have indeed learnt from the lesson.