"Teaching with Colorado's Heritage"
Module 1: Introduction to Primary Source Materials
Primary Sources
Primary sources are actual records that have survived from the past, such as letters, photographs, and articles of clothing (Giese, 2002).
Primary sources are the "stuff of history" - the firsthand accounts by participants and observers in the events or time periods being investigated (Longberger, 2003).
Types of primary sources include:
 Documents, Texts and Letters |
 Photos and Prints |
 Maps |
 Music Scores |
 Artifacts |
 Ephemera: Posters and Broadsides |
 Oral Histories |
- historic newspaper articles
- autobiographies
- speeches
- research data and much more...
When determining if an item is a primary source, consider if the item was written or produced during the period in which you are researching. For example, a newspaper article written about the battle of Gettysburg by a contemporary in July 1863 would be a primary source; but an article about the battle written in 19633 probably was not written by an eyewitness or participant and would not be a primary source. (National History Day FAQ)
The memories of a person who took part in the battle of Gettysburg also can serve as a primary source. He was an eyewitness to and a participant in this historical event at the time.The memories of a person who was part of Cesar Chavez's labor union movement also can serve as a primary source, even if you conduct an oral history interview with the person in 2001. He or she was an eyewitness to and a participant in this historical event at the time (Vandenberg-Daves, 2003)
Secondary Sources
Secondary Sources are the resources that traditionally are used in the classroom or library, such as textbooks, encyclopedias, other reference books. Secondary Sources are often critical to provide background information and place a primary source in the context of the times. Secondary sources include the authors analysis of a particular item or event.
Activity
To determine your understanding of the difference between primary and secondary source materials, place a "P" for primary or an "S" for secondary next to each source (Reed-Evatz, 2002).
- Pictures of 1870's gold mining ___
- 2002 newspaper article about gold mining___
- history textbook with paragraph about Colorado gold mining___
- Colorado newspaper from 1859___
- Gold coin from 1849___
- Letters from 1860 gold miner___
- 2004 expert lecture on life of a gold miner___
- gold nugget___
- 1860's map of mining areas___
- Memoirs of a 1860 gold miner___
Answers at the bottom of the page.
How did you do? If you need more help, refer to Primary vs. Secondary Sources by Library Instruction at Bowling Green State University for more information.
Consider Context
Sometimes the same source can be primary in one context and secondary in another, depending upon how you are using the source. For instance, Woodrow Wilson's "John Wesley's Place in History" is a primary source if you are studying Woodrow Wilson's thought, but a secondary source if you are researching John Wesley (Longberger, 2003). A speech about the Declaration of Independence that was delivered by a noted statesman on its hundredth anniversary would be secondary source for a scholar studying the document's philosophical origins. But, it would be a primary source for a scholar studying how the Declaration's meaning has changed for Americans over time (Primary Sources- What are they, 2002).
In what context would a newspaper's letter to the editor section about the contested 2000 election be considered a primary source? A secondary source?
Why teach with primary source materials?
By studying primary sources, students become the historian. Students have the opportunity to analyze objects and draw their own hypotheses, then follow-up with research to determine if their hypotheses are accurate. Students place their research within the context of what secondary sources say about the political, social, and economic context of the time. Primary sources motivates students to learn about the past, because they actively participate in the learning process.
Using primary sources:
- Motivates students to learn more by provoking curiosity;
- Develops analytical, critical thinking and research skills in students;
- Extends knowledge on a variety of subject matter;
- Gives a 'voice' to history;
- Creates active learners rather than passive listeners;
- Fulfills Colorado model content standards in history, national history standards and information literacy standards;
Activity
Select three items that are important to you. Describe each item and what the item says about you. Now consider someone 100 years from now finding these items. What might be their interpretation of each item? What might be their interpretation of you? How might your views and the views of this person from the future differ? What three newspapers, magazines, t.v. shows, ads, scholarly journals, etc. would you suggest to this person from the future for more information about these items and about you?
How to teach with primary source materials?
Read Dr. Cynthia Stout's "Models for Using Primary Source Materials" for some teaching ideas. More ideas will be introduced throughout this course.
References
Giese, J. 9/26/02. The Historian's Sources. The Library of Congress. http://memory.loc.gov/ammem/ndlpedu/lessons/psources/pshome.html. 11/05/03.
Longberger, J. 8/2003. Primary Sources for United States History. Emory Libraries. http://web.library.emory.edu/subjects/humanities/history/histusps.html. 7/10/04.
National History Day FAQ. 2003. http://nationalhistoryday.org/FAQs.htm. 11/14/04.
Primary Sources- What are they? 3/08/02. Lafayette College Libraries. http://ww2.lafayette.edu/~library/guides/primarysources/definitions.html.9/12/04.
Reed-Evatz, K. 2002. Using Primary Sources to Write Narratives. Colorado Digitization Program. 11/01/04.
Vandenberg-Daves, J. 2003. A Research Roadmap. National History Day.http://www.nhd.org/ResearchRoadmap.htm 8/03/04.
