Teachers' Use of Primary Sources

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Copies of the Constitution on a classroom table. NHEC
Article Body

To what extent do history/social studies teachers use primary sources in their classrooms? What impact has the availability of Web-based primary sources had on their practice?

To find out, David Hicks and Peter Doolittle of Virginia Tech University and John K. Lee of Georgia State University surveyed 158 high school history teachers. Their study revealed that even though most teachers used primary sources, there was no consensus about how to use such documents. Is the purpose of using primary sources to reinforce what is taught in the textbook, or is it to teach historical thinking? Are Web-based primary sources the same as text-based ones? And finally, how can teachers be well prepared to use primary sources?

Historical Information vs. Historical Interpretation

It is well known that primary sources are important for teaching historical thinking skills. Many teachers find them useful for engaging students in such tasks as historical interpretation. More frequently, however, documents are used to enrich a textbook account or to help students focus on essential facts and concepts. This study sought ways that teachers could work together to devise new approaches to using primary sources, including teaching historical thinking.

. . . documents are used to enrich a textbook account or to help students focus on essential facts and concepts.
Text vs. the Web

Many of the teachers surveyed were unfamiliar with several well-developed and notable digital resource centers. Most teachers, for instance, were unaware of sites like the Library of Congress’s American Memory site, the digital National Security Archive, History Net, and the Census Bureau’s American FactFinder. In addition, most had never used videos or photographs available from internet resources, primarily because they were unsure how to find them. This highlights the need for better dissemination of information to help teachers locate useful (and usable) primary sources.

. . . most had never used videos or photographs available from internet resources, primarily because they were unsure how to find them.
Obstacles and Dilemmas

Most teachers said they needed no additional training on how to use or locate primary sources, or in understanding the unique aspects of Web-based sources. Still, many indicated a desire for assistance in helping students develop historical thinking skills, and some teachers didn't consider the Web to be an organized repository of primary sources. Based on these responses, the study authors wanted to know how administrators could support history/social studies teachers in terms of ongoing training and professional development. When it comes to using primary sources to teach historical thinking and locating primary sources on the web, what specific things might help teachers enhance their skills?

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Screenshot, American Experience Homepage, Wyatt Earp
In the Classroom
  • Explore a few excellent collections of primary sources like the Library of Congress's American Memory, Our Documents, the National Archives, Digital History, and PBS's American Experience.
  • As you browse through available sources (don't forget these include photographs!), try to think of a historical question which the documents can help students answer. Would the documents, for example, allow students to answer a question about why the American Revolution was fought, or what caused the Great Depression? Look for primary sources that demand close reading or analysis for understanding, illuminate facets of a historical context, or lead to more questions.
  • Use Teachinghistory.org resources to help you find and use primary sources effectively. Search Website Reviews by topic or time to find primary source collections. See Using Primary Sources, Teaching Guides and Lesson Plan Reviews for methods and ideas about how to use primary sources with your students.
Sample Application

In responding to a question on why teachers didn't use Web-based historical primary sources, the three most frequent answers were:

  • "No time to search the web for primary sources."
  • "Too many web sites to locate suitable primary sources."
  • "Inappropriate preparation to use primary sources."

While the first two call for more resources that can help teachers navigate web-based primary sources, the third answer indicates a need for more professional development using primary sources. Consequently, school leaders and administrators should seek professional growth activities which not only help history/social studies teachers use primary sources effectively, but focus particularly on using Web-based resources.

Bibliography

David Hicks, Peter Doolittle, and John K. Lee, "Social Studies Teachers' Use of Classroom-Based and Web-Based Historical Primary Sources," Theory and Research in Social Education 32, no. 2 (2004), 213-247.

Google Docs

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Logo, Google Docs
What is it?

Google Docs is a free, web-based word processing, spreadsheet, and presentation program that allows users to create, share, and collaborate to develop materials. Users can create documents, tables, and other presentations within Google Docs or upload existing files or create materials within the Google Docs program.

The real-time, collaborative feature lends itself to student group projects as well as to faculty and administrative use. Users determine who has access and editing privileges through invitational emails, and files are stored online, safeguarding against hard drive or power outage loss. Usage requires a Google account.

One Teacher's Experience: Megan Fix, Middle School Teacher
As a professional educator Google Docs has enabled me to create a "school to home classroom" that provides students with the opportunity for continued education outside of the typical school day. Google Docs allow students and teachers to be in consistent contact and can even be used for communication over the summer. Students appreciate this tool because it keeps them from having to worry about where they saved an item or if they misplaced a zip drive, as it permits them to store and access documents on a web based server so that they can be reached from any location all over the world.

A student is never able to say "I left it at home!"

My students have found Google Docs to be especially helpful for group projects. The application allows students to share file access and therefore, supporting their busy schedules, creates an open forum online for them to contribute to an assignment at a time that is most convenient for them—making group projects much more efficient and considerate of a students' time.

Google Docs supports the fast growing inclusion of technology and web based programs in the classroom for our innovative generation of students. Google Docs is every teachers dream—there is no longer a need for discs or drives! A student is never able to say "I left it at home!"

One Teacher's Experience: Julie Nelson, High School Teacher
Three weeks ago, I discovered Google does a lot more than conduct a search. It affords educators with the necessary tools to both plan and incorporate not only technology, but a social media component into their curriculum. Fortunately, my district provides the necessary technological tools; and the implementation has been easier and more rewarding than any other method that I have in my repertoire of teaching tools.

Three weeks ago, I discovered Google does a lot more than conduct a search.

To implement, I researched my state‘s educational standards relating to information and media. After researching, I built a blog, and typed handouts using Google Docs that accompanied links to assignments. In addition, I added bonus opportunities related to video links to contemporary issues.

The weekend prior to launching, I shared with my principal my plan. Fortunately he was a supporter and that day I sent home a letter to parents explaining the curriculum’s purpose and benefits, as well as my expectations of responsible online behaviors. All of the handouts I created using Google Docs. Each document I linked off of Blogger, also a free teaching tool on Google, which afforded my students access to all resources, handouts, and deadlines in one location.

My students are actively collaborating with their peers on assignments. The students are learning about the rise of industry and are completing a collaborative research project using Google Docs‘ presentation creator. In addition, they are completing the section assessment questions with a partner using Google Docs’ document creator.

Due to the fact that Google Docs, Blogger, and Google Calendar are web-based, students are afforded the opportunity to access their assignments anywhere, anytime. They are meeting online to work on material outside of class, which is tracked by time stamping on all contributions. It is an extension of the classroom and every level of learner is benefiting. My students are actually reporting it is “fun.” The digital divide is being bridged between the content and their culture. Students are meeting deadlines, corresponding via Gmail, and demonstrating more interest in learning.

Examples

Google offers a tour and how-to of its own program. High school teacher and blogger Richard Byrne put together a 40-page guide on using Google Docs in education, and 4th-grade teacher Meg Griffin describes how she uses Google Docs in our blog. You can also view a 10-minute video of how Google Apps work for the K-12 classroom.

Wikis

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Wiki
What is it?

What is it?

Wikipedia is the best known wiki, but do you have to create an encyclopedia to use this tool? Can you adapt the format to your class and specific lesson modules or use it for professional development and communication? Absolutely!

Wikis are websites that allow you to create and edit any number of interlinked web pages. They're used for collaborative work that can be created and changed online.

Unlike blogs where content comes from a single author supplemented with the comments of others, wikis are open to multiple authors working in tandem. They are recommended for creating, managing, and tracking group projects and activities and building idea and resource exchanges. Wikis—and Wikipedia certainly is the most prominent and largest example—can be limited to only a few contributors or open to unlimited participants. They are an effective platform for team work for students and educators and can be ongoing or project-specific.

As Wikis in Plain English from Common Craft on YouTube explains, the edit-save-link basic features of wikis enable you to plan the simplest project, or "the world's greatest encyclopedia."

Getting Started

You need a computer, an internet connection, and a provider to host your wiki. Wikispaces, one of the most popular in the K-12 world, offers free wikis for educators as well as fee-based services for entire school systems. A screencast demo tour sends you on your way from introductory steps to create your wiki to how to upload files to establishing RSS feeds.

In practice, wikis let you select an edit tab, and add material, topics, and pages, or edit both your material or that of other members of the wiki group—and you can incorporate audiovisual and image files as well. In the classroom, students can collaboratively author texts, keep class notes, and develop projects. For teachers, they can become, among other uses, communication tools for professional development and resource sharing within a department, a school, a region, or nationwide.

Examples

The California-based Computer-Using Educators, Inc. (CUE) answers the question, Why wiki? pointing out When students are using wikis they are "learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance, and more." (from Will Richardson Blogs, wikis, podcasts, and other powerful web tools for classrooms, 2006)

Deerfield, Illinois, uses a wiki for professional development, supporting technology integration & 21st Century Skills literacy throughout the school district.

Educational Wikis links to examples of a variety of projects, from classroom wikis to curricular subject-oriented wikis.

Introduction to Google Docs

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Screencapture, Google Docs account, Google

In this official Google-created video, educators and other school personnel volunteer ways they've used Google Docs in their classrooms. The video provides some footage of student use, but, more, it presents a good general overview of what Google Docs is and does—including how it can prevent repetition of work and promote collaboration between students, even outside of the classroom.

Crosscurricular Multimedia: AP U.S. History and Govt Classes Collaborate

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Detail, student presentation, Reforming Social Security
For more information

Ken Halla blogs about his teaching strategies and online finds at US History Teachers Blog.

Ash, Katie. “Digitized Historical Documents Give Students Direct Access to the Past.” Jun. 13, 2011. Education Week. 2011. (Accessed Sept. 16, 2011.)

With AP exams over for the year, AP U.S. History teacher Monte Bourjaily and AP U.S. Government teacher Ken Halla didn’t let the rest of the school year go to waste. Together, Bourjaily and Halla developed a crosscurricular project that brought Bourjaily’s juniors and Halla’s seniors together to develop digital, research, and communication skills.

Choose Your Own Adventure Videos

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Video still, Project 2, The History 2.0 Classroom, creative commons
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In this blog post, Greg Kulowiec, a high school history teacher and classroom technology integration specialist, describes how to create your own Choose Your Own Adventure videos on YouTube. Students plan and shoot videos, and then create clickable hot spots on the videos linking to other videos they've made representing the choices.

Kulowiec's students used the concept to create videos comparing the French Revolution and recent Egyptian revolutions. Two examples of these projects can be selected and viewed at the end of the string of tutorial videos.

This format encourages contrast and comparison. Perhaps viewers can choose different actions "at" a historical event—watching versus active participation, for example—and the viewer's decision can link to videos relating the accounts of eyewitnesses and participants who made similar decisions. Another option would be to have students create works of historical fiction, or videos which describe class differences (choose between being born into a wealthy family or a poor family in a particular time and place, choose between being born male or female, etc.). The opportunities are endless.

Finally, the comments provide some insight into green-screen techniques for beginners.

(Note: To view the videos, you will need to be connected to a network that allows YouTube access.)

For more information

Learn more about digital storytelling tools, including iMovie and Movie Maker, Little Bird Tales, Animoto, and more in Tech for Teachers.

Unable to access YouTube at school? Tools like KeepVid can help. Remember to consider copyright!

Historical Thinking Interactive Poster!

Date Published
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Historical Thinking Poster
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So how do we top the popularity of our historical thinking poster? We make a good thing even better! Check out Teachinghistory.org’s interactive version of the historical thinking poster for the 2012–2013 school year!

Just like the original poster, we created a version specifically for elementary classrooms and another for secondary grade use.

What will you find?

With links to lessons, primary sources, teaching ideas and more, the interactive poster helps guide you to great resources found on Teachinghistory.org, such as:

  • A quiz to test your knowledge of primary and secondary sources
  • A video on “What is Historical Thinking?”
  • Lesson plans focused on key elements of historical thinking
  • Ideas for teaching with text, photographs, art, maps, objects, and more
How can you use it?

Here are a few ideas to get you started:

  • Project the poster up on your smartboard and use it to introduce the concept of historical thinking
  • Select a different teaching resource from the poster each week to reinforce a particular historical thinking skill
  • Use the source information to model how to cite sources from the web
Want more?

Be sure to check out Teachinghistory.org’s interactive Civil War poster filled with teaching resources related to the primary sources depicted!

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