Distinguishing Primary from Secondary Sources
by
*Fran O'Malley

Abstract

In this lesson, students will participate in an exercise in which they will be asked to describe an event from the standpoint of either observers or non-observers of events in order to develop an understanding of the difference between a primary and a secondary source. This lesson also helps student understand the interpretive nature of historical accounts.

Standards Addressed

• History 2 [Analysis]: "Identify artifacts and documents as either primary or secondary sources of historical data from which historical accounts are constructed."
• History 3 [Interpretation]: "Explain why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented or the point-of-view of the author."

Materials Needed

Class set of 4"x6" index cards

Procedures

1. Prior to class use a marker to place the numbers 1 or 2 on a class set of index cards. Label 3/4ths of the index cards with the number 1. The remaining quarter should be labeled with a 2.

2. Group Students: Place students in groups of four. Give three students in each group index cards labeled number 1. One student in the group gets a card labeled number 2. [Alternatively, give the students in the back row or rows the number 2 cards and the rest of the class the number 1 cards]

3. Ask each student with the card labeled 1 to put their heads down, leave the room, or face the back of the room. The students with the number 2 cards should face the front of the room.

4. Create or present an event without alerting the students as to what their task will be. Once the students with the number 1 index cards are facing the front of the room, you have three options to continue the lesson.

a. Spend 30 seconds or so doing as many things as you can such as erase the board, put a transparency on the overhead, knock over an object, rearrange a bulletin board, tap a desk, look out the window and yawn, etc.
b. Show a segment of a video in which there is uncertainty regarding what happened.
c. Flash a drawing of a complex scene or set of diagrams on the overhead projector.

5. After the 30 seconds have elapsed. Ask the "Number 1" students to write down on the index card everything they witnessed from the moment the "Number 2" students put their heads down in as much detail as possible.

6. Give the "Number 1" students a few minutes to complete their accounts. Once they have finished, have them pass their index cards to the "Number 2" students and ask them to construct an account of what happened while their heads were down. Give the "Number 2s" a few minutes to write down their version of what happened.

7. Invite each of the "Number 2s" to share their accounts. Record the similarities and differences between the "Number 2" accounts on the board.

8. Ask the students to respond to the following questions:

o What made the "Number 1" accounts different from the "Number 2" accounts?
o How would one explain why the accounts pieced together by the "Number 2" students were different?
o Were all of the "Number 1" accounts exactly the same? If not, why not?
o Which accounts should be considered the "best" sources of information by those who are given the task of describing the events of the past? Why?
o What does this exercise help us to understand about the nature of historical accounts?

Debrief and Conclude
Tell the students that information such as that found on the "Number 1" cards are called primary sources while that found on the "Number 2" cards are called secondary sources. Ask students why they might be called primary or secondary sources. Clarify the definitions and invite students to give examples of each.

Assessment
Ask students to turn over their index cards and write down the definitions of primary source and secondary source and give an example of each.