English Language Arts and Reading.4.13.D

The student is expected to

identify primary and secondary sources;

inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Explicit instruction must occur before students can be expected to identify primary and secondary sources.

To assess students, show specific examples of each type of source such as an excerpt from Anne Frank's diary (primary source) and an excerpt from a nonfiction book about Anne Frank (secondary source). Instruct students to independently read the two texts and to determine which is the primary and which is the secondary source.

Note:

Ask students to reflect on why there might be conflicting information in two sources about the same person or topic. Discuss how information can be misinterpreted.
 

Further Explanation

This SE requires students to understand that primary sources are first-hand accounts or documentation of a particular event, and secondary sources provide information about an event that may have occurred in a different location or during a different time.

An important step in research is using information from a variety of reliable sources to support findings or claims. Students need a combination of primary and secondary sources to ensure a robust collection of supporting evidence. While compiling sources, students should ask themselves questions such as “Was the author of this document present when the event occurred?” or “Did this expert learn about the topic through research or experience?” If students are asked to select an American Indian group as a topic for their projects, they will want to gather both primary (e.g., an interview in which a living Kickapoo woman describes the customs she practices today) and secondary (e.g., an encyclopedia entry which gives a chronological account of the history of the Kickapoos). Together, these sources will provide students with the information needed to present a holistic description of the Kickapoos.

Research

1. Bober, T. (2018). The power of primary sources: Tips for introducing historic documents to younger students. American Libraries, 49(9–10), 56. Retrieved from https://link.galegroup.com/apps/doc/A553402618/PROF?u=tea&sid=PROF&xid=bea5115e

Summary: This brief article that presents practical ideas for introducing younger students to primary sources.

2. Anderson, M. A. (2009). The power of primary sources: primary sources aren't just about history. Their use can enhance learning in all content areas and for students of all ages. The widespread prevalence of digital primary sources makes a greater range available and accessible to all. Multimedia & Internet@Schools, 16(6), 35+. Retrieved from https://link.galegroup.com/apps/doc/A211806240/PROF?u=tea&sid=PROF&xid=6b46063c

Summary: The author looks at a variety of primary sources, from diaries and letters to maps, YouTube videos, etc. in this article on effectively using primary sources in the classroom.