- English Language Arts and Reading
- Grade 4
- Inquiry and research
identify primary and secondary sources;
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.
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.
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.