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Summary and Objective
Students will understand that primary and secondary sources, including local ones, help us study the events of the past. They will also understand that primary sources are those that have survived from the past, while secondary sources have since been created to tell us about the past.
Teaching Plan
Step 1.
Students will have studied and reviewed colonial events that led to the Second Continental Congress and the letter to King George III known as the Declaration of Independence.
Step 2.
Begin a class discussion of ways historians might learn about events of the past, especially in different locales. Record responses on a list/chart that can be revised and amended throughout history classes.
Step 3.
Display available primary sources. For example, share historical letters, photos, dairies, military documents or ledgers available from personal or local historical society / library collections. If above are not readily available, consider viewing images from the American Centuries or Digitized Primary American History Sources website. Also share and discuss what can be learned from available artifacts, (old tools, for example).
Step 4.
For the primary sources displayed, ask children to discuss who they think might have created the source and whether any documents examined might have been authored for public or private use. Ask the children to discuss whether the items seem to contain factual information, or personal opinions of the writer, relating to an event. Ask the children if they can tell if the document was recorded during, right after, or long after an event.
Step 5.
Display & discuss secondary sources of historical information, such as American history textbooks (excluding direct quotes) or picture books, certain encyclopedia articles or websites about the past. Again discuss whether articles seem to be based on fact or opinion. Also ask them if they can find clues to determine whether the document was recorded during, right after, or long after an event.
Step 6.
With students, establish, and record guidelines for the class to use for determining whether a source of information is a primary or secondary source. (for example, Primary Sources are documents or records that have survived from the past. Secondary Sources are documents created by people writing about events that happened in the past.)
Step 7.
View the Town Warrant, Alarm List and $ for Clothing and Supplies for Soldiers documents from the American Centuries collection. Ask students to assess these document images for compliance with guidelines as primary or secondary sources.
Step 8.
Ask students to discuss their impressions of the contents of said documents and how information contained therein relates to their current study of colonial America before the Revolutionary war.
Optional: View tricorn, British & American muskets and bullets from American Centuries website. Discuss attributes of and materials used to make each. Relate items to current study of colonial America. View Flintlock Musket and Tape Loom Weaving interactive activities from American Centuries site and relate to studies.
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