Primary Documents

https://goo.gl/QDX8bO 

It’s important to include primary sources in lessons for several reasons. Foremost (in my opinion) is that primary documents have no ‘filter’ or ‘bias’ - the information is straight from the source and didn’t have to pass through a third party before getting to you (like textbooks). And, they are clear about the perspective they represent. For example, a textbook represents only the perspective of the people who wrote it (so they included what they felt was the relevant parts of history) whereas if you examine different people from the time period through primary documents you’re going to get their perspective and know that’s what you got, and likely get a very different story. In addition, by including primary documents, students learn what it takes to gather information from scratch. The information, or timeline for example, isn’t perfectly organized already for them - they have to become the historical ‘detective’ and figure out the information they need to know. It teaches them valuable research and critical thinking skills.

There were some excellent examples of ways to incorporate primary documents last week in class. First, was Zoe’s suggestion to go to the market and central library in Hamilton and exploring an aspect relevant to the child. These locations are rich with information, but are often forgotten since we readily have access to the internet. Being able to actually explore the place you’re investigating and speak with people who know, first hand, the information you’re looking for is a powerful experience. The second activity was the groups ‘mystery skype’ activity - another great option. As we discussed as a class, it served as a wonderful launch point to spawn further inquiry into a specific location, as well as using secondary skills such as map reading and questioning. In addition, I think travelling to the Canadian Warplane Heritage Museum could present another great opportunity for cross-curricular exploration of primary sources. The organized school trip has a science focus, but the planes are real, historical and current planes that have actually flown. And the educational leaders from the museum are actual pilots. They present a great opportunity for students to ask questions and explore the history (and cultural significance) of the planes. It makes the learning very real - especially for the science aspects of it.