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Using Primary Sources in Civics Classes – Even Elementary Students Can Do It!

Using Primary Sources in Civics Classes – Even Elementary Students Can Do It!

Using primary sources is usually associated with the teaching of history, especially in elementary classes. The sources can be documents but more often they are photographs, paintings, newspaper articles and artifacts such as tools, clothing, and household implements from the past. These articles are especially useful in an elementary classroom because they are tangible and easily interpreted by most students including those with literacy challenges. Teachers often present them as mystery items which students must identify through a series of tactile investigations and discussions. Students can also make personal connections to the artifacts by comparing them to personal objects or pictures. All of these activities make any history lesson exciting and motivating for the young child.

It is much more challenging to use primary sources during civics lessons in an elementary classroom. Most primary sources in civics are documents and these documents can be dense and difficult to understand, even for high achieving elementary students. But it can be done, and it can be fun! For example, The United States Constitution can be a challenging read for most students. However, teaching the concept of the Constitution, its purpose, its authors, and its relevance to our system of governance is required in most upper elementary classes. One way to engage elementary students using a primary source is detailed in We the People: Elementary Edition which can be found at the Center for Civic Education.

In this activity, students:

1.)   Examine the Preamble as seen in the original draft and final version of the                 Constitution and evaluate the significance of the changes in the text by                   answering these questions.

●   What are the major differences between the draft of the Preamble and                         the final version?

●   Why do you think the wording was changed?

●   How do these differences help explain the purpose of the Constitution?

●   What words added to the Preamble suggest the need for building a  unified American community?

This activity requires pre-teaching by the teacher. Obviously, documents are written in the style of the historical period in which they were created. The teacher should point to the words New Hampshire, Massachusetts, and others containing the letter f rather than the letter s. Once the students recognize this difference, the document becomes much easier to read. Also, some vocabulary needs to be cleared. One suggestion is to have the students identify words they do not know and have the teacher provide the meaning of those words. Remember, this is a civics lesson, not a reading lesson. Students should not be asked to look up words in the dictionary or be asked to use phonics or context clues for this lesson. The purpose is for the students to discover and understand the civics content, not complete reading lesson activities.

Students are also required to:

2) Rewrite the Preamble in their own words.

This activity is an informal assessment that enables the students to demonstrate their understanding of the original document.

Any civics primary source document can be examined, read, and interpreted using this model.

Another method teachers can use to assist children in reading primary sources is to transcribe the original document. Many original documents are written in Old English with unfamiliar lettering. Rewriting the text in modern English provides the student with text that is easier to understand.

For Example:

This primary source document is a Colonial newspaper page on which there is a discussion about the Stamp Act and its impact on the citizens. As previously noted, the document would be very difficult for some students to read but it is important for them to see what newspapers looked like during this period.

The activity using this document requires students to answer questions about the Stamp Act. The students are provided with a copy of the original text from a Colonial newspaper and a copy of it transcribed into modern language. Here is how the newspaper article is presented to the students.

ORIGINAL VERSION

From the Boston Evening Post, August 19, 1765

The Notices of the STAMP-ACT in particular, have raised the Alarm, and transmitted it thro’, the whole Continent, and it is generally considered, as an Encroachment, unprecedented and unconstitutional, pregnant of innumerable Woes and Calamities, to the oppressed People. An Act, which, when it takes place, the Evils of it will perhaps be more sensibly felt, than can easily be imagined. The best that can now be said of it is, that it must be considered as an entering Wedge, or Introduction to future Oppressions and Impositions.

MODERN VERSION

From the Boston Evening Post, August 19, 1765

The report of the STAMP-ACT has raised an alarm and news of it has spread throughout the whole Continent. It is believed to be a violation of our rights that is unbelievable and unconstitutional, and causes a lot of sadness and suffering to the people (of America). An Act, which when it takes place, the Evil of it will become more seriously felt, than at present can be imagined. The best that can now be said of the Stamp Act is that it must be considered the beginning or introduction to future suffering and taxes.

Students should note and discuss the difference between the language of the 1700’s and today. They might also notice the differences in journalistic conventions. Encourage that exploration.

Using primary source documents is a valuable tool that teachers should be using in a civics lesson. It provides the students with a window into how people during a particular historical period thought and behaved, especially about their system of governance. This added dimension just might add a spark to what many students and some teachers think is a very dry and boring subject. We civics teachers know how exciting our content is. Now it’s our job to convince others and using primary source documents can do just that.

Visit the National Archive's Document Analysis Worksheet for more resources on teaching primary source material to elementary students.