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Primary Sources

I have always been fascinated with History; ever since I could remember I have been intrigued,

mesmerized and awed by History. More than the stories which one found in second person

narratives or in textbooks I found the actual firsthand accounts of those who lived in historically

relevant times and places the most fascinating. My Latin teacher, Mr. Fitzgerald, took me and

another student to New York City when I was in 9th grade. We went to the Metropolitan

Museum of Art, to view an exhibit on Pompeii. They had on display several graffiti pieces from

the sides of buildings in Pompeii. So close you could almost touch it. You could most definitely

hear the voices of the past come through to the present in these pieces. Back in class we

studied the writings of Pliny the Elder who wrote a firsthand account of the eruption in 79 AD.

This experience was so rich to me, and set the stage for future love of firsthand accounts,

narrative, interviews and other sources as the preferred method of transferring history.

Traditionally, History is taught in such a way that students are forced to memorize a multitude

of dates, names and events. Very little consideration is given to the relationships between

people or the characters and back stories of the people students are taught about (King et all

2005). When history is shared with back-story, drama and the complexity of what makes each

person unique, even those who have made history, I believe students are more likely to not

only remember the facts needed, but they will understand the mechanisms that made these

people act the way they did. Knowing the whys of things, the interplay between complex

people and relationships makes history more real, relevant and allows for a more concrete

connection between student and past. The use of the internet and historical archive sites allows

todays History teacher to share many more primary source documents than those who taught

history in previous generations.

In this day of Common Core changes, there is a bigger push to using primary sources and

towards analyzing and using those sources in instruction and assessment. This increased use of

primary sources is definitely something I support. Utilizing primary sources in the classroom

opens up instruction on different levels. It personalizes the past to students which I believe is

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the most important t does. Students today are so disconnected to one another, conversations

happen without having to even make eye contact with another person. Personalizing history is

not only a good thing from a historical instruction perspective but from the social perspective of

school.

Primary sources also allow students to broaden vocabulary and language ( Kobin 1996). Sources

that are utilized in the classroom often are full of language that many students are unfamiliar

with. This could be due to a variety of reasons. The language could simply be out of date to the

readers’ time. The language could be of an intellectual or academic kind. The language could

also be of a poetic nature again using words, phrases and ideas that could be either unfamiliar

or above a readers’ level. Reading primary sources can therefore be very helpful in increasing a

student’s vocabulary.

Using Primary sources might at first glance appear to be difficult in classrooms where there are

varying levels of student ability. However, I find the opposite to be true. Primary sources can be

helpful in differentiating instruction. I believe this because and examples…

While conducting my student teaching in the Hyde Park Central School District, I had the

opportunity and pleasure of using primary sources in the instruction of the students I worked

with. The first opportunity I had was by utilizing a letter Dolly Madison wrote to her sister

during the burning of Washington in 1814. The second opportunity was through the reading

and dissection of the Monroe Doctrine.

During the War of 1812, Washington D.C. was laid siege by the British. President Madison left

the city to mount a defense stance and his wife, Dolly stayed behind. While the War of 1812 is

not a very well-known or studied period of history, many students are aware of Dolly Madison’s

name. While doing my student teaching at FDR for 10th grade American History we covered the

1st five presidents in depth during my time there. For the unit on James Madison, we discussed

the British invasion of Washington D.C. in depth. We watched a short video on the burning of

the capital (see page 14). In particular, we spoke about the importance both Dolly Madison and

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Andrew Jackson held during the war that contributed to nationalistic pride. Dolly Madison was

a folk hero of her time.

It is very important when reading primary sources with students that a translation of sorts

occurs. Language changes greatly through time and place (Prercoco 1998). Some students have

trouble reading articles and readings on their grade level in this time’s language; therefore

comprehension is even more important while reading primary source documents. For this

primary source exercise I handed out to each student a copied excerpt from the letter Dolly

Madison sent to her sister during the battle (see page 9). I then instructed students to not do

anything other than listen and follow along. I then read the excerpt with as much feeling and

emotion as I could. After reading the excerpt each class spent several moments discussing what

the letter was saying. As a class, we broke down each section of the text. I asked the class

questions such as what Dolly Madison meant with statements such as “the morrow” or the

“proceeding day”. We then spoke of the backdrop, emotionally of the letter. I explained that

the Madison’s were believed to be a very close couple who loved one another dearly. I asked

the class to think about the time and place and what was going on around Mrs. Madison as she

was writing this letter.

Students asked questions. For example, one student asked if Dolly Madison could have been

killed or even raped by invading troops. This was a great question asked 1st period which

allowed me to ask the same question of other periods. This opened up the classroom to

projection and deduction of both women’s’ roles during the time and the use of symbols. Some

students made comparisons to how they would have behaved in similar circumstances, which is

exactly what I wanted to happen. Students were then directed to answer the questions on the

sheet (see page 11,16, and 17 ). The questions were designed to reinforce what we had just

read and spoke about. It was also designed to allow students to consider what is important in

their lives. Answers were shared in the classroom and the document was kept in the students

graded portfolio.

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As an educator, I felt this primary source document was an amazing in classroom tool. It helped

support the instruction regarding, the War of 1812 and the growth of Nationalistic Pride of the

U.S. during the time. It served to humanize historical figures and furthered the imagination of

students on the importance of symbols.

I also used a primary source document while we completed our instruction on the first five

presidents of The United States. While discussing James Monroe, the fifth President of the U.S.,

it is necessary to discuss The Monroe Doctrine in order to understand America’s position in the

World and its stance on involvement with other nations. Students were given a copy of the

Monroe Doctrine to read (see page 12). The class watched a video which is an audio recording

of the full document (see page15). As I did with the Dolly Madison letter, I then read the

document we were to review to the class. We then read through it together and we translated

and discussed the material as needed to enable all students to understand what it was that was

being stated in regards to U.S. foreign policy.

Students were then asked to answer the questions at the bottom of the page containing the

Monroe Doctrine. The questions were designed to have students summarize each of the three

paragraphs of the primary source document (see page 13). I felt this was very important as

language comprehension and dissection of text should happen in every subject, not just English

class and is a tool that will serve students as they continue throughout their lives.

As with the Dolly Madison source document, this exercise also elicited some discussion

regarding the language President Monroe used as well as the importance of the document. I

spoke to the class(es) indicating how the Monroe Doctrine shaped U.S. foreign policy for over a

hundred years. Some students felt strongly that America should never become involved in

other countries problems, regardless of the reason. This led to interesting in class discussions,

which is what I was hoping for. I have a strong desire for my students to work out their own

ideas and opinions. As a class we discussed whether this type of policy could work in today’s

political and social climate.

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Primary source documents can be a creative way to bring history to the present for many

students. Students through the reading of these types of documents can obtain glimpses into

the personalities of the people who made history, both those who have their names in

textbooks and those who do not. Language in these types of source documents can provide

students with fantastic practice in reading comprehension and breaking down text for better

understanding. When possible during my student teaching experiences, I utilized primary

source documents as a way to bring history into the classroom and to educate students about

the differences and similarities that people share regardless of the time in history. As an

educator, I will continue to utilize primary source documents as they are an invaluable

resource.

If possible, in the future I would prefer to allow students to look at primary source documents

on the web whenever possible and would like to use websites that support historical archives.

There are multitudes of foundations, associations and of groups who preserve, catalog and

maintain millions of primary source documents. Many of these groups also have excellent

lesson plan ideas and other resources for educators. Whenever possible, I would also like to

have students use primary sources as part of bigger projects. For example, with the Dolly

Madison letter, I could have students work in groups using the document to design an

interview. The idea of the interview would be to ask the first couple about the experience one

year late, five years later or ten years later. One member of the group would be the

interviewer, one Mrs. Madison and one President Madison. A series of questions could be

asked and taped and then shown to the class. Questions could contain both personal questions

and questions pertaining to the country as a whole.

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Standards Addressed

Standard One: Standard one states that as an educator I need to make learning experiences

that make subject matter meaningful for students. Using primary source documents is a great

way to do just this. By using primary source documents I allowed students see the character,

intent and personality behind historical facts that they are expected to remember. The event

becomes meaningful to the student through its humanness. This human connection allows

students to view the historical data from a personal, human and global perspective. In this way

I addressed Standard One.

I furthered addressed Standard One as the use of these documents in the classroom also

allowed me to teach students how to best use inquiry to comprehend and dissect text and to

separate the person and their character from the act. Students were encouraged and expected

to ask questions, through this inquiry they were able to come to conclusions on their own

regarding not just the factual historical events we discussed, but also in regards to the personal

aspects of history.

Standard one was also addressed on an interdisciplinary level. The reading and translation of

the primary sources I used incorporated English reading and comprehension.

Standard Five: This standard indicates that as a teacher I should use a variety of instructional

strategies to encourage students' development of critical thinking, problem solving and

performance skills.

Rather than expect students to memorize specific details, I asked them to use the primary

source documents as a tool to answering bigger questions regarding the historical period the

documents were created in. This was an aspect of an instructional strategy which I used to

address Standard Five. Students were encouraged to develop critical thinking and problem

solving skills through the reading of these documents.

The use of primary source materials instead of traditional textbooks for the classes outlined

also addressed Standard Five.

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References

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King, A., Thomas, M., and Nickens, N. (2005). Dead Documents Resurrected: Using a Tablet PC

with Primary Source Materials. SITE 2005 Annual Conference, Phoenix, AZ.

Kobrin, David. Beyond The Textbook: Teaching History Using Documents and Primary Sources.

Portsmouth, NH; Heinemann, Inc., 1996.

Percoco, James. A. A Passion For The Past: Creative Teaching Of U.S. History. Portsmouth, NH:

Heinemann, Inc., 1998

Schamel, W.B., (1998). Teaching with Documents: Using Primary Sources from the National

Archives. Washington DC: National Archives and Records Administration, Washington

DC: National Council for the Social Studies.

Appendix

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Appendix A- Dolly Madison letter

Name____________________________________ Date_______________ Period__________

Please read the excerpt below which was taken from a letter written by Dolly Madison to her sister

during the attack on the nation’s capital in 1814.

Tuesday Augt. 23d. 1814.

Dear Sister

My husband left me yesterday morng. to join Gen. Winder. He enquired anxiously whether I had

courage, or firmness to remain in the President's house until his return, on the morrow, or succeeding

day, and on my assurance that I had no fear but for him and the success of our army, he left me,

beseeching me to take care of myself, and of the cabinet papers, public and private. I have since recd.

two dispatches from him, written with a pencil; the last is alarming, because he desires I should be ready

at a moment's warning to enter my carriage and leave the city; that the enemy seemed stronger than

had been reported, and that it might happen that they would reach the city, with intention to destroy it.

. . . . I am accordingly ready; I have pressed as many cabinet papers into trunks as to fill one carriage; our

private property must be sacrificed, as it is impossible to procure wagons for its transportation. I am

determined not to go myself until I see Mr. Madison safe, and he can accompany me, as I hear of much

hostility towards him, . . . disaffection stalks around us. . . . My friends and acquaintances are all gone;

Even Col. C with his hundred men, who were stationed as a guard in the enclosure . . . . French John (a

faithful domestic,) with his usual activity and resolution, offers to spike the cannon at the gate, and to

lay a train of powder which would blow up the British, should they enter the house. To the last

proposition I positively object, without being able, however, to make him understand why all

advantages in war may not be taken.

Wednesday morning. twelve o'clock. Since sunrise I have been turning my spy glass in every direction

and watching with unwearied anxiety, hoping to discern the approach of my dear husband and his

friends; but, alas, I can descry only groups of military wandering in all directions, as if there was a lack of

arms, or of spirit to fight for their own firesides!

Three O'clock. Will you believe it, my Sister? We have had a battle or skirmish near Bladensburg, and I

am still here within sound of the cannon! Mr. Madison comes not; may God protect him! Two

messengers covered with dust, come to bid me fly; but I wait for him. . . . At this late hour a wagon has

been procured, I have had it filled with the plate and most valuable portable articles belonging to the

house; whether it will reach its destination; the Bank of Maryland, or fall into the hands of British

soldiery, events must determine.

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Our kind friend, Mr. Carroll, has come to hasten my departure, and is in a very bad humor with me

because I insist on waiting until the large picture of Gen. Washington is secured, and it requires to be

unscrewed from the wall. This process was found too tedious for these perilous moments; I have

ordered the frame to be broken, and the canvass taken out it is done, and the precious portrait placed in

the hands of two gentlemen of New York, for safe keeping. And now, dear sister, I must leave this

house, or the retreating army will make me a prisoner in it, by filling up the road I am directed to take.

When I shall again write you, or where I shall be tomorrow, I cannot tell!!

Please answer the following questions AFTER reading the above and AFTER our classroom discussion on

the letter.

1. Do you think that Mrs. Madison was making the right choice by staying in Washington D.C.

during the attack of 1814? Why or why not?

______________________________________________________________________________

______________________________________________________________________________

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2. Why could it be argued that saving the portrait of Washington was an important act by Dolly

Madison?

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3. In your own words what could have happened if British troops had captured Dolly Madison?

______________________________________________________________________________

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Appendix B- Completed example Dolly Madison Letter

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Appendix C- Monroe Doctrine Exercise

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Appendix D- Completed Monroe Doctrine

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Appendix E- Video on Burning of Washington D.C.

https://video.search.yahoo.com/video/play;_ylt=A2KLqIHiFVdTCHUA2yD7w8QF;_ylu=X3oDMT

BzY3V0a3Q1BHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDMzY-

?p=burning+of+washington&vid=aa0d051d6be26ceb8907abb5e85b385d&l=6%3A10&turl=http

%3A%2F%2Fts1.mm.bing.net%2Fth%3Fid%3DVN.608047449450546800%26pid%3D15.1&rurl=

http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DwwOEMy5pg2g&tit=The+Hand+of+God

+or+Coincidence+~+The+War+of+1812&c=5&sigr=11agvkfp0&sigt=11gnd189q&age=0&b=31&f

r=yfp-t-901&tt=b

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Appendix F- Monroe Doctrine Video

http://www.youtube.com/watch?v=GKROcJcIztI

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Appendix G- Completed Dolly Madison Letter 2

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Appendix H- Completed Dolly Madison Letter 3