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##  Using Primary Sources in the Primary Grades. ERIC Digest.                    

What do a stamped Christmas postcard dated 1910, a Confederate one              hundred dollar bill, soda pop bottles from Egypt, ice tongs, a rug              beater, and a woven prayer rug from the Middle East with a picture              of the Kaaba at Mecca all have in common? These and many other                  artifacts can become primary sources, the very real "stuff" of the              social studies that can so effectively engage the young learner in              active learning. The use of primary sources in the classroom is a               way for students to develop the intellectual curiosity that leads to            further research and increased awareness of the world around                    them. WHAT ARE PRIMARY SOURCES?The definition of "primary                 sources" varies. Danzer and Newman (1996, 22) examine this                      conceptual problem by discussing several definitions recognized by              historians. They tend to agree with Henry Johnson's expansive                   concept that "primary sources include all the traces left by the                human past -- present ideals, present social customs and                        institutions, language, literature, material products of human                  industry, physical man himself, and the physical remains of                     men." 
Johnson's broad definition of primary sources leads to great            flexibility for classroom use, especially for beginning readers of              the primary grades. The HISTORY-SOCIAL SCIENCE FRAMEWORK FOR                    CALIFORNIA PUBLIC SCHOOLS, KINDERGARTEN THROUGH GRADE TWELVE (1997,             147) explains that "documents make up most, but not all, of the                 primary source materials used by historians." Historians may use                documents but teachers of early grades will frequently use realia               or "ephemera" (Danzer and Newman 1996, 24) of the material                      culture. 
Danzer and Newman (1991, 24) identify types of primary               sources, including (1) print documents; (2) electronic media; (3)               arts -- graphic and fine; (4) folklore, folkways, and mythology;                and (5) physical environment and material culture (built environment            and artifacts). These five categories may aid teachers in                       identifying primary sources. Danzer and Newman, however, caution                teachers to recognize that some primary sources materials may fit               into more than one of the categories. WHY USE PRIMARY                         SOURCES?"Primary sources are the ore from which history is                  made" (Danzer and Newman 1996, 22). Using primary sources is a way              to link the human in the classroom with the humans involved in the              creation of the sources. Often students fail to see the link between            the remote past and the immediate present. Primary sources can                  create a bridge over that gap, a way of "tuning in" (Danzer and                 Newman 1996, 21) to the teaching of social studies. 
Examination of            primary sources is a performance expectation for the "Time,                     Continuity and Change" thematic strand of the NCSS CURRICULUM                   STANDARDS FOR SOCIAL STUDIES (National Council for the Social                   Studies, 1994, 22). The performance expectation for the early grades            is that students should be able to "identify and use various sources            for reconstructing the past, such as documents, letters, diaries,               maps, textbooks, photos and others" (NCSS 1994, 2D, 34). THE                    NATIONAL STANDARDS FOR HISTORY FOR GRADES K-4 also emphasizes                   student use of various kinds of primary sources in inquiries about              topics in history (National Center for History in the Schools 1994,             15-26). By introducing primary sources in the classroom, students               can question, explore, research, and draw links to the distant past             in a fresh and creative way. 
Barton and Levstik (1996)                        investigated the historical understanding of time among elementary              children through the use of archival photographs. They found                    that "even the youngest children made some basic distinction in                 historical time" (Barton and Levstik 1996, 419). As the children                matured, such distinctions of time became more sophisticated in                 concept. The students' ability to place the photographs in proper               time sequence based on visual cues "indicates a significant body of             understanding of historical chronology (Barton and Levstik 1996,                416). The researchers recommend that study of history in the                    elementary grades "might productively focus on helping students                 refine and extend the knowledge they have gained about                          history" (Barton and Levstik 1996, 419). HOW TO USE PRIMARY                   SOURCESUsing primary sources in the classroom is limited only by            one's creativity and imagination. In the introductory sentence of               this DIGEST, several examples of primary sources are listed,                    including soda bottles from another culture, Confederate money, ice             tongs, a rug beater, a prayer rug, and Christmas postcards. The                 social studies thematic strands of "Time, Continuity and                        Change," "Culture," and "People, Places and Environments" (NCSS                 1994) could be addressed using these items and so could most of the             national history standards for students in the primary                          grades (National Center for History in the Schools, 1994). 
The                stamped, dated Christmas postcards can be used to prompt inquiry on             social customs and how they change over time, technological change,             and the cost of postage using math as an extension activity. 
The              Confederate money addresses governmental structure, a different way             of life, social customs and values, as well as a way to explore the             institution of slavery in the United States. 
Ice tongs and a rug              beater can be used to stimulate investigations about social history,            technological change, household chores, and modern                              conveniences. 
The Egyptian soda bottles and the Muslim prayer rug             can be used in studies of cultural beliefs and practices,                       architecture and technology, assimilation, and religion. 
Whole                units of instruction can be built around a single artifact that                 allows students to "get involved" with the learning process and                 explore the questions that naturally arise from a curious mind. Such            study easily accommodates an interdisciplinary approach, as students            may study the technology of printing money and how the process has              changed over time. Math can be incorporated into the study of how               long ago something occurred and how much the money is worth.                    Language arts can be used to create a story about the origin of the             Confederacy or the route the money may have traveled over time.                 These ideas can all lead to further research, leading to further                questions. Teachers must be willing to allow students to find                   answers to their questions as primary sources "have the power to                bring history to life, to engage students creatively and                        analytically" (Danzer and Newman 1996, 24). WHERE TO FIND PRIMARY             SOURCESPrimary sources can be found everywhere. If that appears             an oversimplification, one needs only to think about the expanded               definition of primary sources. Attics, garages, basements, auctions,            sales -- ad infinitum -- provide numerous opportunities to find                 primary sources. Travel is another way to acquire artifacts for                 classroom use. Local historical societies and places of historical              significance are often willing to loan materials to teachers and may            even provide an interpreter to explain and demonstrate how the                  artifact was used. 
State historical bureaus, museums, and                     libraries have replicas of primary sources in their collections.                Diaries, letters, photographs, drawings, and other such items are               often used to teach state and local history. State and national                 parks often offer have similar materials available. Ethnic, social,             and cultural clubs may provide artifacts for classroom use or make              speakers available to schools. 
Much exists in the public domain               which can be used for specific topics of research. The National                 Digital Library Program of the Library of Congress recently                     created "American Memory," an on-line collection of digitized                   versions of millions of items in its United States history                      collections available to the public on the Internet (www.loc.gov).              The materials can be downloaded for classroom use. 
The National               Archives and Records Administration maintains the National Archives             in Washington, D.C. as well as thirteen regional offices to provide             access to its holdings. They can be contacted on the                            Internet (www.nara.gov) and by e-mail ([email protected]). 
World               Wise Schools, maintained by the Peace Corps, provides a variety of              resources for teachers. A newsletter, lesson plans created by former            Peace Corps volunteers, a program of correspondence exchange with               active Peace Corps volunteers, speakers, videos and teacher guides,             and a web site are among their offerings. Contact World Wise Schools            on the World Wide Web (www.peacecorps.gov) or by e-mail                         at ([email protected]). REFERENCES AND ERIC                               RESOURCESAndel, Marie A. "Digging for the Secrets of Time:                  Artifacts, Old Foundations, and More ..." SOCIAL STUDIES AND THE                YOUNG LEARNER 3 (September-October 1990): 9-11. EJ 426                          377. 
Barton, Keith C., and Linda S. Levstik. "'Back When God Was              Around and Everything': Elementary Children's Understanding of                  Historical Time." AMERICAN EDUCATIONAL RESEARCH JOURNAL 33 (Summer              1996): 419-454. EJ number to be announced. 
Brophy, Jere, and Bruce            VanSledright. TEACHING AND LEARNING HISTORY IN ELEMENTARY SCHOOLS.              New York: Teachers College Press, 1997. ED 417 108. 
Danzer,                   Gerald, and Mark Newman. "Primary Sources in the Teaching of                    History." In BRING HISTORY ALIVE! A SOURCEBOOK FOR TEACHING UNITED              STATES HISTORY, eds. K. Ankeney, R. Del Rio, G. Nash, D. Vigilante.             Los Angeles: National Center for History in the Schools, 1997. ED               417 121. 
Nash, Gary B., and Linda Symcox. "Bringing History Alive             in the Classroom: A Collaborative Project." OAH MAGAZINE OF HISTORY             6 (Summer 1991): 25-29. EJ 445 194. 
National Archives and Records             Administration. TEACHING WITH DOCUMENTS: USING PRIMARY SOURCES FROM             THE NATIONAL ARCHIVES. Washington, DC: National Archives and Records            Administration; National Council for the Social Studies. 1989. ED               318 667. 
National Center for History in the Schools. NATIONAL                 STANDARDS FOR HISTORY FOR GRADES K-4. Los Angeles, CA: National                 Center for History in the Schools, 1994. ED 375 075. 
Podany,                  Amanda. "Using Primary Sources in the Study of History." In                     HISTORY-SOCIAL SCIENCE FRAMEWORK FOR CALIFORNIA PUBLIC SCHOOLS,                 KINDERGARTEN THROUGH GRADE TWELVE. Sacramento, CA: California State             Board of Education, 1997. ED 417 117. 
Schneider, Donald, and                  Others. EXPECTATIONS OF EXCELLENCE: CURRICULUM STANDARDS FOR SOCIAL             STUDIES. Washington, DC: National Council for the Social Studies,               1994. ED 378 131. 
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Evelyn Holt Otten is a staff member of             the ERIC Clearinghouse for Social Studies/Social Science Education.             She is also a member of the Board of Directors of the Indiana                   Council of the Social Studies (ICSS) and a past Executive Director              of ICSS. 
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This publication was prepared with funding from             the Office of Educational Research and Improvement, U.S. Department             of Education, under contract RR93002014. The opinions expressed do              not necessarily reflect the positions or policies of OERI or ED.             **Title:** Using Primary Sources in the Primary Grades. ERIC Digest.                    **Document Type:** Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); **Available From:** ERIC Clearinghouse for Social Studies/Social Science Education, 2805            East Tenth Street, Suite 120, Bloomington, IN, 47408; telephone:                1-800-266-3815.                                                              **Descriptors:**  Active Learning, Discovery Learning, Elementary Education,                      History, History Instruction, Learner Controlled Instruction,                  Primary Education,  Primary Sources,  Social Studies                         **Identifiers:** ERIC Digests                                                                 
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