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Primary Sources and Comparison

Ebony McKiver

How do you incorporate primary sources and historical evidence into comparison activities? What sources have worked well for encouraging deeper analysis?

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  • +1

    I feel that before using primary sources to compare it is important to have students practice with less difficult sources and have a good understanding of what we want in their comparisons. The first time…

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    I go back to Read Like a Historian for comparison of primary sources, they make the sources accessible and they have done the hard part for me.  The sourcing information for each document is so helpful and really pushes the student to look at who created the source, and why was the source created.  Not all primary sources give this excellent background, or you have to search for that information and it can take a while.  

    Current sources work better for deeper analysis because students have to have some background knowledge to understand the deeper meaning.  For example, when I worked with Imperialism and visual sources, they could understand the French political carton of cutting up China, because they could figure out what countries the people represented.  However, using the Cecil Rhodes political cartoon with him standing in Africa with the puppet strings, they struggle because they do not have background knowledge.  

    What I want to get better at is moving away from such a heavy focus on text sources, because I want to develop their skills with visual sources.  I believe if students can get better with visual sources it will serve them better in the future.  

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  • 0

    I go back to Read Like a Historian for comparison of primary sources, they make the sources accessible and they have done the hard part for me.  The sourcing information for each document is so helpful and really pushes the student to look at who created the source, and why was the source created.  Not all primary sources give this excellent background, or you have to search for that information and it can take a while.  

    Current sources work better for deeper analysis because students have to have some background knowledge to understand the deeper meaning.  For example, when I worked with Imperialism and visual sources, they could understand the French political carton of cutting up China, because they could figure out what countries the people represented.  However, using the Cecil Rhodes political cartoon with him standing in Africa with the puppet strings, they struggle because they do not have background knowledge.  

    What I want to get better at is moving away from such a heavy focus on text sources, because I want to develop their skills with visual sources.  I believe if students can get better with visual sources it will serve them better in the future.  

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