Primary Documents

The article Using Primary Documents in Social Studies and History  reviews the benefits felt by academics and instructors when the incorporation of primary texts are studied in classroom activities. Primary documents go beyond “traditional” text book information as they investigate the actuality of a significant historical event on a particular or group of individuals. They focus less on fact and more on impact towards a particular individual(s) in focus. The author discusses how educators commonly introduce the documents to gage and capture student interest upon the investigation of a historical event.  Over the years, the subject of history has been depicted in a negative perspective resulting in a lack of student interest. Many academics have developed the mindset that the studying of historical events is irrelevant to contemporary society individuals. As a result educators may struggle engaging student interest level which is critically essential in ensuring academic development and success. The author claims that the incorporation of primary texts takes academics beyond the “normal” realm of thinking and learning.“In the process of thinking critically about these documents, students develop a deeper understanding of the content—the larger events, themes, and issues of history—in meaningful ways that are likely to be remembered beyond the final exam.” Students who have the opportunity to investigate primary texts  go beyond memorizing factual events, instead they learn how to “do” history like historians, interpreting evidence to piece together a narrative of historical explanation and to make richer sense of the everyday world around them”. The primary provide students with the opportunity to deconstruct significant historical events and stories enhancing both interest an knowledge. As an educator I recognize the most important component for ensuring student success is through the captivation of student interest. When we allow academics to gain a passion towards what they are studying their willingness to learn and grown significantly enhances. Contemporary learners are no longer satisfied with “traditional” methods of instruction therefore as an educator it becomes our responsibility to expand our perspectives and teaching techniques. When educators are able to fuel student  interest they open their doors to a whole new level of learning. It is essential that educators continue to find ways to generate student interest so that academics are given a better chance to succeed. 

The video demonstrated below is an observational documentary of a classroom which integrates primary documents. The educator interacts and discusses with academics their enhanced interest level when discussing different historical facts that are supported by the primary documents.

The introduction to primary documents has significantly shifted my viewpoint in regards to the relevance of integrating effective resources to enhance historical and geographical education. Throughout my academic journey I recall history being depicted as irrelevant, redundant, and boring due to the lack of resources included in classroom discussions. Educators did not appear enthusiastic and/or inspired to gage student interest which negatively impacted academics willingness to learn. As an academic, history had always been a preferred area of study as I enjoyed expanding my perspective of my role as a Canadian citizen. Additionally I enjoyed learning about the development of various civilizations in order to better recognize the progression of twenty-first century society. While in practicum I was disappointed to learn that the negative connotation surrounding the subject of history resonated with contemporary students. Academics continue to be disinterest, unmotivated and unwilling to learn about historical events which is vital for the growth, expansion and development of individual mindsets. The activity presented in class demonstrated an effective, engaging way to intrigue and captivate student interest in regards to geography, social and spacial relation. Providing students with the opportunity to interact with an individual from all over the world not only increases their knowledge but demonstrates effective social skills.  If looking to integrate primary documents I would focus on the grade 6 unit “People and Environments: Canada’s Interactions with the Global Community” looking at B2: inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence). Similar to the activity presented in class I would have students Skype with individuals from around the world discussing a particular issue.  I would introduce a contemporary global, economical and/or environmental issue and through the inquiry process have students develop a set of questions in regards to how it is being dealt with in a different area of the world. An activity such as this one would aim on increasing student awareness as well demonstrate different perspectives in regards to a particular subject of interest. Giving students the opportunity to interact and communicate with others about actual events significantly increases interest.  The face of the twenty-first century continues to undergo significant change therefore educators must be willing to adapt their practises in order to increase student success. Incorporating more innovative, intriguing methods to teach students about history increases their likelihood of becoming engaged in learning.