About the Strategy

Historical documents are the "stuff" of historical inquiry. Teaching history without them is akin to making a chocolate cake without the chocolate. Thoughtful analysis of historical documents engages students in the work of historians, rather than simply having them study someone else's analysis of the documents. They can also begin to see history as more than a collection of names and dates to be memorized, but rather as an opportunity to experience the past through the words of the people who lived it.

Historical documents include both primary sources and secondary sources. Primary sources are original materials created by individuals who were involved in or otherwise experienced an event as it unfolded. These can include diaries, letters, poems, court records, survey research, interviews, and so on. Secondary sources are interpretations or explanations of primary sources created after the fact. They offer an analysis of the original document, and often attempt to argue a particular viewpoint to the reader. These can include biographies, journal articles, and more. (Textbooks and similar materials that offer a compilation of secondary sources -- that is, the research of others -- are considered tertiary sources.) It is important for students to not only have experience with both primary and secondary sources, but also to recognize the difference between them in their presentation of historical events.

Historical documents can be read and interpreted for the sake of learning about the contents of the document itself -- for example, the Constitution -- or to learn about people or events from a particular perspective -- for example, the letters of John or Abigail Adams or those of Mercy Otis Warren. They can be the focus of a lesson, or used as sources of information for a larger activity, such as a role-play. Document work can also provide a jumping-off point for further inquiry.

The following are some benefits of using historical documents:

• Document work can reinforce reading and vocabulary skills. They require higher-order thinking, and ultimately teach a wealth of history content (depending on the document used). Students strengthen a variety of intellectual skills when they work with documents.
• Document work integrates history with other disciplines. For example, students use math when analyzing data, tables, and statistics. A specific idea might be to compare census data from 1900 to that of 2000, asking students to consider population trends, using mathematical ideas to do so. Students may also develop language skills when writing about a primary source, and skill at public speaking when reading aloud and presenting documents.
• Document work engages students. When students analyze historical documents, they may get inspired to solve a historical mystery, or to decipher the language used in a particular historical period.
• Document work is especially beneficial when small groups of students work together. Students are able to share ideas, practice teamwork strategies, and teach and learn from one another.