Primary Sources in Lessons: A Checklist

Some criteria for identifying effective use of primary sources in a lesson

Are the sources well-chosen?

• Clearly support the lesson aim
• Are accessible to students, with support.
• Interesting for students - - offer mystery or puzzle

Are students given a method for analyzing the sources?

• Effective question prompts
• Analysis guide
• Analysis tailored to a specific kind of source
  

Are appropriate literacy supports included?

• Vocabulary aids, glossaries
• Opportunities to summarize
• Making personal / sensory connections
  

To what extent is the historical context of the primary source shared with students?

• Time period created
• Author / audience
• Purpose of source
  

Are students given whatever background knowledge they need to make sense of the sources?

• Info about events or processes referred to
• Info about the creator
• What else was going on at the time
  

Are students helped to think critically about the sources?

• Identify motive and bias
• Look for corroboration in different sources
• Identify evidence for/against
• Consider “what if” questions
  

Created by the Library of Congress Educational Outreach Staff