Language Matters: Rethinking How We Teach the Concepts “Primary Source” and “Secondary Source”

• In Event: Diverse Approaches for Developing Historical Literacy With K-12 Students

Abstract

Both children and adults develop expectations based on images evoked from words in language. Research is presented on upper elementary school students evaluating historical evidence (primary and secondary sources) across multiple source types while visiting a nineteenth-century historic site, including a historic house, artifacts, and interpretation. For some children, primary sources "comes first" while secondary sources come later in time, are less authentic, or are even copies of something original (like a photograph). Such findings suggest that the cognitive anticipatory frame created by terminology exerted a powerful and problematic anticipatory effect on understanding. We describe misconceptions about numeration, re-presentation, origin, and authenticity/realness and explain our recommendation of "historical source" and "interpretation source" as alternative language when teaching about historical inquiry.

Authors

• Denice J Blair, Michigan State University

• Elizabeth E. Heilman, Michigan State University