Doing History Research Secondary Sources Start your research with secondary sources

1. Doing History Research Secondary Sources Start your research with secondary sources to learn the story. Primary Sources Use primary sources as the basis for interpretation.

2. Secondary Sources • Accounts of the past created by people writing about events after they have happened • Secondary sources are what historians create • Some examples of secondary sources are: • Books • Encyclopedias • Articles • Websites

3. Secondary Sources • Provide an introduction to a topic • Provide historical/broader context for a topic • Show how has a topic been interpreted by other historians • Provide hints on where to find primary evidence • Provide information which enables historians to make sense of primary sources

4. Primary Sources: • Are participants or observers who are still living • Make personal connections to the past • Are evidence used by historians to support their interpretation of the past

5. Primary Sources: Published materials: Books (including memoirs), periodicals, newspapers contemporary to the event The Boston Gazette Monday, October 7, 1776 (Underlined words pertain to sources available in the 18th century.)

6. Primary Sources: Unpublished materials: Diaries, letters, manuscripts Benedict Arnold’s Letter to America Patrick Henry’s Virginia Resolves (Underlined words pertain to sources available in the 18th century.)

7. Primary Sources: Records: Government documents, census data, birth certificates, organizational minutes, business reports Declaration of Independence as it originally appeared in the Pennsylvania Packet in its issue of Monday, July 8, 1776. U. S. Constitution, p. 1 (Underlined words pertain to sources available in the 18th century.) Bill of Rights, page 1

8. Primary Sources: Images: Photographs, film, art, posters, advertisements (sometimes referred to as broadsides), maps Progress of His Majesty’s Armies in New York, Printed in London 1777 George Washington

9. Primary Sources: Artifacts: Buildings, Tools, Clothing Women in colonial period clothing Utensils made of copper, brass, tin, and iron hang from the lintel of a kitchen fireplace. Man in colonial period clothing Magazine for storing arms (Underlined words pertain to sources available in the 18th century.)

10. Primary Sources: • Understand the source: • What is it? • Who wrote or made it? • When was it written or made? • Where was it written or made? • How was it written or made? • What evidence does this source contribute to my research?

11. Interpret the source: • Did the creator have firsthand knowledge of the event or issue? • What biases or hidden agendas did the creator have? • Is the document meant to persuade or inform? • Was the source originally meant to be private or public? • When was the source created?Soon after the event, years later? • Who created the source and for what original purpose?

12. Interpret the source: • Why was this document/object written or made? • What questions does this source raise? What don’t we know about this source? • What other information do we have about this document or object? • What other sources are like this one? • What other sources might help answer our questions about this one?

13. Interpret the source: • What else do we need to know in order to understand the evidence in this source? • What have others said about this or similar sources? • How does this source help me to answer my key historical questions? • How does evidence from this source alter or fit into existing interpretations of the past?

14. Using Research Sources • Secondary Sources • Start your research with secondary sources to learn the story. • Secondary Sources : • Are accounts of the past created by people writing about events after they have happened. • Are what historians (and history students) create. • Secondary Sources include: • Books • Encyclopedias • Articles • Websites • Secondary Sources: • Provide an introduction to a topic. • Provide historical/broader context for a topic. • Show how has a topic been interpreted by other historians. • Provide hints on where to find primary evidence. • Provide information which enables historians to make sense of primary sources

15. Using Research Sources Primary Sources: Use primary sources as the basis for interpretation. • Primary Sources: • Are left behind by participants or observers • Make personal connections to the past • Are evidence used by historians to support their interpretation of the past • Primary Sources Include: • Published materials: Books (including memoirs), magazines, newspapers written at the time of the event • Unpublished materials: Diaries, letters, manuscripts • Records: Government documents, census data, birth certificates, organizational minutes, business reports • Images: Photographs, film, art and posters, advertisements, maps • Audio: Oral Histories, Interviews, Recordings • Artifacts: Buildings, Tombstones, Clothing • Understand Your Primary Sources: • What are they? • Who wrote or made them? • When were they written or made? • Where were they written or made? • How were they written or made? • What evidence do these sources contribute to your research?

16. Using Research Sources Interpret Your Primary Sources: • Did the creator have firsthand knowledge? • What biases or hidden agendas did the creator have? • Is the document meant to persuade or inform? • Was the source originally meant to be private or public? • When was the source created? Soon after the event, years later? • Who created the source and for what original purpose? • Why was this document/object written or made? • What questions does this source raise? What don’t we know about this source? • What other information do we have about this document or object? • What other sources are like this one? • What other sources might help answer our questions about this one? • What else do we need to know in order to understand the evidence in this source? • What have others said about this or similar sources? • How does this source help me to answer my key historical questions? • How does evidence from this source alter or fit into existing interpretations of the past?

17. The preceding slide show was adapted by Rachel Redfield, Zeiger Elementary Librarian of the Puyallup School District, from a PowerPoint slide show created by the Puget Sound Regional Branch of the Washington State Archives for students who participate in the annual Washington History Day competition. Washington History Day http://www.washingtonhistory.org/HistoryDay/default.aspx Puget Sound Regional Branch of the Washington State Archives http://www.secstate.wa.gov/archives/archives_puget.aspx Records Management Assistance: Michael SaundersPhone (425) 564-3950Fax (425) 564-3945Mailing Address: Puget Sound Regional ArchivesPritchard-Fleming Building3000 Landerholm Circle SE, MS-N100Bellevue, WA 98007-6484