This module is for
Reflecting on primary sources helps students think about different viewpoints and develop historical empathy.
Primary Source Analysis - Reflect
The next phase in the analysis process is Reflect. After students record their observations, they shift into a reflection mode, in which they make connections between the information conveyed in the source and their prior knowledge of a subject.
For example, a student analyzes a handwritten letter from George Washington to Alexander Hamilton in 1787. The student may know something about the roles each man played in developing the U.S. Constitution or be familiar with the founding fathers as portrayed in Hamilton: An American Musical.
Listen as Lee Ann Potter from the Library of Congress explains why it’s valuable for students to make connections to, and draw conclusions from, primary source material.
The student’s prior knowledge is a catalyst to guide them on their own path of discovery. Essentially, students have a chance to consider what they already know to help make sense of historical sources. This is a critical step to help students recognize and take ownership of their knowledge. Reflection allows students to ask questions and determine the usefulness of a primary source.
Three important areas for students' reflection are Purpose, Author and Audience. Have students consider the following questions relating to each area.
Classroom Connections
Students are encouraged to make connections to the musical pitch storyline and civics topics. They are also prompted to think critically and reflect on the authorship, audience, and historical context of the primary source documents to draw conclusions about the usefulness of the sources as historical evidence during the production of the musical.
