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ED318667.Pdf DOCUMENT RESUME ED 318 667 SO 020 781 TITLE Teaching with Documents: Using Primary Sources from the National Archives. INSTITUTION National Archives and Records Administration, Washington, DC.; National Council for the Social Studies, Washington, D.C. REPORT NO ISBN-0-911333-79-7 PUB DATE 89 NOTE 258p.; Some illustrations may not reproduce clearly. AVAILABLE FROM National Archives, NEP, 7th and Pennsylvania Ave., NW, Washington, DC 20408 ($15.00, 20% discount on 10 or more copies). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MFO1 /PC11 Plus Postage. DESCRIPTORS Curriculum Enrichment; Historiography; *History Instruction; *Primary Sources; *Resource Units; Teaching Guides; *United States History; Units of Study IDENTIFIERS *National Archives ABSTRACT Primary sources can be very important in the teaching of history, as they expose students to historical concepts in ways that books and articles cannot. Primary sources, such as historical documents, capture the interest of students and personalize and humanize history for the student. Use of such sources also helps the students develop important analytical skills, and gives them an opportunity to participate in the process of history. A collection of 52 articles, each highlighting a National Archives document and providing practical suggestions for classroom use, is presented in this book. The articles originally appeared in "Social Education," a journal published by the National Council for the Socjal Studies. Essays are intended to aid teachers in the use of primary documents to enhance their curriculum. Dating from the 1780s to the 1970s, the documents include letters, photograpns, posters, reports, telegrams, and maps. (AS) *********************************************************************** * Reproductions supplied by EDRS are the best that can tic made * * from the original document. * *********************************************************************** U S. Ut: U.C)IICATIC)N )11, o ni I 0,1 1`61,,,0111 rani lrnpnwc+uiN n1 1:1)UCA11()NAl Ht 11515FT '. INFORMATION CI N!! R Ii lilia twill his Oren rnpnalii, 141 as O'Cl.of'd 1.1,k,011 Of ()roam/atoll 'tar hoop made to improve reproduchon quality i'ontas nt 01O0, cir S1,11w1 I this drrc:o- Teaching menl ito 1101 110C1!:Sallly roprPSChi 0111(',Ial 01:RI position or policy .. ?cm:4 ft L 1 ,ocumenu Using Primary Sources From the National Archives National Archives and Records Administration Washington, DC BEST COPY AVAILABLE _Teaching With ocumentc Ir is 4.1.4, National Archives and Records Administration and National Council for the Social Studies Washington, DC PUBLISHED FOIt'ii HE NATIONAL ARCIIIVES AND RECORDS ADNIINISItAION BY THE NATIONAL ARCHIVES Rt .ST FUND BOARD 1989 Library of Congress Cataloging-in-Publication Data l'nited States. National Archives and Records Administration, "laching with documents: using primary sources from the National Archives. p. cm. ISBN 0-911333-79-7 1.'nited States I listory Study and teaching (Secondary) 2. l'nited States I listory Sources. I. 'ride. 1989 973'.071'? de20 89 -12602 I )esigned by Janet Horgan Stoeke, Ale \andria. VA. (icneral "I'ypograpliers, \Vashington. I )(:. Printed by '16(1(1 Allan Printing. Vashington, I )( 4 Table of Contents Foreword Acknowledgments vi Introduction vii Navigation Act Broadside, 1785 1 Delaware's Ratification of the U.S. Constitution, 1787 5 Maps of Salem, Massachusetts, 1822 10 Cherokee Census, 1835 13 Ship's Manifest, 1847 17 Lincoln's Spot Resolution, 1848 19 Lincoln's Letter to Siam, 1861 24 Surgeon General's Letter to Dorothea Dix, 1862 30 Letter to Giuseppe Garibaldi, 1864 33 Civil Rights Mini-Unit, 1865-1978 38 Ex parte Milligan Letter, 1865 61 Resolution of the "Indian Question," 1880 66 Messy v. Ferguson Mandate, 1896 69 Land Auction Photograph, 1904 73 Children at Work Photographs, ca. 1908 76 Chinese Exclusion Forms, 1913 82 Censoring the Mails, 1916 86 German Propaganda Leaflets, 1917 90 Zimmerman Telegram, 1917 94 Black Soldiers in World War I Poster, 1919 The Red Scare and Attorney General Palmer, 19?0 103 Schools for Americanization Poster, 1920 108 Letter From Concerned Mother, 1929 1 1 1 Lincoln Memorial Photograph, 1920s 1 1 5 A Political Cartoon, 1920s 1 1 8 Questionnaire on Moral Problems, ca. 1924 122 A Telegram From Persia, 1924 126 Letter to FDR on Employment of Women, 1933 130 Letter of Appeal to FDR, 1933 134 Roosevelt and HitlerA Comparison of leadership, 1933 137 A Statement on Separation of Powers, 1937 142 Eleanor Roosevelt's Letter to the DAR, 1939 147 Inflation Poster, 1942 15 5 Interned Japanese-American Theme, 1943 158 Victory Garden Poster, 1943 163 FDR Campaign Poster, 1944 167 ill Letter on Behalf of Raoul Wallenberg, 1947 170 Press Release on Recognition of State of Israel, 1948 1 76 Peace Propaganda Cartoon, 1950 1 8 1 A Crisis in Federalism, 1956 1 85 Letter From Elvis Presley Fans, 1958 1 88 Archives and Baseball Cards, 1959 1 92 Khrushchev Visit Briefing Paper, 1959 1 97 Letter to WI: on Religious Tests, 1960 203 Alabama Voters Literacy Test, 1960s 208 The Space Race WI: Telegram to Khrushchev, 1961 2 1 1 FE: Speech on James Meredith, 1962 214 ,.lbington v. ,SMempp The Establishment Clause, 1%2 720 LIFO Sighting Report, 1962 227 Unkin Gulf Resolution, 1964 730 Watergate and the Constitution, 1974 234 President Nixons Letter of Resignation, 1974 238 6 Foreword In 1977, the National Archives begana collaboration Nvith the National Council for the Social Studies that has been applauded ever since by classroom teachers and ad- ministrators, as well as by the two institu- tions themselves. Among the products of this collaboration has beena feature article in Social Fdeteation, the journal of NCSS, which was originally titled "I )ocument of the NIonth" and is now called 'leaching with I Nicuments." I lighlightingone Na- tional Archives document in each article, "leaching with I Nicuments" also provides practical suggestions for using the docu- ment in several -Iassroom settings. It has proved to he one of the journal'smost pop- ular departments. That popularity is due,no doubt, to the enthusiasm and skillfulness of teachers who have become increasingly aware of the edu- cational worth and the excitement of using documents in the classroom, wherestu- dents can examine and commenton a let- ter, a report, a photograph, or a map created by someone who has participated ina sig- nificant moment of history. 'I his interest has heed one of our great satisfactionsat the National Archives. It was thereforea natural step to compile these articles into one publication, convenient for teachers to Use wherever they ate. 1)0N W. WILSON Archivit of the 1 'lilted States r. 7 Acknowledgments We wish to thank those archivists, educa- tors, and editors who helped us to produce this department. Nlany National Archives staff members aided us. Without their help, the search for records would have been far more time consuming and difficult. The comments and reactions of educators who have written and spoken to us have shaped and improved the document selection and the teaching exercises over the years. We have been fortunate, too, to have so many editors at the National Archives and Na- tional Council for the Social Studies who have reviewed so ably our manuscripts. Special thanks go to the contributors who have researched and written "Docu- ment of the Month" and "'leaching With Documents." Most of the writers have been affiliated in the past or at present with the Education Branch, Office of Public Programs, National Archives and Records Administration, Mary Alexander, Walter S. Bock, Ce Ce Byers, Nlarilyn Childress, Elsie T. Freeman (Freivogel), Kathryn Gent, Leslie Gray, Jean West Mueller, Wy- lie!! Burroughs Schamel, Linda Simmons, Nadine Smith, John Vernon, and J. Samuel Walker wrote with consistent clarity and at- tention to pedagogical and historical detail. Several classroom educators have also con- tributed superb articles: Patricia Baars, Marshall High School, Portland, OR Stan Beck, Alpena High School, Alpena, Nil; Jean Neer, The Catholic University of America and the National Archives Thlun- teer Association, Washington, 1)C; and Jan D. Schultz, Nlontgomery County Public Schools, MD. The. uniform excellence of the department is a tribute to all who have been associated with it in the decade of its publication. Introduction I )ocunients reports, maps, photo- students to realize that any accouot of an graphs, letters, drawings, and memoirs event, no matter how impartially presented created by those who participated in or wit- it appears to be, is essentially subjective. nessed the events of the past tell us some- thing that even the best written article or As students read eyewitness accounts of book cannot convey. The use of primary events at Little Big Horn or letters to Con- sources exposes students to important his- gressmen expressing concern about wom- torical concepts. First, students become en's suffrage, or look at photographs from aware that all written history reflects an au- the Civil War and then attempt to summa- thor's interpretation of past events. There- rize their findings, they become aware of fore, as students read a historical account, the subjective nature of their conclusions. they can recognize its subjective nature. The disagreements among students in in- Second, through primary sources the stu- terpreting these documents arc not unlike dents directly touch the lives of people in those among historians. Through primary the past. Further, as students use primary sources students confront two essential sources, they develop important analytical facts in studying history. First, the record of skills. historical events reflects the personal, so- cial, political, or economic points of view of 'lb many students, history is seen as a se- the participants. Second, students bring to ries of facts, dates, and events usually pack- the sources their own biases, created by aged as a textbook. The use of primary their own personal situations and the social sources can change this view.
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