Lesson Two: Analyzing Primary Sources

Procedure:

This activity is the heart of the unit. Sufficient time and attention should be provided for students to complete their analyses of the primary sources.

1. This activity consists of seven topics. Each topic presents a selection of text, photographic, and motion picture primary sources drawn from the DDFR website, DDFR Photostreams on Flickr, and several Library of Congress collections. The primary sources used in this lesson often contain stereotyping or violence. They are included because much can be learned about the attitudes of an era by considering the messages, intended and unintended, contained in document titles, descriptions, and ways of portraying people. Some students may find the images, language and attitudes disturbing. In addition to the links below, students should be encouraged to explore DDFR.tv for videos, first-person stories and articles related to the topic areas. The links below provide Library of Congress materials for each topic.
   • Family
   • Work
   • Play
   • Faith
   • Education
   • Race
   • Violence
2. Assign topics to small groups of students.
3. Before beginning, discuss with students that many of the primary sources contain hurtful stereotypes that should be handled with sensitivity.
4. Have students analyze the primary sources within their topic. Students may record their thoughts on the Primary Source Analysis Tool. Before the students begin, select questions from the teacher's guide Analyzing Primary Sources to focus the group work, and select additional questions to focus and prompt a whole class discussion of their analysis.
5. Students complete a response journal for each item they analyze. This journal allows students to record information about and their reactions to the primary sources. Possible questions to focus student responses might include:
   • Response as a reader: How did you respond/react to the primary source?
   • Historical context: Explain how the primary source presents you with an image of the past that is either strange or familiar.
   • Historical significance: Describe how helpful the primary source is for developing an understanding of African-American identity during the Gilded Age.

Note: The response journal is required for several of the follow-up activities.