This blog post is the third in a series discussing characteristics to consider when selecting primary sources to use with your students.
Four years ago on a backpacking trip through Eastern Europe I stumbled unexpectedly on a memorial in Budapest that really got me thinking. I noticed a group of dark objects on the banks of the Danube and as I got closer, I realized they were metal shoes of all shapes and sizes. Reading a nearby plaque I learned that the Shoes on the Danube Promenade was a memorial honoring Jewish victims who were shot into the river by Nazi-allied Arrow Cross militiamen near the end of World War II.
Among the many emotions I felt was anger–why didn’t I learn about this in school? I felt let down by my teachers, my textbooks, and myself. Why didn’t I push myself beyond the Americentric narrative presented in my textbooks–one that seldom focused on events in Eastern Europe–and seek out other perspectives, other stories?
When I became a teacher, I realized some of the challenges–geographically-focused standards, big-picture textbooks, and amount of content vs. instructional time–that impact which historical events are taught and in what depth. I found that using primary sources was one way to present students with multiple perspectives and teach them to ask questions and think critically.
When students analyze primary sources, they might encounter a new idea that challenges their beliefs. They must weigh evidence from multiple sources and fin