Pin-the-tail-on-the-donkey

[Let me start by saying that no animals were injured during this exercise.]

When I want to review the differences/similarities between primary and secondary sources, but have little time to do so, I rely on the students's knowledge. Many students already have a basic understanding of primary and secondary sources. I use a pin-the-tail-on-the-donkey exercise so that the students can show off their knowledge and learn from each other.  How?

Ingredients:

• two flip charts (or black/white boards, a wall will do too)
• tape
• large slips of paper

Method:
Prep time: 15 mins

1. Label one board "Primary" and the other board "Secondary"
2. In large letters, print a type of source on each slip of paper. The number of slips/sources is completely up to you. I like to include one or two tricky sources that can be discussed later

Exercise: 5-7 mins

1. Distribute the slips of paper randomly. I often divide the students into groups
2. Ask each group to discuss and collectively decide which source(s) they have, primary or secondary
3. Ask each group to tape their slip of paper on the appropriate board
4. Open the discussion to the larger group, talking about any tricky sources or other decisions of note

You will be amazed how often the students get their choices correct--even the tricky ones. This exercise puts the students in the right frame of mind while engaging them in active learning.

No expiration date

What are the challenges and opportunities facing archives today? This public history course asks hard questions and explores the hard answers. The students have both the questions and the answers, they just need to look a little deeper to find them. Here are some questions that will never expire!

Audience: Undergraduate, advanced seminar in History

Objective: For students, as public historians, to ask the hard questions about accessing archival resources.

Ingredients:

• Finding aids (online and on paper)
• Archival records that correlate to the finding aids
• White board
• Flip charts
• Pre-set questions

Method:

Preparation time: 5 mins

Exercise time: 30 mins

1. Give each student a sheet with the words “opportunities/challenges”
2. Ask each student to write a few key words on this sheet that highlights your ideas of opportunities and challenges for Archives
3. Write the key words on the white boards (randomly placed, form a circle if possible)
4. Discuss how challenges can be opportunities and vice versa. Draw in current examples that suit the discussion

Preparation time: 30 mins, plus students choose a finding aid in advance of class

Exercise time: 1hr, 15 mins

1. Hand out the paper version of the finding aid. Ask students to look at it with the online version of the finding aid
2. After a few minutes, distribute the records that correlate to the finding aid
3. Give the students time to look at all of this information together
4. Hand out a set of questions, giving ample time for answers

Questions for the finding aid exercise:

What drew you to this finding aid? Why?

Compare the experience of reading it online with reading it on paper. What are the differences or similarities? What are the pros and the cons of each?

Describe your impressions before and after using the finding aid.

Does the finding aid mis/represent the original records? How?

How can a finding aid better represent the actual records? Is the finding aid adequate? What is missing? What would you include more/less of?

5.      Pull the group together for a discussion, asking:

What did you select? Why?

Is reading a finding aid online different than on paper? Explain.

Does the finding aid mis/represent the actual records? Explain.

What impression do you have of the finding aid before/after seeing the originals?

What did you do to prepare for this mysterious exercise?

Preparation time: 15 mins

Exercise time: 30 mins

1. Have the questions written on flip charts that surround the class.

Discuss in whatever order it seems appropriate.

·         What was the question that brought you to this course?

·         Whose responsibility is it to ask questions?

·         Who is a public historian?

·         How do you aspire to practice public history?

·         What are you going to do about it all?

·         Where does community/citizenship happen?

Wrap up the session (5 mins)

Request that each student complete a departure pass with the questions: What happened in the past? Why does it matter?