Deconstruction Zone: Getting to the Bottom of the Book

How does an author find the content for a book? What is the process by which the author does the research to build the content? In this example, the archivist deconstructs the process of research and writing of a secondary source, working back to the original sources that formed the book’s content.

Audience: Undergraduates in an advanced level course in History.

Objectives:  

·         To be guided through the research process with access to original sources.

·         To demonstrate how primary and secondary sources work together.

·         To allow for discovery time with original sources.

 

Ingredients:

Book (2 copies)

6 boxes of research papers with maps and photographs, includes the drafted manuscripts of that book

 

Method:

Preparation time: 15 mins

Exercise time: 30-50 mins

1. Start with a group discussion, asking the students

• Where does the idea of a book come from?

• How does the author find the content for a book?

• What part of the book tells us from where the author found the content?

In this case, the author did reams of original research at archives and libraries, performed interviews, took his own photographs, drew his own maps, and dissected biological objects.

The author donated all of this research papers and drafted manuscripts to the archives after the book was completed. This presents an opportunity for the students to see not only what sources are used for the content of a book but what was included at each stage of the writing the book as well as what was eventually left out.

2. The students are asked to look at the book and the papers and consider the following:

• Is there a different between the primary and secondary material? If so, what? and how?

• Why would the creator arrange the material in this way? and/or label it like this?

• Consider what you have observed. What would you ask the author if you were able to meet him?

3. Then, as a group, discuss:

• Compare the archival collection to the book. What decisions, by whom, affect the end product?

• Why should the archives keep these records?

• Who would want to look at these records? and why?

 

Results:

The students are exposed to the research process in reverse, starting with the tangible product and working back through the content.

Students are given a clear example of primary sources that were created for a specific purpose.