A primary source is a direct account of an event, or anything created during the time period being discussed. Authors of primary sources were actually present for the event. Here are a few examples: 

Please start off with something like when : We read the book or newspaper or [whatever fits here] we got the information. This information can come from the eyewitness or from a reporter: 

- Diaries

- Photographs  

- Letters

- Speeches  

- Interviews

- Books  

- Government Documents

- Objects  

Secondary sources, on the other hand, describe an event after it has happened. 

These sources describe or interpret information that came from primary sources. Secondary sources can include:  

- Biographies

- Books  

- Textbooks

- Documentaries  

Now that we understand the definitions of the two types of sources, we can provide students with some examples. First, let’s make a T-chart on the board – one side for primary sources, and one for secondary sources. Begin listing off different source materials and let students debate what category the source belongs under. 

The more detailed the example the better! Including the time period and creator of the source will help students understand the differences. Use the following examples, or make up your own!
  

After the students have divided up the list of sources ask them why it is important to know the difference between primary and secondary sources. We want to make sure we are reading sources critically, and understanding what type of source we are reading is the first step. We want to be more critical when reading secondary sources because they can contain opinions of the author rather than the opinions of the person we are learning about. You can use the following activity to help students understand why knowing the difference between primary and secondary sources is important. The activity will help students understand how a primary and secondary source about the same topic can provide different information to the reader.
  

I can’t understand how the part below connected to this lesson. Please make some nice transition and keep the topic of “primary and secondary” 

1. Next to your T-chart on the board, draw a picture of a house. Make the drawing simple, but add in elements like a chimney, bushes, clouds and maybe even a bird! 

2. Ask students to write one to two sentences describing the drawing. 

3. When students are finished place them in small groups of 4-5 and ask that they share with each other what they wrote. Have them point out the differences and similarities in their descriptions of the drawing. 

4. After 10-15 minutes come back together as a class and let each group share what they discovered. Did everyone describe the drawing perfectly? What did some students leave out of their descriptions? Did some students include their opinion in their description – i.e. the house is pretty, the house is large, etc.? 

Of course none of their descriptions are incorrect, but I’m guessing every description is a little bit different, right? The house represents the primary source, while their descriptions are the secondary sources. This exercise will help students to understand the importance of reading critically when looking at secondary sources. It’s so simple for the interpretation of primary sources to change from one student to the next!