Testing the Waters: Generating Research Questions through Primary Source Analysis

This post is from an activity that took place during the 2013-2014 school year. It was previously unpublished, but as I have moved forward with the next steps and hope to share those reflections in this blog, I thought this would be a good reference on my students' journey of generating research questions through primary source analysis.

One thing I’ve rarely done is let my students develop their own research questions. I was afraid they would come up with questions that were far off the topic or impossible to answer with our available resources.

After attending the summer institute, I wondered if students could develop their own research questions through using primary sources and the LOC’s Primary Source Analysis Tool. Might it engage the students in their research and allow them to find more of their own voice through their research writing?

I recruited the fourth grade teachers in my experiment. Fourth grade students research a famous Missourian. They answer questions about the person’s childhood, adulthood, and why they are famous. The questions cover the overall person, but aren’t unique to the researcher or the person being researched.

As a trial “famous Missourian”, I chose Ella Ewing, a woman who grew up in Northeast Missouri and was thought to be the tallest woman of her time. She was a sideshow attraction for years at museums and even the Barnum and Bailey Circus.

 

http://www.loc.gov/pictures/item/2002719038/

I chose three primary sources in an effort to look at different elements of Ella’s life. The first was a 1898 Barnum and Bailey circus poster of side-show acts. While it didn’t contain Ella Ewing, these were people she could have worked with. The second was an October 1903 article from the Spokane Press describing Ella as well as other sideshow performers that were appearing at the local fairgrounds. Finally, Students would analyze a photo of Ella Ewing standing next to a chair. My hope was that these three primary sources would bring the students closer to Ella, helping them understand her enough to want to know more.

Students worked in small groups to analyze the primary sources. Magnifying glass in hand, they made observations, reflections, and asked questions using “I see, I think, and I wonder” to frame their statements.

After analyzing the circus poster, I ask students to think about what they would like to know about Ella Ewing after viewing this one connection to her life. They wrote their questions in the Further Investigation section of the Primary Source Analysis Tool.

●      What did she do in the circus?

●      Which circuses did she work for?

●      Did Ella get an offensive “circus” name?

●      I wonder why she would want to do this. (work in the circus)

●      Was she embarrassed about being with these people? (other side show acts)

Even though they knew nothing of Ella Ewing, this poster gave them an idea of her world and made them wonder about her. Their questions reflect that wonder as well as an emotional reaction to Ella’s world. They were beginning to put themselves into her shoes.

http://goo.gl/jEDfbw

Next, students analyzed the newspaper article that mentioned Ella Ewing. They underlined what they saw that was interesting or important to them, wrote reflections and questions. Again, I asked them to think about what they would like to know about Ella Ewing.

●      How tall is she?

●      Was Ella Ewing taller than the Congo Giant?

●      I wonder how much Ella was paid.

●      Did she join the circus for money?

●      Does Ella feel good that she’s not a phoney and some of her crew is?

●      Was she offended to be a circus attraction?

Students read why Ella Ewing was part of the sideshow and it is evident in their questions. Not only did they express their reaction to the second primary source, their questioning about the circus poster evolved as students wondered about the height of Ella and the Congo Giant or compared Ella’s gift of height to what they perceived as other “phoney” sideshow performers.

 

http://www.ruralmissouri.coop/03pages/03MarchElla.html

Finally, students saw the photo of Ella Ewing standing next to a chair. Their analysis was followed by one final chance to ask questions about her life.

●      How did she get so tall?

●      How big was she when she was born?

●      Did she get made fun of at school?

●      Did people stare at Ella?

●      Were people afraid of her height?

With this stark photo, student’s questions are just as stark, but also pointed. The emotional connection continued as students wondered about how others reacted to and treated Ella Ewing.

While not all of these questions can be answered, they do allow student researchers to connect to the person being researched. The answers that students find to other questions provide rich detail that gives depth and unique perspective to a research report.

This experiment may to a larger test. An archivist at the Missouri History Museum, and I have spoken about putting together sets of primary sources around other famous Missourians. I hope that they will also help students develop research questions and connect with the person they are researching.