A couple of weeks ago I sent out a Tweet that my students were working on a comparison of Wikipedia articles to articles in their textbooks. Judging by the reTweets and replies to my message, a lot of people were interested in the activity. What I left out of my Tweet was the third part of the assignment in which my students had to locate and use primary source documents to gain more insight into the various topics. You can find the outline of the assignment here.
There were two purposes to this assignment. First to dispel the myths that Wikipedia is unreliable and that textbooks are gospel truth. The second purpose was for students to see the value of primary source documents for gaining insights into historical events and or people. Both goals were met. The topics my students were investigating were the Sand Creek Massacre, the Battle of Little Bighorn, and the Fort Laramie Treaties. The vast majority of my students reported that they found the textbook easier to use for finding the “main points,” but that the Wikipedia articles had the same information. They also reported that the Wikipedia articles had more depth of information.
Where Wikipedia shone was in getting students started on their searches for primary source documents. As you’ll see in the outline, I asked my students to use the links at the end of each Wikipedia article to further investigate each topic and locate primary source documents. What I did not include in the outline is that I also allowed students to simply search the web on their own to find primary source documents. As I expected, most of them came to the realization that a lot what they were finding through their own searches was already listed in the links at the end of the Wikipedia articles. At the end of the activity every student was able to identify and add new information to their knowledge base using the primary source documents they located.
I welcome your questions and feedback. And if you found the outline useful, by all means please feel free to reuse it in your classrooms.
