Information may be found in many places. The first place for a researcher to start might be an online search, a library, cultural center, or speaking to an elder in the community about important past events. Once the participants identify the topic and have it narrowed down, there are many ways to gather information.
As many of our communities are far from major archives or research libraries, we need to think creatively about finding sources. Research is like detective work. Good detectives are always looking for clues to help them answer questions; in that way, a History Day topic is like a mystery needing to be solved. As historical detectives, students will need to gather information and ask questions in order to draw conclusions.
Tip: Think Local! Researching local history can help set up learners for success, by increasing the chances sources are available in your community.
Primary sources may be found in:
- Archives
- Museums
- Interviews (Oral Histories)
- Websites
- Cultural Centers
- Tribal Offices
- Native Corporations
- Historical societies
- Governmental offices
- Basements/closets/personal collections
- Corporations/businesses
- Churches
- On microfiche and microfilm in major libraries
- Recorded oral history interviews
Evaluating Sources
As part of their research, students will need to evaluate both primary and secondary sources.
Students will need to think carefully about each source they incorporate into their research projects. Students will need to consider who and why made each source, what is its argument, how it expresses the creator’s ideas, how the source relates to other texts of the time, and more broadly, what is the historical context of the time.
ROVAR is one tool to determine the reliability of primary sources. Students should consider each letter of the ROVAR memory aid as they evaluate sources.
- R – Is the source reliable? Was it created during the time of study? Did the creator have direct knowledge of the topic?
- O- What is the origin of the source? Is this the original version?
- V – Is the source valid? Is it cited and quoted by others? Is it useful for your particular topic?
- A – Is the source accurate? Does it line up with generally accepted knowledge or explain discrepancies?
- R – Is the source directly relevant to the research topic?
SOCCA might be a useful memory tool for evaluating secondary sources. Students should ask themselves:
- S – Is the source suitable for the research topic?
- O – Is the source objective? Does it consider multiple perspectives?
- C – Is the source credible? Does it have a bibliography? Does it have footnotes or endnotes from recognized sources?
- C – Is the source part of the current scholarship?
- A – Is the source written by an authority in the field?