Jonah asked participants to write in offering ideas about why we use primary sources.

Frances Yates: gaining different perspectives

Frances Yates: voices of individual aren't filtered through a historian’s lens

Janet Bordelon: Bringing the period alive

Rachel Myers: Gets a variety of materials in the hands of students 

Rachel Malamud-Heching: humanizing history by being able to focus on a particular person who experienced that event

Frances Yates: provides models and importance of maintaining records; diaries, letters, etc.

Karen Dorr: makes history come alive- that these are records of real people

 Janet Bordelon: A big concern with primary sources is “presentism.”

Jonah responds to Janet’s question about presentism at 11:20 in the video.

Next, Jonah described the process for editing documents and participants had the following questions and comments.

Frances Yates: 200 words probably for college undergrads also : -0)

Janet Bordelon: I think it is challenging to narrow it down tho. I am reading the document with my particular bias. Could you talk about how you navigate that?

Jonah’s response is at 20:33.

Etta King: The point that we are always choosing, selecting, filtering through our bias is so true--that's why the Jewish Women's Archive exists. Because teachers and historians were filtering out women's experiences and voices.

Frances Yates: Because I teach mostly Christians, it's especially important to have them use primary docs because it helps provide the realization of the packaged info. They get in mainstream media might not be based on facts, intent, context, etc.

 Janet Bordelon: So true Frances! I studies second temple early rabbinic and early Christianity so know Hebrew and Greek. Such an important lesson I stressed in my world religions courses

Jonah shares his modified document at 34:07.

Rachel Myers: the font size makes such a big difference!

Janet Bordelon: I really like leading off with the question

Janet Bordelon: We are in the process of adding primary sources to our Encyclopedia of Southern Jewish communities so this is a great approach for us!

Etta King: We are hoping to do that too, Janet.

Karen Dorr: the layout is excellent, my only discomfort with changing words—is this a form of censorship?

Jonah answers this question at 40:40.

Etta King: One way that we try and do is give the scaffolded document and give them a link or copy of the original if they want.

Rachel Malamud-Heching: What's the advantage of modifying without acknowledgment of exactly what's been changed versus putting changed words brackets [....]?

Jonah answers this question at 42:06.

Karen Dorr: Yes, point well taken- as long as there is transparency and make original available.

Etta King: Great question, Rachel!

Frances Yates: Etta, does JWA ever do grants for libraries or schools to have traveling exhibits, like ALA/NEH does? We had a great Emma Lazrus exhibit and programs that way.

Etta King: We don't typically award grants for that kind of thing, but we have partnered with organizations to go in together on a grant funded project when it is relevant.

Jonah and Etta share another text source, Rose Schneiderman’s 1911 speech after the Triangle Waist Factory Fire at 44:40 and participants brainstorm how they may use it.

Rachel Malamud-Heching: We have taught this speech!

Rachel Malamud-Heching: In context of Triangle Fire

Etta King: A reminder of what you are doing: What question would you ask?

Etta King: What would you include in the header?

Etta King: What modifications would you make?

Karen Dorr: One possible question: Why does it often take a tragedy to bring about social change?

Janet Bordelon: I think there is a connection to the income inequality 1 % discussion

Janet Bordelon: Also to the police shooting

Etta King: I think I would change or define “tried” and “trying” here. She uses it in a way that is unfamiliar today and I think would confuse students.

Karen Dorr: Another: what rhetorical methods does she use to persuade her audience?

Janet Bordelon: to clarify, police shooting of unarmed black men and the Ferguson report

Janet Bordelon: “The strong hand of the law beats us back”

Etta King: Thanks, Janet. For clarifying and offering the suggestion. It is a challenging and apt connection to make.

Frances Yates: In addition to the great questions posted here, I would want to find another primary source that is like a politician or a press clipping of what someone else was saying during that same time period.

Etta King: I think there might be a question here like “Who should make change?" or "Who is responsible for making change?”

Etta King: Great idea, Frances!

Etta King: Right. If you were using this in a writing or public speaking class, it would be great for the “persuasive essay” unit!

Frances Yates: definitely helpful!

Karen Dorr: very helpful to think about how to present the primary sources so that they are accessible to our students—thank you

Rachel Malamud-Heching: thank you

Rachel Myers: thanks