Through Many Eyes: Unlocking Hidden Stories in Primary Sources

Presented by Paula Baldacci

Chesterfield County Public Schools

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Paula Baldacci

4th grade gifted education teacher

Lead Social Studies Teacher

Chesterfield County Public Schools

Paula_Baldacci@ccpsnet.net

About Me

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Learning Objectives

By the end of this session, you will be able to:

1. Apply critical analysis techniques to primary source photographs that reveal bias, perspective, and omitted narratives
2. Design inclusive lesson frameworks that highlight multiple perspectives in historical study
3. Integrate diverse picture books as companion texts that amplify underrepresented stories in primary sources
4. Facilitate student inquiry that encourages questioning of traditional historical narratives
5. Create classroom environments where students feel empowered to seek out and honor missing voices

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Please write down your initial observations and questions.

Multiple Perspectives to Uncover:

• The absent Chinese laborers who built much of the railroad (10,000-15,000 workers)
• The displaced Indigenous peoples
• The environmental impact (buffalo)
• Who gets to celebrate vs. who is displaced

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Why Images & Photos Are Created:

A Framework for Critical Analysis

1. To document and record
2. To persuade and promote
3. To celebrate and commemorate
4. To control narratives or justify actions
5. To sell and profit
6. To express identity and agency
7. To shock or reform

Unconscious Bias

Unconscious bias refers to the automatic, unintentional attitudes, stereotypes that influence our judgments, decisions, and behaviors without our conscious awareness.

These biases are shaped by our backgrounds, cultural environments, and experiences, and they can affect how we perceive and interact with students.

When interacting with students, leading inquiry, and analyzing primary sources, it is important that we recognize our own bias, so that all students can have a voice and feel valued.

When You Explore Images

Consider:

• How does the creator's purpose shape what we see—and don't see?
• Who had access to cameras and image-making technology? Whose perspectives are we missing?
• What happens when we mistake documentation for objective truth?
• How can we help students "read against the grain" of an image's intended message?

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The Power of Perspective

Whose Story?

• What story does this image tell?
• Who is the intended audience?
• Whose voices are present? Whose are missing?
• What questions does this raise?

The Power of Perspective

Whose Story?

• What story does this image tell?
• Who is the intended audience?
• Whose voices are present? Whose are missing?
• What questions does this raise?

The Power of Perspective

Whose Story?

• What story does this image tell?
• Who is the intended audience?
• Whose voices are present? Whose are missing?
• What questions does this raise?

The Power of Perspective

Whose Story?

• What story does this image tell?
• Who is the intended audience?
• Whose voices are present? Whose are missing?
• What questions does this raise?

Amplifying Hidden Voices

When teaching history, primary source photographs and images have limitations because many marginalized groups were systematically excluded from being photographed or their images were destroyed, lost, or never deemed worth preserving.

Picture books can help fill these critical gaps.

Amplifying Hidden Voices

Picture books by authors and illustrators from marginalized communities can intentionally center perspectives that primary sources miss.

They offer:

• Interior lives and agency: Characters show thoughts, emotions, and decision-making that static photographs can't capture.
• Counter-narratives: Stories that challenge dominant historical narratives and show resistance, joy, community, and complexity.
• Representation through illustration: Artists can depict people and experiences that were never photographed, making visible what archives erased.
• Cultural authenticity: Creators from these communities bring respectful portrayals rather than outsider interpretations.

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Amplifying Hidden Voices

Here is an excerpt from a picture book amplifying Indigenous voices.

Buffalo Bird Girl: A Hidatsa Story by S.D. Nelson - Native American perspectives on land and tradition

Hands-on Practice

1. Explore the Library of Congress Primary Source Sets for Teachers.
2. Find a topic that meets with your classroom needs
3. Browse to find primary source images.
4. Look for picture books that will amplify voices.
5. Create a teaching plan.

Teacher Planning Template

Key Takeaways

1. What is one idea or practice that you could take back with you today?
2. How will you ensure that marginalized voices from history are heard in your classroom?

Thank You