Counting Canadians

What does census data really tell us about the individual or the community?  This example puts real faces and places on the raw data through a process I call, “putting meat on them bones.”  As part of their research methods course, the students are asked to examine the historical census data for one community and select a person/family or an issue within that community.  Their research must include historical, primary sources and span a few decades in scope.  The example in the archives should re-create the process of doing exactly that research. 

Audience:

Sociology graduate students in a research methods course.  The students have already had an orientation to the census data by a librarian.

Objectives:

·         To analyze data.

·         To find primary and secondary sources that enhance the data.

·         To practice a research method in preparation for a thesis.

·         To participate in a guided example of the research process.

·         To discover how primary and secondary sources work together.

·         To learn about archives.

Ingredients:

Originals only whenever possible—no digital sources.

• Census data from 1881, 1891, 1901 
• Directories
• Minutes
• Phone books
• Published histories
• Maps
• Municipal records
• Family fonds
• Music can be added at some point; perhaps “Shiny Happy People” by REM

Method:

Prep time about 1 to 2 hours

1.       To prepare, do the research for the assignment.  It is important to show the students that you are interested and involved in the process so as to build rapport.

2.       While doing the research, record all of the steps taken and sources you consulted.  This will allow you to recreate the process when the class visits.

3.       Pull all of the potential sources and set them aside for the class discussion.

Exercise time between 30 and 40 minutes

4.       Talk about the census data you reviewed and defend your selected topic.  In this case, a family has been selected.

5.       Show the census findings and details to the students, noting any specifics.  Consider using a white board or a black board instead of an overhead so that “real time” discussion details can be noted.

6.       Ask the students to brainstorm and shout out potential sources of evidence.  Hints for some sources may be required.

7.       As each source is shouted out, pull the source from its hiding place and give it to the student to search for evidence while explaining who created the source and discussing what function that creator serves.

8.       Be sure to include the family fonds in this process, explaining how the finding aid assists with the research process.  Distribute original sources in the fonds.

9.       Give the group time to look through each source.  Let them discover an answer but also time to discover the source itself.  Teach the group how to use the source while sharing tid-bits of stories and ideas.  Allow students to ask questions about the sources.

10.   Bring the group’s focus back to the question by asking what the students discovered.  Ask each student (in turn) with a source to report on the findings.  Fill in the blanks left by the census data and give the family more “flesh”.

11.   Guide an open discussion about the findings in each source—especially the sources that contain no evidence.  Allow for each source to be evaluated.

Outcomes:

·         Primary and secondary sources work together to build evidence.

·         Exploration of differences between raw data and contextualized data.

·         How to use sources effectively in the research process.

·         Learning how to complete the assignment.

Assignment:

The assignment is given by the instructor.  The assignment encourages the students to return to the Archives for further assistance.

Notes:

The added benefit is that archivists know their collections and can select a bountiful topic to demonstrate how to do this assignment.  It is likely that the archivist who built the finding aid is already familiar with relevant sources.