Primary Sources and Archival ResearchMoakley Archive and Institute at Suffolk University Nicole Feeney 617-305-6277nfeeney@suffolk.edu

Research and Information Literacy

Regardless of the source savvy researchers pay attention to and take account of:

• Key names, places, dates, events• Authenticity

▫ Find a letter signed by Abraham Lincoln dated 12/13/1866 • Reliability

▫ Is what you’re reading is consistent with other records or scholars?

• Authority▫ Ph. D from Harvard or posted by screen name consprcythry1906

• Audience▫ To whom is the author writing?

Savvy researchers are:• Critical of the records • Asking questions while they researching• Considering that a collection reflects the point of view of one

person or organization: • Thinking about what’s there and what’s missing

Conducting research in an archive is different than in a library because:

Archives Libraries

• Unique materials• Organized by creator• 1 collection may have

many parts • Closed stacks• Non-circulating• Primary source (first-

hand account)

• Published materials• Organized by subject• Open stacks• Collections circulate• Secondary source

(someone’s interpretation of the firs-hand account)

Understanding and Using Archival Collections

Collections in an archive: Access collections through:

• Reflect the point of view of the creator

• Are primary sources▫ First hand accounts ▫ Un-interpreted ▫ Raw data

• Enable researchers to:▫ Conduct original research and

draws his own conclusion▫ Contribute new ideas to an

existing field

• Require searching many places for one topic

• Aren’t exclusively made of paper and may have:▫ Audio/visual▫ Artifacts▫ Anticipated and unanticipated

materials or topics

• Finding aids:▫ Bio info, kind of info is in the

collection, format of materials available, restrictions, arrangement materials, a list of boxes and folders

• Archivists:▫ Can navigate the collection▫ Understand the value of their

resources▫ Guide and help researchers

• Web site:▫ Subject guides▫ Research topics▫ Searchable database (SMART)

“The Process”1. Begin with secondary source research

▫ Read about your topic (Web, newspapers, journals, etc.)▫ Look at bibliographies

2. Schedule a reference interview▫ Discuss potential topic and relevant sources

3. Consult Archives resources▫ SMART (searchable online catalog)▫ Subject guides

4. Schedule a research appointment▫ Keep your appointments▫ Book 2-3 hour slots

5. At the Archives ▫ Get a locker for coats, backpacks, laptop cases, etc.▫ Laptops, paper and pencils allowed▫ Food, drinks, digital cameras and loose papers not allowed

6. Begin primary source research▫ Use one box at a time, one folder at a time▫ Keep the documents flat on the table▫ Keep the documents in order within the folder▫ Take Notes!! Keep track of box and folder info for research paper citations

Resources at the Moakley Archive and Institute•www.suffolk.edu/moakley•Archival collections•Collection descriptions (finding aids)•Research guides•Research topics•Oral History transcripts•SMART (our searchable database)

Background on Garrity Decision 1954: Brown v. Topeka rules schools

must desegregate, separate but equal violates 14th amendment

1970: Boston parents sue Boston School Committee (Morgan v. Hennigan)

1974: Judge Garrity created school desegregation plan

Mid-1970s: period of racial tension and violence (busing plan is an important factor)

Mid-1970s-1980s: period of “White Flight” , white families move to the suburbs or leave public schools for private schools

Today: many still upset about the decision and it’s legacy on education in the Boston Public Schools

Background on Joe Moakley and Busing• Lifelong resident of South

Boston • Loses 1970 congressional

race to Louise Day Hicks, in part due to his stance on busing

• Wins 1972 congressional race (running as Independent)

• Backed federal amendment barring forced busing

• Seen as not doing enough to stop busing

Looking at the SourcesGeneral Questions Digging Deeper

• What types of documents are these?• What are the names, places, events,

dates?• What are these documents about?

How are all these documents connected?

• What can you infer from these documents?

• Is there a bias? If so, what is it?• Have you heard about this topic any

place else? If so, where? From whom? Is this topic being presented the same way as you initially heard about it?

• What would help you understand these documents better?

• How does Louise Day Hicks feel about busing? Give an example.

• How did Moakley’s constituents feel about busing? What was their point of view? Give an example.

• According to the news clipping and the “Busing clash looms in Washington” press release what was Moakley’s stand on busing? Are there any other sources to support this?

Moakley’s own words about busing:Read the following excerpt from Moakley’s oral history interview,

what strikes you the most?

“Oh, it split people up and many well-intentioned people, some of them are really not able to articulate properly…were labeled as ‘bigots’…

It was the worst political time that I have ever gone through in my life. Some days, I just didn't want to get up in the morning and put my shoes on.

…One young lady I went to the prom with …she just spat as I walked by one day.”