Stick figures are depicted building a house while various animals watch and interact around them. A stick figure dog watches as a stick figure cat looks at a stick figure mouse looking at the stick figure house under construction by stick figure people. The drawing shows a simple scene of animals observing stick figure humans building a home.
Stick figures are depicted building a house while various animals watch and interact around them. A stick figure dog watches as a stick figure cat looks at a stick figure mouse looking at the stick figure house under construction by stick figure people. The drawing shows a simple scene of animals observing stick figure humans building a home.
Stick figures are depicted building a house while various animals watch and interact around them. A stick figure dog watches as a stick figure cat looks at a stick figure mouse looking at the stick figure house under construction by stick figure people. The drawing shows a simple scene of animals observing stick figure humans building a home.
house with a stick figure dog watching a stick figure cat looking at a stick figure mouse looking at a stick figure house being built by stick figure people. OPCVL Learning Objective: Understand how to assess the value and limitations of a source with reference to its origin, purpose and content OPCVL
Whats the point?
All sources must be approached with caution When reading a source one must consider who wrote it, why they wrote it, what is included, what is left out, and how helpful this source will be to a historians investigation (N.B. What a historian is trying to learn is crucial to how we must understand a sources values and limitations.) ORIGINS Author Date of original publication Date of any additional additions Location of publication How might the time, place, and author of this work affect the work produced? For example: Mao Zedong or Ho Chi Minh will have different interpretations of their respective civil conflicts than the American government officials who supported interference with them PURPOSE Why did the author write/draw/compose this work? * Who is the intended audience? * Does this author have something to hide? * Is he/she trying to convince anyone of something? * For example: Is this a textbook that is written to inform a high school student or a press conference given to reassure the American public? Content What is the message of the source? How is the message conveyed through pictures and images? What is the tone? Is the language objective or does it sound exaggerated or one-sided? What information or examples does the author use to support their point? A Definition of Primary and Secondary Sources a.Primary letter, journal, interview, speeches, photos, paintings, etc. Primary sources are created by someone who is the first person; these documents can also be called original source documents. The author or creator is presenting original materials as a result of discovery or to share new information or opinions. Primary documents have not been filtered through interpretation or evaluation by others. In order to get a complete picture of an event or era, it is necessary to consult multipleand often contradictorysources. b.Secondary materials that are written with the benefit of hindsight and materials that filter primary sources through interpretation or evaluation. Books commenting on a historical incident in history are secondary sources. Political cartoons can be tricky because they can be considered either primary or secondary. A Note on Primary and Secondary Sources For the purposes of evaluation, a source has no more or less intrinsic value to historians just because it is primary or secondary. Always focus on the specific origins and purpose of the source not whether it is primary or secondary. You do not need to give this distinction in your answer. VALUE How is this source useful to your investigation? What is the authors purpose and how can that perception aid your investigation? Has this work been particularly well researched? Is this a secondary source? If so, does that allow the author distance to create an objective argument? Is this a primary source? If so, does that allow the author to provide a viewpoint that no one else can? (since they experienced it for themselves?) LIMITATIONS What about this source hinders your investigation? Does this author only present part of the story? If this is a secondary source, does the author deliver only part of the story? (i.e. Are there any important details/perspectives missing?) If this is a primary source, what viewpoint does the author present? What is missing from his/her side of the story? Limitations Explained The task here is not to point out weaknesses of the source, but rather to say: at what point does this source cease to be of value to us as historians? Limitations Explained With a primary source document, having an incomplete picture of the whole is a given because the source was created by one person (or a small group of people), naturally they will not have given every detail of the context. Do not say that the author left out information unless you have concrete proof (from another source) that they chose to leave Limitations Explained Also, it is obvious that the author did not have prior knowledge of events that came after the creation of the document. Do not state that the document does not explain X (if X happened later). A Note on Bias Being biased does not limit the value of a source! If you are going to comment on the bias of a document, you must go into detail. Who is it biased towards? Who is it biased against? What part of a story does it leave out? Sometimes a biased piece of work shows much about the history you are studying. How to write about: ORIGIN
In one or two sentences state
the origins of the source. What type of document is it? When and where was it produced? Who produced it? How to write about: PURPOSE In one or two sentences state the purpose of the source. The purpose of the source Who was the intended audience? For what purposes was it written? Key Words to possibly use here: Persuade Inform Debate Sell Convince Detail Outline Rally Communicate DescribeEntice How to write about: CONTENT In one or two sentences state the major content within the source. The Content is basically the important facts, details, or statements that enforce the authors purpose.
What is said in this source that validates the
content of the source? What isnt said? How to write about: VALUE In one or two well-written paragraph(s) explain the value of the document for historians. Provide and explain specific evidence from the document to support your answers. A minimum oftwo valuesmust be proven with reference to origin, purpose, and content. With reference to theorigin and purpose, what is the value of the document for How to write about: Value (continued) Example: This document is valuable because it was written ______________________ and the author was ____________________. This shows that ____________________.
Key Words to possibly use here:
Bias Propaganda Public Writing Historical Perspective Advertisement Campaign Letter Memoir Private Writing Written at the time of the events How to write about: Limitations In one or two well-written paragraph(s) explain the limitations of the document. Remember to make specific references to the document in your response. A minimum oftwo limitationsmust be proven, with reference to origin, purpose, and content. With reference to theorigin, purpose, and content what are the limitations of the document for historians studying this event? How to write about: Limitations (continued) Example: Because this document was written by _______________ in ________________, it has a limitation of ___________________.
Key Words to possibly use here:
Bias Propaganda Advertisement Historical Perspective Campaign Letter Memoir Private Writing Public Writing Written at the time of the events Template This origin of this source is a _____________ that was written by ____________in ____________in___________. Its purpose was to _______________ so _____________. It contains ______________ and ____________. A value of this is that it __________________. However, a limitation of the source is that it ___________________. Example The origin of the source is aletterthat was written byThomas Jeffersonin1787in Virginia.Its purpose was toconvince George Washington to veto the National Treasurysothere would be no central bank.A value of this document is that it shows how the anti- Federalists were feeling about Alexander Hamilton's idea for a National Treasury. However, a limitation of the source is thatit only shows Thomas Jefferson's Recall Churchills Iron Curtain Speech From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. -Winston Churchill - March 5, 1946 http://www.youtube.com/watch?v=S2PUIQpAEAQ&feature=related Example Churchills Iron Curtain Speech Origin - Value - Speech so it is a primary Clear expectation of what source - straight from the Great Britain wants and their speakers mouth view during the Cold War Given by Churchill Hearing from someone very (former Prime Minister of important to Great Britain Great Britain) Real implications - primary March 5, 1946 source Purpose - Limitations - Tell Americans that they need the US alliance - Is this what the British didn't want to be all Government really wants? alone We don't have the Soviet To spread the ideas of side of the argument the "iron curtain" - What are his private making America know thoughts about this topic? about this threat http://mikem1142.blogspot.com/2011/04/practice-in-class-opvl.html