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"Unpack" primary docs

Page history last edited by chwms 10 years, 11 months ago

 Before you can have students participate in any activity, they need to "unpack" or "deconstruct" the document at hand. There are many ways to do this. Here are a few of the most common strategies outlined.  Each one will be explained using a document below (coming!)

 

DBQ

Document

Based

Questions

SOAPstoneS

Speaker

Occasion

Audience

Purpose

Subject

Tone

Significance

6C's

Content

Citation

Context

Connections

Communication

Conclusions

SENSORY FIGURES

Make an outine of a body

"I see" = eye

"I hear"  = ear

"I feel" = heart

"I say" = mouth

"In my travels" = feet

"I think" = brain

 

 

          APPARTS

Author                    Place       

Prior knowledge    Audience

Reason                Significance

     THE main idea

ETHOS,PATHOS

LOGOS

 

Ethos = author authority

Pathos = feelings

Logos = logic

 

 

 

 

SCIMC

Summarizing

contextualizing

inferring

monitoring

5-STEP (U. of Texas, Austin)

describe what you see

summary

 

tell us what the doc is about

context

 

what events are being shown?

'big picture"

 

look again, leave anything out?

empathy

 

how does this tell us about history?

significance

 

 

LIBRARY OF CONGRESS

 

GO HERE!

Click on the image and it takes you to an analysis tool for each type of document/artifact you're

looking at. THEN... you can click on the top button that says: "Primary Source Analysis Tool"

(don't click on the PDF unless you only want to print it out - the cool part is coming) and

an image (above) will come up. You and your students can fill it out as per your class activity...

then they can EMAIL it to you, to themselves, their project partner....

 

Scroll down and find the helpful questions for each format - you can use their questions to help you guide your students observations and reflections.

 

 

 

 NATIONAL ARCHIVES AND RECORDS ADMINISTRATION
(NARA)

Document Analysis  

  1.   What kind of document are we looking at?”
  2. Find unique characteristics of the document
  3. Attempt to identify the creator and the content of the document.
  4. Break down the document by asking “Who, What, Where, When, Why and How?”
  5. Rephrase the document into plain language.
  6. Speculate for whom and why it was created.
  7. Help students understand the document in historical context.

 

 

 

 

 

 

 

 

 

 

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