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!)
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DBQ
Document
Based
Questions
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SOAPstoneS
Speaker
Occasion
Audience
Purpose
Subject
Tone
Significance
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6C's
Content
Citation
Context
Connections
Communication
Conclusions
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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
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ETHOS,PATHOS
LOGOS
Ethos = author authority
Pathos = feelings
Logos = logic
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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
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LIBRARY OF CONGRESS
Observe
Reflect
Question
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NATIONAL ARCHIVES AND RECORDS ADMINISTRATION
(NARA)
Document Analysis
- What kind of document are we looking at?”
- Find unique characteristics of the document
- Attempt to identify the creator and the content of the document.
- Break down the document by asking “Who, What, Where, When, Why and How?”
- Rephrase the document into plain language.
- Speculate for whom and why it was created.
- Help students understand the document in historical context.
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