HIST 131

Primary Source Analysis:

"History will be kind to me, for I intend to write it." –Winston Churchill

PRIMARY SOURCE ANALYSIS: KEY TERMS

Bias—a prejudice; an inclination or tendency of temperament or outlook. Bias is evident in both

primary and secondary sources.

Fact vs. interpretations—in historical writing, facts include information that is not under

dispute, such as what happened, who was involved, and when an event occurred. Interpretations

explain how or why something happened. At its very heart, the study of primary sources centers

on the interplay between ‘facts’ and interpretation.

Perspective—a point of view

Primary Source—materials that have survived the past. Examples include—but are not limited

to—letters, photographs, buildings, or articles of clothing.

Secondary Source—accounts of the past created by people writing about events after they

happened. Interpretations of the historical record (primary and secondary sources.)

FACTS AND INTERPRETATIONS:

Historians create stories that explain the past. They need to describe the facts—that is, what

happened in the past as well who participated and where events occurred. But historians must

also interpret how and why events or changes happened. History is therefore not just a recitation

of facts. Rather, secondary sources offer readers a combination of facts and interpretations:

 A fact indicates what happened, who was involved, and when it occurred (for example, the American colonies declared independence from Britain in 1776).

 An interpretation explains how or why something happened (for example, colonists declared independence because they objected to British taxes, because they wanted to

expand West, etc…) A good way to detect an interpretation is to consider whether you can

think of a counterargument (that is, an explanation that would argue the opposite).

A primary source is something from the time and place you are studying. To analyze a primary source

historically, you need to understand all of the following:

 CONTEXT: the historical situation in which the primary source was produced. Who wrote this

document? What is going on in the world, country, region, or locality when this was created?

When was it produced? For what audience was the source produced? What type of document is

this? Think, “What else do we need to know to better understand the evidence in this source?”

 CONTENT: the major point(s) or meaning(s) of a primary source in its historical context. What

is the source’s main idea? This can differ significantly from what the primary source may appear

to mean to the modern observer. Explain what the author was trying to explain with this source.

What is the author’s bias or point of view?

 CONSEQUENCES/CONCLUSIONS: What contribution does this source make to our

understanding of history? What does this document reveal about the particular society and period

in question? Who is left out of consideration? Women, children, minorities, members of the

majority? What are the effects or significance of this primary source in history?

 CITATION: Who created this and when?

A Primary Source Analysis should be three separate paragraphs in length (3-5 sentences) that address

each section. It is should be finished with a citation. The primary source analysis should be entirely in

your own words and sparingly use quotes for emphasis. The references to the citation should be in

parenthetical format. (Author, Title of Primary Source) Example: (Roosevelt, The Great Arsenal of

Democracy)

Rules:

1.) Remember the Time and Place rule. This rule says the closer in time and place a source and its creator were to an event in the past, the better the source will be. Ergo, firsthand observers are

usually more accurate than secondhand observers.

2.) Bias Rule: Every source is biased in some way. No piece of evidence should be taken at face value. The creator’s point of view must be considered. Each piece of evidence must be cross-

checked and compared with related sources and pieces of evidence.

The following rubric describes levels of competence in completing a Primary Source Analysis on a

history exam or homework assignment. Levels correspond roughly to letter grades (4 = A, 1 = F),

although criteria will vary somewhat depending upon the nature and level of the class.

Level Criteria

4  CONTEXT: thorough knowledge of what the source is, who produced it, where, when, and why it was produced.

 CONTENT: sensitive and sophisticated understanding of the meaning of the source in its historical context; appreciation of the complexity or subtlety of the source.

 CONSEQUENCES: clear grasp of the effect or importance of the source in history.

3  CONTEXT: good knowledge of what the source is, who produced it, where, when, and why it was produced; no more than one of the above elements incomplete.

 CONTENT: good understanding of the meaning of the source in its historical context.

 CONSEQUENCES: clear grasp of the effect or importance of the source in history.

2  CONTEXT: good knowledge of what the source is, who produced it, where, when, and why it was produced; no more than two of the above elements incomplete or missing.

 CONTENT: adequate understanding of the meaning of the source in its historical context; some important points missing.

 CONSEQUENCES: some grasp of the effect or importance of the source in history.

1  CONTEXT: little or erroneous knowledge of what the source is, who produced it, where, when, and why it was produced; more than two of the above elements incomplete or missing.

 CONTENT: no understanding of the meaning of the source in its historical context; major points missing or incorrect.

 CONSEQUENCES: no or erroneous understanding of the effect or importance of the source in history.