History - American history Homework

Analyzing a History Document with OVPL

OPVL is an effective tool to analyze primary and secondary source documents.

Origin

Origin is where the source comes from. • Who is the author/artist? • What date it was written/finished? • In which country the author/artist was born? • Where was the source was produced? • In, which format (newspaper, book, letter, etc.), was the source first

presented? • Is the source a primary or secondary source? • What was the historic context in which the source was created? • Is there anything known about the author that is pertinent to the

evaluation?

Purpose

Purpose is where you have to put yourself in the author/artist's shoes. The purpose should relate to the origin of the source.

• What do you think the author was trying to communicate to readers? • What ideas/feelings was the author trying to express/evoke? What was the

intent of the author? • Why did the author create this document? Why does it exist? • Who is the intended audience of this source? • The purpose is especially important when it comes to pieces of propaganda as

sources.

Value

Value is how valuable this source is. Basically it's linked to the amount of bias in the source: the more bias = the less valuable (usually). Primary sources are obviously more valuable than secondary/tertiary ones.

• What value does this source have that might not be available elsewhere? • What can one tell about the author/time period because of this source? • What was going on in history when this source was created? What new

information does this piece bring to the understanding of the topic?

Limitations

Limitations is also linked to bias, each source will be at least a little biased and thus they are limited by that. Do not state bias alone as a limitation. All sources have bias.

• Has the source has been translated from the original? (i.e., Hitler's diary entry was translated into English by a historian and you're using the historian's book as a source) If so, then the language difference will be another source of inaccuracy and a limitation.

• What information was not available to the author when the source was created? • Did the author get the information from a reliable source? • Does the author have reason to emphasize certain facts over other facts? How

might the source be different if it were presented to another audience? • What specific information might the author has chosen to leave out? • Does the author concede that a certain point as is inconvenient for the author to

admit? • How might the historical context in which the document was created influence

the interpretation of the document?

FIU Libraries: I & RS dept. Adapted from the Minnesota Humanities Center Page 1 of 3

Analyzing a History Document with OVPL

The following grid can help you understand OPVL by various types of sources. This is not ALL you need to do for an OPVL, just examples.

Type of Document Origin Purpose Value Limitation

Diary

Primary, by author for author, rarely published

To keep memories for later (sometimes with eye to publication)

Eyewitness to event and usually written immediately of shortly after occurred, rarely lie to oneself

Only one person’s view, there will be perspective issues, may be intended for publication therefore can even lie to oneself

Reminiscence Primary, by author or interviewee

To offer an eyewitnesses’ perspective on an event

Eyewitness

Length of time between events and recollection can lead to loss of info, or changing of story, always perspective issues to be considered

Monograph

Usually by expert (often academic historian)

To educate colleagues, students, and the public (can be for monetary gain or promotion file)

Usually many years of primary research in archives and thorough knowledge of secondary works on topic

Always perspective issues, usually not an eyewitness, can err deliberately or accidently, not vey useful for quick overview since it will contain many pages of extraneous issues

General Text

Secondary, usually done by a panel of experts on country or topic

To educate students

Offers quick overview for student seeking easy info

Usually NOT an expert on every topic in text so there may be gaps and errors, may be too brief

Cartoon

Primary, done by artist for public at that time

To educate, entertain, and often to sell newspapers or magazines

Offer at least one person’s perspective on issue of the time, event

Don’t know how widespread it is, often exaggeration used for comic effect

Speech Primary For public usually

Offers official view of speaker, it is what audience hears

May not be real views of the speaker, speeches are designed to sway opinion

Internal Memo Primary

For internal examination amongst officials of government depts.

Usually do not lie, so it is official view like a speech but private thoughts are often given too

Do not know what outsiders’ know, only what officials are saying to each other, may be fabricated

FIU Libraries: I & RS dept. Adapted from the Minnesota Humanities Center Page 2 of 3

Analyzing a History Document with OVPL

Primary Source Document: Someone who is the “first person” creates primary sources; 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. Others have not filtered primary documents through interpretation or evaluation. In order to get a complete picture of an event or era, it is necessary to consult multiple—and often contradictory—sources. (i.e., letters, journals, interviews, speeches, photos, paintings, etc.)

Secondary Source Documents: Materials that are produced 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.

Chart created by Grossmont College Library

FIU Libraries: I & RS dept. Adapted from the Minnesota Humanities Center Page 3 of 3