Analyzing Text
The 6 C's
- Content
- Citation
- Context
- Connections
- Communication
- Conclusions
APPARTS
Author:
Author:
- Who created the source? What do you know about the author? What is the author's point of view?
- Where and when was the source produced? How might this affect the meaning of the source?
- Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent?
- For whom was the source created and how might this affect the reliability of the source?
- Why was this source created at the time it was produced?
- What point is the source trying to convey?
- Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.
Lab Report
Lab reports are not just for science class. Social studies is about inquiry and therefore promotes questioning and thinking like scholars in the fields of social studies. Check out this history lab report template as a way to promote inquiry and the analysis of primary source documents within your social studies class.
Lab reports are not just for science class. Social studies is about inquiry and therefore promotes questioning and thinking like scholars in the fields of social studies. Check out this history lab report template as a way to promote inquiry and the analysis of primary source documents within your social studies class.
Word Clouds
Word clouds are a popular and visual way to display text. They allow you to copy and paste in any text and then put that text into a visual format. The words that appear in the text most often appear bigger within the word cloud. Have you thought about using word clouds to analyze primary sources? Word clouds are especially great to compare text over time. For example, you could make word clouds of George Washington's inaugural address, Lincoln's and Kennedy's and compare the three over time. The possibilities are endless.
Word clouds are a popular and visual way to display text. They allow you to copy and paste in any text and then put that text into a visual format. The words that appear in the text most often appear bigger within the word cloud. Have you thought about using word clouds to analyze primary sources? Word clouds are especially great to compare text over time. For example, you could make word clouds of George Washington's inaugural address, Lincoln's and Kennedy's and compare the three over time. The possibilities are endless.
Text, Context, and Subtext
Text:
Context
Subtext
Text:
- What is visible/readable?
- What information is provided by the source?
Context
- What was going on during the time period?
- What background information do you have that helps explain the info found in the source?
Subtext
- What is between the lines?
- What do we know about the person who created the source?
- For whom was the source created?
- Why was this source created when it was?
SOAPSTone (used from AP Central)
Who is the Speaker?
The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
What is the Occasion?
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response.
Who is the Audience?
The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text.
What is the Purpose?
The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?"
What is the Subject?
Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process.
What is the Tone?
The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer.
Who is the Speaker?
The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
What is the Occasion?
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response.
Who is the Audience?
The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text.
What is the Purpose?
The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?"
What is the Subject?
Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process.
What is the Tone?
The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer.
Historical Book Backdrops
1. Select a book that has some connection to an aspect of history. This could be a book like Mr. Lincoln's Whiskers, which is based on a true story and actually includes primary sources within the book already or it could be a book that has a general theme of a historical aspect; such as the underground railroad. There are several great examples of this within children's literature. For additional book ideas check out the NCSS notable trade books site.
2. Decide which aspects of the book could make strong connections to primary source documents. Think about selecting a variety of documents. In other words try to have some pictures and text and not just one or the other. For example, in a book about the underground railroad you might find a picture of Harriet Tubman, a picture of a slave family, and a short excerpt of a narrative from an escaped slave. Also, keep in mind that art and music could be incorporated and used as primary sources.
3. Think about how many primary source documents would be appropriate for the age of each student. For K-2 students, you might only select two documents. For a 3rd-5th grade student you might select three to five documents and include questions within the QR codes.
4. Once you have an idea of the book and what kinds of primary sources you want to use, now comes the the fun part; finding the primary sources. There are literally hundreds of sites to find primary sources on the web. Some of my favorites are The Library of Congress, National Archives, The Gilder Lehrman Institute, and Digital History.
5. Once you find the primary sources you want to use it's time to make QR codes and incorporate them into your book. I also often link questions related to the primary sources into the QR codes. I use QR Stuff quite a bit, but there are a lot of different websites that allow you to make QR codes for free.
6. Once you make and print your QR codes you can put them in the book. I typically just tape the QR code onto a sticky note and then stick it on the appropriate page.
7. After you get the QR codes embedded into the book, you can use the book in a variety of ways depending on the goals of the lesson. You could allow students to read independently and analyze the primary sources within the book. You could ask students to answer questions about the book and make connections to the primary sources. The class could also read the book as a whole and work to analyze the primary sources. The possibilities are endless!
1. Select a book that has some connection to an aspect of history. This could be a book like Mr. Lincoln's Whiskers, which is based on a true story and actually includes primary sources within the book already or it could be a book that has a general theme of a historical aspect; such as the underground railroad. There are several great examples of this within children's literature. For additional book ideas check out the NCSS notable trade books site.
2. Decide which aspects of the book could make strong connections to primary source documents. Think about selecting a variety of documents. In other words try to have some pictures and text and not just one or the other. For example, in a book about the underground railroad you might find a picture of Harriet Tubman, a picture of a slave family, and a short excerpt of a narrative from an escaped slave. Also, keep in mind that art and music could be incorporated and used as primary sources.
3. Think about how many primary source documents would be appropriate for the age of each student. For K-2 students, you might only select two documents. For a 3rd-5th grade student you might select three to five documents and include questions within the QR codes.
4. Once you have an idea of the book and what kinds of primary sources you want to use, now comes the the fun part; finding the primary sources. There are literally hundreds of sites to find primary sources on the web. Some of my favorites are The Library of Congress, National Archives, The Gilder Lehrman Institute, and Digital History.
5. Once you find the primary sources you want to use it's time to make QR codes and incorporate them into your book. I also often link questions related to the primary sources into the QR codes. I use QR Stuff quite a bit, but there are a lot of different websites that allow you to make QR codes for free.
6. Once you make and print your QR codes you can put them in the book. I typically just tape the QR code onto a sticky note and then stick it on the appropriate page.
7. After you get the QR codes embedded into the book, you can use the book in a variety of ways depending on the goals of the lesson. You could allow students to read independently and analyze the primary sources within the book. You could ask students to answer questions about the book and make connections to the primary sources. The class could also read the book as a whole and work to analyze the primary sources. The possibilities are endless!
Ways to Make Text More Accessible
Excerpt Text
Provide Guidance for Annotating Text
Excerpt Text
- Primary sources can be challenging. The vocabulary can be complex and the historical context of that vocabulary can be confusing for students. One way to provide scaffolds for students in this area is to excerpt text. Research supports the use of excerpted text as long as the primary "story" of the text is not lost. Check out this article about excerpted text here.
Provide Guidance for Annotating Text
- Students need to intimately interact with text in order to be able to truly understand and make claims about the text. One way to help students interact with the text is to provide a guidance about how to annotate documents. Check out one example here.
Resources from the Library of Congress
Analyzing Primary Sources
Analyzing Oral Histories
Analyzing Books and Other Printed Materials
Analyzing Manuscripts
Analyzing Primary Sources
Analyzing Oral Histories
Analyzing Books and Other Printed Materials
Analyzing Manuscripts