History – Primary Scource Analysis

  

1.

TYPE OF DOCUMENT (Check one):

Newspaper

Letter

Patent

Memorandum

Map

Telegram

Press Release

Report

Advertisement

Congressional Record

Census Report

Other

Written Document Analysis Worksheet

2.

UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):

Interesting Letterhead

Handwritten

Typed

Seals

Notations

“RECEIVED” stamp

Other

3.

DATE(S) OF DOCUMENT:

4.

AUTHOR (OR CREATOR) OF THE DOCUMENT:

POSITION (TITLE):

5.

FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?

6.

DOCUMENT INFORMATION (There are many possible ways to answer A-E.)

A. List three things the author said that you think are important:

B. Why do you think this document was written?

C. What evidence in the document helps you know why it was written? Quote from the document.

D. List two things the document tells you about life in the United States at the time it was written.

E. Write a question to the author that is left unanswered by the document:

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

1.
TYPE OF DOCUMENT (Check one):
Newspaper
Newspaper
Letter
Letter
Patent
Patent
Memorandum
Memorandum
Map
Map
Telegram
Telegram
Press Release
Press Release
Report
Report
Advertisement
Advertisement
Congressional Record
Congressional Record
Census Report
Census Report
Other
Other
Written Document Analysis Worksheet
2.
UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):
Interesting Letterhead
Interesting Letterhead
Handwritten
Handwritten
Typed
Typed
Seals
Seals
Notations
Notations
“RECEIVED” stamp

“Received” stamp

Other
Other
3.
DATE(S) OF DOCUMENT:
4.
AUTHOR (OR CREATOR) OF THE DOCUMENT:
POSITION (TITLE):
5.
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
6.
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
B. Why do you think this document was written?
C. What evidence in the document helps you know why it was written? Quote from the document.
D. List two things the document tells you about life in the United States at the time it was written.
E. Write a question to the author that is left unanswered by the document:
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
Written Document Analysis Worksheet
Date:
Author:
Position:
audience:
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A.

Step 1. Observation

Photo Analysis Worksheet

B.

Use the chart below to list people, objects, and activities in the photograph.

A.

Step 2. Inference

Based on what you have observed above, list three things you might infer from this photograph.

What questions does this photograph raise in your mind?

Where could you find answers to them?

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual
items. Next, divide the photo into quadrants and study each section to see what new details become visible.

People

Objects

Activities

Step 3. Questions

B.

A.
Step 1. Observation
Photo Analysis Worksheet
B.
Use the chart below to list people, objects, and activities in the photograph.
A.
Step 2. Inference
Based on what you have observed above, list three things you might infer from this photograph.
What questions does this photograph raise in your mind?
Where could you find answers to them?
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408

Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

People
Objects
Activities
Step 3. Questions
B.
Photo Analysis Worksheet
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1.

Level 1

Cartoon Analysis Worksheet

A.

Level 2

Which of the objects on your list are symbols?

Describe the action taking place in the cartoon.

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

List the objects or people you see in the cartoon.

Record any important dates or numbers that appear in
the cartoon.

Identify the cartoon caption and/or title.

Locate three words or phrases used by the cartoonist
to identify objects or people within the cartoon.

Level 3

B.

Visuals

Words

(not all cartoons include words)

1.

2.

3.

Visuals Words

2.

4.

Which words or phrases in the cartoon appear to be
the most significant? Why do you think so?

3.

What do you think each symbol means?

5.

List adjectives that describe the emotions portrayed
in the cartoon.

C.

D.

Explain how the words in the cartoon clarify the symbols.

Explain the message of the cartoon.

What special interest groups would agree/disagree with the cartoon’s message? Why?

1.
Level 1
Cartoon Analysis Worksheet
A.
Level 2
Which of the objects on your list are symbols?
Describe the action taking place in the cartoon.
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
List the objects or people you see in the cartoon.

Record any important dates or numbers that appear in the cartoon.

Identify the cartoon caption and/or title.

Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon.

Level 3
B.
Visuals
Words (not all cartoons include words)
1.
2.
3.
Visuals
Words
2.
4.

Which words or phrases in the cartoon appear to be the most significant? Why do you think so?

3.
What do you think each symbol means?
5.

List adjectives that describe the emotions portrayed in the cartoon.

C.
D.
Explain how the words in the cartoon clarify the symbols.
Explain the message of the cartoon.
What special interest groups would agree/disagree with the cartoon’s message? Why?
Cartoon Analysis Worksheet
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1.

Poster Analysis Worksheet

5.

2.

Who do you think is the intended audience for the poster?

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

3.

6.

What are the main colors used in the poster?

What symbols (if any) are used in the poster?

If a symbol is used, is it

Are the messages in the poster primarily visual, verbal, or both?

4.

What does the Government hope the audience will do?

a. clear (easy to interpret)?

b. memorable?

c. dramatic?

7.

What Government purpose(s) is served by the poster?

8.

The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?

1.
Poster Analysis Worksheet
5.
2.
Who do you think is the intended audience for the poster?
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
3.
6.
What are the main colors used in the poster?
What symbols (if any) are used in the poster?
If a symbol is used, is it
Are the messages in the poster primarily visual, verbal, or both?
4.
What does the Government hope the audience will do?
a. clear (easy to interpret)?
b. memorable?
c. dramatic?
7.
What Government purpose(s) is served by the poster?
8.
The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?
Poster Analysis Worksheet
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1.

Map Analysis Worksheet

5.

2.

WHERE WAS THE MAP PRODUCED?

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

3.

D..

6.

F.

What information does this map add to the textbook’s account of this event?

Does the information in this map support or contradict information that you have read about this event? Explain.

Write a question to the mapmaker that is left unanswered by this map.

Raised Relief map

Topographic map

Political map

Contour-line map

Natural resource map

Military map

Other

Weather map

Pictograph

Satellite photograph/mosaic

Artifact map

Bird’s-eye map

TYPE OF MAP (Check one):

UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more):

Title

Name of mapmaker

Scale

Date

Handwritten

Compass

Notations

Legend (key)

Other

DATE OF MAP:

CREATOR OF THE MAP:

4.

A.

C.

MAP INFORMATION

1.
2.

E.

B.

What evidence in the map suggests why it was drawn?

Why do you think this map was drawn?

3.

List three things in this map that you think are important.

1.
Map Analysis Worksheet
5.
2.
WHERE WAS THE MAP PRODUCED?
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
3.
D..
6.
F.
What information does this map add to the textbook’s account of this event?
What information does this map add to the textbook’s account of this event?
Does the information in this map support or contradict information that you have read about this event? Explain.
Does the information in this map support or contradict information that you have read about this event? Explain.
Write a question to the mapmaker that is left unanswered by this map.
Write a question to the mapmaker that is left unanswered by this map.
Raised Relief map
Topographic map
Political map
Contour-line map
Natural resource map
Military map
Other
Weather map
Pictograph
Satellite photograph/mosaic
Artifact map
Bird’s-eye map
TYPE OF MAP (Check one):
UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more):
Title
Title
Name of mapmaker
Name of mapmaker
Scale
Date
Handwritten
Compass
Notations
Legend (key)
Other
DATE OF MAP:
CREATOR OF THE MAP:
4.
A.
C.
MAP INFORMATION
1.
2.
E.
B.
What evidence in the map suggests why it was drawn?
What evidence in the map suggests why it was drawn?
Why do you think this map was drawn?
3.
List three things in this map that you think are important.
Map Analysis Worksheet
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1.

Artifact Analysis Worksheet

5.

2.

BRING A SKETCH, A PHOTOGRAPH, OR THE ARTIFACT LISTED IN 4C ABOVE TO CLASS.

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

3.

TYPE OF ARTIFACT

Describe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton,
plastic, other material.

SPECIAL QUALITIES OF THE ARTIFACT

Describe how it looks and feels: shape, color, texture, size, weight, movable parts, anything printed, stamped or written on it.

USES OF THE ARTIFACT

WHAT DOES THE ARTIFACT TELL US?

4.

A. What might it have been used for?

B. Who might have used it?

C. Where might it have been used?

A. What does it tell us about technology of the time in which it was made and used?

B. What does it tell us about the life and times of the people who made it and used it?

C. Can you name a similar item today?

D. When might it have been used?

1.
Artifact Analysis Worksheet
5.
2.
BRING A SKETCH, A PHOTOGRAPH, OR THE ARTIFACT LISTED IN 4C ABOVE TO CLASS.
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
3.
TYPE OF ARTIFACT

Describe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton,   plastic, other material.  

SPECIAL QUALITIES OF THE ARTIFACT
Describe how it looks and feels: shape, color, texture, size, weight, movable parts, anything printed, stamped or written on it.
USES OF THE ARTIFACT
WHAT DOES THE ARTIFACT TELL US?
4.
A. What might it have been used for?
B. Who might have used it?
C. Where might it have been used?
A. What does it tell us about technology of the time in which it was made and used?
B. What does it tell us about the life and times of the people who made it and used it?
C. Can you name a similar item today?
D. When might it have been used?
Artifact Analysis Worksheet
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A.

Motion Picture Analysis Worksheet

B.

What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the
title of the film. List some people you might expect to see based on the title of the film.

Title of Film:

Record Group Source:

A.

Type of motion picture (check where applicable):

Step 1. Pre-viewing

Step

2.

Viewing

B.

C.

A.

Physical qualities of the motion picture (check where applicable):

Music

Narration

Special effects

Color

Live action

Step 3. Post-viewing (or repeated viewing)

B.
C.

Concepts/Ideas

People

1.

2.

1.

3. 3.
2.

Animated Cartoon

Documentary Film

Newsreel

Propaganda Film

Theatrical short subject

Training film

Combat film

Other

Background noise

Animation

Dramatizations

Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What is
the mood or tone of the film?

Circle the things that you listed in the previewing activity that were validated by your viewing of the motion picture.

What is the central message(s) of this motion picture?

Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths and
weaknesses?

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

D.

E.

F.

How do you think the filmmakers wanted the audience to respond?

Does this film appeal to the viewer’s reason or emotion? How does it make you feel?

Write a question to the filmmaker that is left unanswered by the motion picture.

What information do you gain about this event that would not be conveyed by a written source? Be specific.

G.

H.

1.

List two things this motion picture tells you about life in the United States at the time it was made:

2.

A.
Motion Picture Analysis Worksheet
B.

What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the title of the film. List some people you might expect to see based on the title of the film.

 

A.
Type of motion picture (check where applicable):
Step 1. Pre-viewing

Step 2. Viewing

B.
C.
A.
Physical qualities of the motion picture (check where applicable):
Step 3. Post-viewing (or repeated viewing)
B.
C.
Concepts/Ideas
People
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
D.
E.
F.
G.
H.
List two things this motion picture tells you about life in the United States at the time it was made:
Motion Picture Analysis Worksheet
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A.

Sound Recording Analysis Worksheet

B.

What is the tone or mood of this recording?

C.

Whose voices will you hear on this recording?

What is the date of the recording?

Where was this recording made?

A.

Type of sound recording (check one):

Step

1.

Pre-listening

Step

2.

Listening

B.
C.
A.

Policy Speech

Congressional Testimony

News report

Interview

Entertainment broadcast

Press conference

Convention proceedings

Campaign speech

Arguments before a court

Panel discussion

Other

Unique physical qualities of the recording

Music

Live broadcast

Narrated

Special sound effects

Background sounds

Step

3.

Post-listening (or repeated listening)

List three things in this sound recording that you think are important:

1.

2.

3.

B.
C.

Why do you think the original broadcast was made and for what audience?

What evidence in the recording helps you to know why it was made?

Designed and developed by the

Education Staff, National Archives and Records Administration,

Washington, DC 20408

2.
1.

D.

List two things this sound recording tells you about life in the United States at the time it was made:

Write a question to the broadcaster that is left unanswered by this sound recording.

E.

What information do you gain about this event that would not be conveyed by a written transcript? Be specific.

F.

A.
Sound Recording Analysis Worksheet
B.
What is the tone or mood of this recording?
C.
Whose voices will you hear on this recording?
What is the date of the recording?
Where was this recording made?
A.
Type of sound recording (check one):
Step 1. Pre-listening
Step 2. Listening
B.
C.
A.
Unique physical qualities of the recording
Step 3. Post-listening (or repeated listening)
List three things in this sound recording that you think are important:
1.
2.
3.
B.
C.
Why do you think the original broadcast was made and for what audience?
What evidence in the recording helps you to know why it was made?
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
2.
1.
D.
List two things this sound recording tells you about life in the United States at the time it was made:
Write a question to the broadcaster that is left unanswered by this sound recording.
E.
What information do you gain about this event that would not be conveyed by a written transcript? Be specific.
F.
Sound Recording Analysis Worksheet
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