Post on 26-Jun-2015
PRIMARY SOURCES Historical Benchmarks
Monday, 3 December, 12
Primary Sources
Monday, 3 December, 12
Primary SourcesWhy are they important?
Monday, 3 December, 12
Primary SourcesWhy are they important?
The boot print vs. The phone book (that is, reading for evidence vs. reading for information)
Monday, 3 December, 12
Primary SourcesWhy are they important?
The boot print vs. The phone book (that is, reading for evidence vs. reading for information)
What are the considerations the historian must take?
Monday, 3 December, 12
Primary SourcesWhy are they important?
The boot print vs. The phone book (that is, reading for evidence vs. reading for information)
What are the considerations the historian must take?
We can also use a method called SOAPS
Monday, 3 December, 12
Primary Sources
Monday, 3 December, 12
Primary SourcesThe SOAPS method. Use this to help you unlock the meaning of primary sources
Monday, 3 December, 12
Primary SourcesThe SOAPS method. Use this to help you unlock the meaning of primary sources
S-ubject: What is the subject of the document?
Monday, 3 December, 12
Primary SourcesThe SOAPS method. Use this to help you unlock the meaning of primary sources
S-ubject: What is the subject of the document?
O-ccasion: When was it written? Context? (near when?)
Monday, 3 December, 12
Primary SourcesThe SOAPS method. Use this to help you unlock the meaning of primary sources
S-ubject: What is the subject of the document?
O-ccasion: When was it written? Context? (near when?)
A-udience: Who is the audience? (private, public?)
Monday, 3 December, 12
Primary SourcesThe SOAPS method. Use this to help you unlock the meaning of primary sources
S-ubject: What is the subject of the document?
O-ccasion: When was it written? Context? (near when?)
A-udience: Who is the audience? (private, public?)
P-urpose: What do we learn from the document?
Monday, 3 December, 12
Primary SourcesThe SOAPS method. Use this to help you unlock the meaning of primary sources
S-ubject: What is the subject of the document?
O-ccasion: When was it written? Context? (near when?)
A-udience: Who is the audience? (private, public?)
P-urpose: What do we learn from the document?
S-peaker: Who authored it or wrote it or said it?
Monday, 3 December, 12
Primary Sources
Monday, 3 December, 12
Primary SourcesAspects of Primary Sources
Monday, 3 December, 12
Primary SourcesAspects of Primary Sources
1. Good questions are needed, the first being “What is it?”
Monday, 3 December, 12
Primary SourcesAspects of Primary Sources
1. Good questions are needed, the first being “What is it?”
2. The position of the author of the source is key
Monday, 3 December, 12
Primary SourcesAspects of Primary Sources
1. Good questions are needed, the first being “What is it?”
2. The position of the author of the source is key
3. A source should be read in view of its historical background, (ie the context)
Monday, 3 December, 12
Primary SourcesAspects of Primary Sources
1. Good questions are needed, the first being “What is it?”
2. The position of the author of the source is key
3. A source should be read in view of its historical background, (ie the context)
4. Analysis can provide evidence about the historical setting
Monday, 3 December, 12
Primary SourcesAspects of Primary Sources
1. Good questions are needed, the first being “What is it?”
2. The position of the author of the source is key
3. A source should be read in view of its historical background, (ie the context)
4. Analysis can provide evidence about the historical setting
5. Primary source can reveal information about the purposes of the author and about his or her values
Monday, 3 December, 12
Primary Sources
Monday, 3 December, 12
Primary Sources
What should a student be able to do?
Monday, 3 December, 12
Primary Sources
What should a student be able to do?
1. Analyse them with historical thinking (the aspects)
Monday, 3 December, 12
Primary Sources
What should a student be able to do?
1. Analyse them with historical thinking (the aspects)
2. Draw conclusions from primary sources
Monday, 3 December, 12
Primary Sources
What should a student be able to do?
1. Analyse them with historical thinking (the aspects)
2. Draw conclusions from primary sources
3. Find primary sources to support arguments and expand appreciation of history
Monday, 3 December, 12
Cartoon 1836
Text
Conduct a “SOAPS analysis” of this cartoon by making a chart
(one box for each letter in SOAPS) and send me your
result by email.
Monday, 3 December, 12