Critical Analysis through Primary Sources:  A Key Skill
By Linda Donald Harris

Overview

Analyzing primary sources and applying that information to support an argument are the first steps in developing the skills for successfully handling more complex assignments, such as document-based questions for Advanced Placement U.S. history.  In this lesson, students practice analyzing, interpreting and using a variety of primary sources to answer a specific question. The assignments are completed in class where students work in groups, and the teacher is available to answer questions regarding the source materials.

Objective

Students will:

  • Identify key events occurring during the administration of an American president
  • Understand the difference between primary and secondary sources
  • Analyze, interpret, evaluate and select appropriate primary sources to answer a given question
  • Demonstrate their understanding by responding to the question using primary sources

Time Required

This lesson will require four to five class periods.

Materials

Initial Motivation

Show the class various primary and secondary source materials, making sure that students understand the difference between the two types.  Check for student comprehension; if necessary, give a short assignment or quiz to test student knowledge.  Using an overhead projector, present a variety of primary sources, and discuss each with the class.  Give students an opportunity to look at cartoons, photographs, journal entries, personal letters, public documents and, perhaps, an audio selection (e.g., excerpts from a speech or song).

Procedures

    1. Distribute the instruction sheet, and review the list of directive words.

    2. Put students into groups, and have each group draw a "raffle ticket." This raffle ticket has a president's name on one side and a corresponding question to be answered on the other.  For example: 

      President:  Theodore Roosevelt
      Question:  Theodore Roosevelt was the most "progressive" of the progressive presidents.  Assess the validity of this statement.

    For younger students, you may adjust the assignment by using an easier prompt.  For example:

      Question:  Theodore Roosevelt was a true conservationist.  Prove this statement.

    3. Hand out primary source materials and analysis sheets to each group. Older students might be asked to find additional primary sources to use in answering their questions.

    4. After students complete their analysis sheets, have them begin writing the answers to their questions.

    5. When students have finished their written answers, collect the essays and primary source materials. 

    6. Grade the essay responses by distributing unmarked essays to the groups.  Ask the groups to evaluate the essays with the provided rubric. 

    7. Instruct the groups to explain their assessments to the class.

Assessment

You may assess this project based on:

  • Appropriate use of primary sources/selection of additional sources
  • Presentation of answer to question
  • Group interaction
  • Observations and grade on each group's assessment

Additional Resources

The American President website offers listings of teacher-evaluated sites on the presidents.

Library of Congress' American Memory Collections website: http://memory.loc.gov

Interdisciplinary Connections

Literary works (e.g., poems and prose excerpts) could be used as primary source material.  You may combine this lesson with an art history class by mandating that art be part of the primary sources used. The research and analysis skills honed in this lesson prepare students to manage different types of questions that they may face in other classes. 

Linda Donald Harris teaches Advanced Placement U.S. history, American government and law at Fairfax High School in Los Angeles, California.

Critical Analysis through Primary Sources:  A Key Skill

Assignment Instruction Sheet

In order to use primary source materials more effectively, you and the other members of your group will use primary sources to answer a question about an American president.  I have placed you in the following group of three students:

 

    _________________________________________

 

    _________________________________________

 

    _________________________________________

 

Your group's first task will be to select a "raffle ticket" with the name of an American president and a corresponding question.  This question will require your group to analyze and interpret primary sources in order to write an essay response to the question.  In addition to your essay, you will also submit an analysis sheet for each source material.

This assignment will be completed in class.  You will have four days to work on this project.  The last day to submit this project is ____________.

Each group will be responsible for assessing another group's essay and use of primary sources.  You will use the rubric provided and present your assessment to the class.

Critical Analysis through Primary Sources:  A Key Skill

Directive Words

Analyze – To determine the component parts; examine the nature and relationship.

Assess/Evaluate – To judge the value or character of something; appraise; evaluate the positive and negative points; give an opinion regarding the value of; discuss the advantages and disadvantages of.

Compare – To examine for the purpose of noting similarities and differences. 

Contrast – To examine for the purpose of showing dissimilarities or points of difference.

Describe – To give an account of; tell about; give a word picture of.

Discuss – To talk over; write about; consider or examine by argument or from various points of view; debate; present the different sides of.

Explain – To make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of.

Critical Analysis through Primary Sources:  A Key Skill

Primary Source Analysis Sheet

1. Description of primary source: (picture, cartoon, letter, etc.)

 

 

 

 

 

2. Who is responsible for the material?

 

 

 

 

 

3. What is the purpose of the material?

 

 

 

 

 

4. When did this material first appear? 

 

 

 

 

 

5. Where did this material appear first?

 

 

 

 

 

6. Why is this material important?

 

 

 

 

 

7. How can this be used to support your essay?

 

 

 

Critical Analysis through Primary Sources:  A Key Skill

Criteria for Grading Group Essay

8 – 9 pts

  • Fully understands the question
  • Addresses the issues with a clear thesis and appropriate illustrations
  • Confronts conflicting evidence effectively
  • Uses the documents and writes with clarity and skill

6 – 7 pts

  • Demonstrates an understanding of the question
  • Supports a clear thesis, but deals unevenly with it
  • Responds to the question but may miss some points
  • Is well written but may contain minor errors of fact

4 – 5pt

  • States a clear thesis
  • Shows comprehension of the question, but fails to develop it well with adequate information
  • May contain major errors in fact
  • May have an erratic writing style

2 – 3 pts

  • Has a weak thesis statement
  • Suggests inadequate understanding of the question
  • Makes only minimal use of the documents
  • May be poorly written

1 pt

  • Fails to comprehend the question and has no thesis
  • Deals only slightly with the issues in a confused and irrelevant way
  • Is poorly written