DOCUMENT ANALYSIS

Historians use a wide variety of materials to construct our understanding of the past. Archaeological artifacts, oral tradition, visual images (paintings, photographs, film), and of course written texts can and should be used to gain a clear picture of the period in question. In our exercises, we will concentrate on the written texts used in class. Although texts of different types may be approached with a variety of methods, a few basic points should always be kept in mind.

General Questions of Origin (who, what, where, why, and when):

Author(s)
 Not only the name of the author(s), but also the biographical information about him or her that will allow an understanding of biases (gender, age, religion, profession, political affiliation, etc).
Context What are the historical circumstances in which the author is writing?  What has s/he been experiencing and seeing during or preceding the time of writing?  Here is where your knowledge of the textbook and lectures will help.  Note the year of publication, location, etc.
Language
 How would you characterize the author(s) use of words?  Is it: angry, vindictive, loving, inspiring, boring/academic, colloquial, accessible, etc.?  This should help us gauge intent, but also figure out to whom the document is written.  A dry, boring text is generally not meant for the semi-literate lower classes in the 19th century.  If the prose is educated, so too must be the author and audience.
Audience
 To whom is the document directed? This will tell you a great deal about the author's intentions and possible biases.
Intent
 What was the author trying to do? Was s/he attempting to change minds, overthrow a government, vent to a friend in a letter…? Knowing this will also help the reader to understand the full meaning of the text better.
Message
Finally, what is actually written? This is what is commonly known as “the facts.” End each document with a brief paragraph that places the particular document in relation to others that you have read.  Don't forget to discuss the larger meaning (i.e. What does it tell us about the time and place under consideration).  You must be able to place the primary document in historical context.

Some questions are less obvious and demand much more thought. For example, what can we gain by careful reading (i.e. reading between the lines)? What does the author share with his/her audience? Are there certain values stated either implicitly or explicitly? Look for superlatives, emotion, and emphasis.


Evaluation