1. PRIMARY SOURCES
Historical Benchmarks
Monday, 3 December, 12

2. Primary Sources
Monday, 3 December, 12

3. Primary Sources
Why are they important?
Monday, 3 December, 12

4. Primary Sources
Why are they important?
The boot print vs. The phone book
(that is, reading for evidence vs. reading for information)
Monday, 3 December, 12

5. Primary Sources
Why 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

6. Primary Sources
Why 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

7. Primary Sources
Monday, 3 December, 12

8. Primary Sources
The SOAPS method. Use this to help you unlock the meaning of
primary sources
Monday, 3 December, 12

9. Primary Sources
The 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

10. Primary Sources
The 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

11. Primary Sources
The 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

12. Primary Sources
The 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

13. Primary Sources
The 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

14. Primary Sources
Monday, 3 December, 12

15. Primary Sources
Aspects of Primary Sources
Monday, 3 December, 12

16. Primary Sources
Aspects of Primary Sources
1. Good questions are needed, the first being “What is it?”
Monday, 3 December, 12

17. Primary Sources
Aspects 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

18. Primary Sources
Aspects 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

19. Primary Sources
Aspects 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

20. Primary Sources
Aspects 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

21. Primary Sources
Monday, 3 December, 12

22. Primary Sources
What should a student be able to do?
Monday, 3 December, 12

23. Primary Sources
What should a student be able to do?
1. Analyse them with historical thinking (the aspects)
Monday, 3 December, 12

24. 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

25. 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

26. 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.
Text
Cartoon 1836
Monday, 3 December, 12