1. Week 2 –
Origin, Purpose, Value
and Limitation (World
War I)

2. ORIGIN
• When and where was the source produced?
• Who is the author/creator?
• Is it a primary or secondary source?
• *These can all be clues to aid in evaluating
the values and limitations of the source*

3. PURPOSE
• Why was the source produced?
• What is the immediate historical context for
the source?
• Who is the intended audience?
• What does the source “say”?
• What can you read beyond the surface?
• *These can also provide information to help
analyze the values and limitations of the
source*

4. VALUE
• What can the source tell historians about the time-
period or specific topic of study?
• Think of a flashlight in a dark room – what does the
source illuminate for the historian?
• Important ideas:
– Perspective of author/creator based on position,
influence, geography, relationships, etc.
– Time period importance – is it contemporary or produced
at a later date (a primary or secondary source)?
– Public or private source

5. LIMITATIONS
• How is the source restricted in what it can tell
historians about the time-period or topic of
study?
• Think of the flashlight/dark room – how is the
light’s beam restricted? What can we not see?
• Important ideas:
– Bias of the source based on social class, gender,
race, position, nationality, religion, etc.
– Time of production: again primary or secondary

6. Example
• A historian is analyzing a private entry in President Truman’s
diary concerning the possible use of atomic weapons on Japan.
The following is a general OPVL review. More specific analysis
would make reference to details in the document.
• Origin: President of the US, a private, primary source. Context =
World War II and the aftermath of Germany’s surrender and the
looming invasion of Japan.
• Purpose: personal journal meant for later reflection and recall.
Private, not public. Interpretation of what it says (literally) and
what it may reflect would be based on specific document.

7. Example
• Value: private diary entry and thus likely to be honest and
revealing; from one of the major leaders concerned with making
the decision. Again, interpretations and explanations would be
based on specifics within the document.
• Limitations: only the private perspective of a high ranking
government official from the US. May not reflect other
individual’s opinions who were also involved in the decision-
making process. Informs about the immediate decision but not
later concerns. May reflect but is not the official public US
government policy position or necessarily the same as US public
opinion on the issue.

8. What is “Origin, Purpose, Value and
Limitation” (OPVL)?
• Look at the following examples of sources –
there are a total of 8 different types of
sources (tables, cartoons, newspapers,
movies, songs, propaganda posters, quotes,
and first-hand pictures), some primary and
some secondary
• Identify the origin, purpose, value and
limitation of each source. Try to explain which
sources are most useful today in
understanding the “Great War”

9. Origin, Purpose, Value and
Limitation (OPVL)
• “Peace Perfect
Peace” – by
David Low,
1919
• What is the
purpose of this
cartoon?
• What is the
value?
• What is the
limitation?

14. Sept 15, 1916
The Daily Mirror, London England

17. “I fired twice at Ferdinand from a
distance of four or five paces. I raised
my hand to commit suicide, but some
police officers seized me and struck me.
They took me away, covered with blood.
I am not a criminal, for I destroyed a bad
man. I thought it was right.”
– Gavrilo Princip, at his trial for the murder of
Archduke Ferdinand, 1914

21. Oh It’s a
Lovely War
1917, J.P. Long and
Maurice Scott

22. Oh It’s a
Lovely War
1917, J.P. Long and
Maurice Scott

23. “Summertime” – Ella Fitzgerald, ‘39
Find a line from the song to explain your
answer to each question below
•What does the title, “Summertime” suggest?
•WHO is this song being sung to?
•WHERE are the people in this song?

24. “Summertime” – Ella Fitzgerald, ‘39
Now interpret what you found
•Why do you think this song was written in
1939?
•Why sing this to a baby? What could the baby
represent?
•Why do you think the setting of this song is in
the country instead of the city?
•Do the lyrics (words of the song), and the mood
agree or disagree? Explain