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DOCUMENT STUDY

DOCUMENT STUDY. WORKSHOP 2013. How to look at Doc Studies. It is a historical skill – which can be applied to any source. You are a historian needing information from the sources to write a book/paper – these are the questions that you need to ask yourself.

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DOCUMENT STUDY

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  1. DOCUMENT STUDY WORKSHOP 2013

  2. How to look at Doc Studies • It is a historical skill – which can be applied to any source. • You are a historian needing information from the sources to write a book/paper – these are the questions that you need to ask yourself. • It is about gathering information about the time period, judging whether they show everything about the time period or just a section of it and whether it is useful and reliable information. • For example what do these slides tell us about today society?

  3. TIPS WHEN LOOKING AT A SOURCE • When was the source produced? (HISTORICAL CONTEXT) • What person(s), policy or event does the source illustrate/discuss? (HISTORICAL CONTEXT) • What does it tell you about that person(s), policy or event? (MESSAGE) • What doesn’t it tell you about that person(s), policy or event? (LIMITATIONS) • What is its purpose? What does the author want the audience to think/believe as a result of reading the source? (PERSPECTIVE)

  4. Source 1 When was the source produced? What person(s), policy or eventis it portraying? What is it saying about the person(s), policy or event? What isn’t it saying about the person(s), policy or event? What is its purpose?

  5. Source 2 When was the source produced? What person(s), policy or event is it portraying? What is it saying about the person(s), policy or event? What isn’t it saying about the person(s), policy or event? What is its purpose? “The inspector arrives”, a cartoon from the bulletin, 1 July 1930

  6. Compare and Contrast the messages in Source 1 & 2. (4 Marks) • Reference to the messages in Source 1 & 2. (2 marks) • Points of comparison of the message(s) (1 mark) • Points of contrast of the message(s) (1 mark)

  7. What NOT to do… • Describe the source – it’s is not asking what is in it, or specifically what was said but is the message… When you walk away what have you learnt from the source. • Forget to write about each element! Even if you don’t think there is any comparison/contrast – state that it and why.

  8. Compare and Contrast the messages in Source 1 & 2. Source 1 Source 2

  9. Identify and Account for the trends evident in source 3 OR Explain the historical context of source 3. (4 marks) Trend: Historical Context: Identify the trends (1 mark) Account for them by showing understanding of the forces causing the trends. (3 marks) Political Economic Social/Cultural Identify the key person(s) (1 mark) Explain understanding of the situation by detailing: (3 marks) Events Places People Time/date Prior to, during and after the event.

  10. What NOT to do… • Describe the source – it’s asking about the time period, key people, places, events, issues etc. not what is in the source! • Forget to state the sources date – most people forget this because it seems obvious but stating it means that you know and understand where the source is in history! • Go off task – it is tempting just to write everything you know about that time period – but it has to be REVELANT.

  11. Explain the historical context of source 3.

  12. Evaluate the usefulness of Source 4 & 5 as representations of …. (5 marks) The “…” can be replaced with anything! E.g. Australian politics in the 1930s. • Indication of how S4 represents…. (1 mark) • Indication of how S5 represents…. (1 mark) • Detailing the usefulness of the sources (1 mark) • Detailing the limitations of the sources (1 mark) • Evaluation of the usefulness of the sources (1 mark)

  13. What NOT to do… • Describe the source – it is asking about representation not description (see a pattern here?) • Forget to read the “…” section – the “…” is the specific of this question – what area is it actually asking you to see the usefulness/limitations. • Forget to state limitations – this is generally what is missed out, all sources have bias! • Forget to make an evaluation – this is also what is missed – is it useful to you as a historian??

  14. Evaluate the usefulness of source 4 & 5 as representations of Australian International Relations during the period of study. Source 4 Source 5

  15. Analyse OR Identify and Discuss the authors perspective of … in source 6 & 7. (6 marks) Once again “…” can be replaces with anything e.g. Australian Society. • Articulation of the perspective of Source 6 (1 mark) • Articulation of the perspective of Source 7 (1 mark) • Analysis of the perspective. May include discussion of: (4 marks) • Motive • Bias • Time • Place • Purpose (The best responses will make points of comparison/contrast between the sources)

  16. What NOT to do… • Describe the source … • Go off topic - you only need to discuss the perspective on what it is asking you.

  17. Identify and Discuss the authors perspectives of Australian Identity in source 6 & 7. Source 6 Source 7

  18. Evaluate the extent to which the seven sources accurately reflect the … during your period of study. (6 marks) “…” can be anything. E.g. development of Australian identity. • This answer should reflect a depth and breadth of knowledge of the period. • Articulation of the different aspects of “…” that are shown • Identification of aspects of “…” that have been omitted • Identification of the significance of that has been omitted • Evaluation of the extent the source reflect the “…”. (Good idea is to group sources of similar messages/issues etc but all sources need to be catered for.)

  19. What NOT to do… • Restate the individual messages – this is the time for overall evaluation not individual sources. • Forget omission – saying what that sources do show is only half of the historians job… we need to show what has been missed out – what the sources don’t show. • Forget the evaluation – even in your first sentence make a judgment!

  20. Evaluate the extent to which the seven sources accurately reflect Australian identity during your period of study.

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