A Learning Object created as a homework module on Historical Source Analysis
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This document provides an overview of how to analyze historical sources by examining their purpose, context, bias, reliability, and other attributes. It includes examples of primary and secondary sources and different types of sources like graphics, text, photographs. The document outlines tasks for students to classify sources and answer analysis questions about the sources and topics included in the learning object, which are Shogunate Japan, World War I, World War II, the Vietnam War, and the Stolen Generation. Students are to examine 4 sources on one of these topics and fill out analysis grids to understand the message, connections, biases, and conclusions that can be drawn from each source.
A Learning Object created as a homework module on Historical Source Analysis
- 1. Historical Source Analysis A Learning Object designed to help students analyse and examine sources as evidence.
- 2. SourceAnalysis In History, we study the facts in order to piece together our interpretation of the past.
- 3. SourceAnalysis In order to understand the message conveyed within a source we need to look deeply
- 4. SourceAnalysis Historical Sources are created for a Purpose
- 5. SourceAnalysis Sometimes, what information is missing from the source is more important than what is included
- 6. SourceAnalysis Historical Sources can be classified as either Primary or Secondary source material
- 7. Historical Sources • is an eyewitness account of what occurred and therefore dates back to the actual time when the event took place Primary Source Material • is produced after the event has occurred and therefore is not an eyewitness account given by a person who was present when the event occurred. Secondary Source Material
- 8. Types of Sources • Prints, Paintings, Drawings, Photographs, Cartoons, Graphs, Tables, Maps, Comics, Diagrams, Posters, Statistics Graphics • These come in a range of printed and handwritten modes. Textual
- 10. Source Identification • What was the original purpose of the source? To whom was it targeted? Purpose
- 11. Source Identification •When was the source created?, Where? By Whom? and How? Context or Background
- 12. Source Identification • Is prejudice in favor of or against one thing, person, or group compared with another. Bias isn‟t necessarily „bad‟ as it can tell you how a person or group felt at a particular time, you just need to realise it is only „part‟ of the picture. Bias
- 13. Source Identification • Is about considering how reliable a source is for a purpose. When you judge a source‟s reliability you ask questions like: Who made the source and why? Is their bias present? Reliability
- 14. • Choose a topic (there are 5 contained in this learning object) and in table format use the LIST on the next slide and apply it to the four sources within the topic. Task One:
- 16. • Choose a topic (there are 5 contained in this learning object) and in table format or using another graphic tool use the GRID on the next slide and apply it to the four sources within the topic. Task Two:
- 17. Source Analysis: GRID CONTENT: What message/information is being conveyed through this source? CONNECTIONS : How does this connect to what you already know? COMMUNICATIONS: How does this express bias or point of view? CONCLUSIONS: What conclusions can we make about this source and its place in history? Source: Classify/Type
- 18. • Choose a topic (there are 5 contained in this learning object) and respond to the questions on the next slide in full sentences. Task Three:
- 19. Source Analysis Questions: When responding to questions, take note of the points/marks allocated. They are a good indication as to the number of ideas/sentences you should be writing. 1. Which of these sources had the most impact on you? State reasons for your answer. 3 points 2. Identify each of the four source materials, what are they and what type of evidence are they an example of? 6 points 3. What facts can you learn about your chosen topic from examining these sources? 3 points 4. How do any two of the Sources differ in their purpose and tone? 4 points 5. What is the main feeling conveyed in source 4? Give reasons for your answer. 3 points 6. Other than the fact these are all sources deal with the same topic; what other common links do you see between all four sources? 4 points 7. Choose a source and mention how it could be biased. 3 points 8. Choose a source and mention how valuable it is. 3 points
- 20. Source Analysis Topics: Shogunate Japan World War I World War II The Vietnam War The Stolen Generation
- 21. Shogunate Japan
- 22. Source 1: Painting Prince Shotoku flanked by younger brother (left: Prince Eguri) and 1st son (right: Prince Yamashiro), Woodblock painting. drawn by unknown author 573-621 CE
- 23. Source 2: Painting Samurai on horseback, wearing armor and horned helmet, carrying bow and arrows circa 1878 artist unknown
- 24. Source 3: Photograph Photograph by Henry Guttman, produced 02 Jan 1754. Navigator William Adams (1564 - 1620), (standing), the first Englishman to visit Japan, who was at first cast into prison as a pirate, but was freed after building two ships for the Emperor Iyeyasu, (1542 - 1616), (seated, second from left).
- 25. Source 4: Painting Painting displaying the lineage pf the Tokugawa Shoguns by Yoshitoshi Taiso 1839-1892.
- 26. World War I
- 27. Source 1: Diary Extract Extract from diary of Signaller Ellis Silas, a soldier at Gallipoli on 25 April 1915.
- 28. Source 2: Painting Detail from a painting by official war artist, George Lambert of The Charge of the 3rd Light Horse Brigade at The Nek, 7 August 1915. This painting was produced after the war when Lambert visited Gallipoli in 1919. It now hangs in the Australian War Memorial at Canberra.
- 29. Source 3: Cartoon This cartoon, „The Dinkum Anzac‟ featured on the cover of the book Imperishable Anzacs: A story of Australia’s 1st Brigade, published in 1916. It was based on the diary of Private Harold Walter Cavill who had fought at Gallipoli and been wounded. Private Cavill dedicated the book to „mothers, wives and sisters‟.
- 30. Source 4: Newspaper Article Newspaper report of the Anzac Landing at Gallipoli on 25 April 1915, by English war correspondent, Ellis Ashmead-Bartlett, published in The Hobart Mercury, 12 May 1915.
- 31. World War II
- 32. Source 1: Letter. Written by Colin Flockhart, 20 years old and sent to his family on 7 January 1945
- 33. Source 2: Poster “You talk of sacrifice: He knew the meaning of Sacrifice”
- 34. Source 3: Photograph The Age Newspaper. Photograph published April, 27 2009 showing Australian prisoners of war during World War II, unknown photographer.
- 35. Source 4: Poster “Waste helps the Enemy: Conserve Material”
- 36. Vietnam War
- 37. Source 1: Written Reflection of an anonymous soldier about his first combat experience in Vietnam.
- 38. Source 2: Painting Painting by Bruce Fletcher, Long Tan Action, 1970. An artists depiction of events in Long Tan Phuoc Province, South Vietnam, 18 August 1966
- 39. Source 3: Poster, artist unknown. Four out of five of these men chose their careers. 1970 lithograph in red and black, 50.6 x 38 cm.
- 40. Source 4: Photograph Taken in Trang Bang, South Vietnam, June 8, 1972 by Nick Ut. Shows a nine-year old girl running naked after her back has been burned by a Japanese Napalm attack.
- 42. Source 1: Photograph Young Aboriginal Children who were taken from their parents and raised in Anglo-Saxon homes, in what has become known as the Stolen Generation, photographer unknown, published by Peter Plit.
- 43. Source 2: An Act of Law The Aboriginal Protection Act Victoria 1869. Victoria enacted this law to regulate the lives of the Aboriginal people. The Board for the Protection of Aborigines gained the right to control and make decisions about where aboriginal people lived, where they could work and who they could marry. They could also remove people of mixed decent to merge into white society.
- 44. Source 3: Film Poster Rabbit Proof Fence, Directed by Phillip Noyce, 2002.
- 45. Source 4: Poem The Stolen Generation: Poem written by a surviver from personal experince. Published October 21, 2007 by Paul Buttigieg