Analyzing a Primary Source
Have students observe, reflect, and question a primary source(s).
Using an “investigative question” throughout analysis can help provide direction, promote
reflections, more observations (evidence, facts), and self-generated questions.
Observe
Ask students to closely observe each primary source.
(Words, images, symbols, etc.) Record observations
in the 1st column.
Help students notice key details using specific
scaffolding questions or questions from the Teacher’s Guides.
Reflect
Reflections refer to the student’s opinions and reasoned
judgments about the source. Encourage students to think
about their personal response to the source and to the
observations and details they see or read.
Record reflections in the 2nd column.
Help students reflect using specific
scaffolding questions or questions from the Teacher’s Guides.
Ask for Evidence!
Challenge students to make a supported hypothesis: “I think ____because____”
Reflections should be supported by evidence from the primary source.
Question
Have students ask self-generated questions related to
their observations and reflections.
Record questions in the 3rd column.
Encourage students to begin their questions with
who, what, when, where, why, and how.
Encourage students to speculate about the source, its creator, and the source’s context.
What questions do observations or reflections raise?
How does the source raise questions about the creator?
How does the source information raise questions about the purpose of the source or the
message being conveyed? What bias exists?
Create a discussion time where students can be rewarded for
taking risks in sharing their thinking.
Compiled by Teaching with Primary Sources Program at Southern Illinois University Edwardsville, Last update June, 2014
Disclaimer: Content created in partnership with the TPS Program does not indicate an endorsement by the Library of Congress or Southern Illinois University Edwardsville.
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