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A Practical Guide to Analyze a Historical Document
Analyzing historical documents can be challenging but is always rewarding. It is an exceptional way to learn history. Firsthand, without intermediaries. History books are essential sources of historical information but remember that you read descriptions and interpretations of the historians who wrote them. Their explanations can be right but also wrong and, probably, not neutral—despite the efforts of historians to be so. Therefore, why not learn directly from the sources? Analyzing historical documents not only helps you learn more about historic figures and circumstances but also from a more critical perspective.
That’s not a historical document analysis!
If you have doubts about how to analyze a historical document, this guide will help you. But before starting, it may be useful to spend a minute reflecting on what the analysis of a historical document is NOT. The “hero” in the analysis of a historical document is the text. Of course, you can comment on what others have said about the document. Especially when there are competing visions and even controversy about how to interpret something. But that’s not the analysis itself—just a discussion about the document reception and interpretation. Never confuse the analysis of a historical document with a discussion of its reception. That’s great but it’s something different. Once more: the “hero” in the analysis of a historical document is the text. Therefore, avoid using the text as an excuse to write a “biography” of its author or a “lecture” about certain historical period. This is a common mistake. This does not mean that you should not include contextual information in your analysis, but it should be reduced to a minimum and be truly relevant to your analysis. Keep in mind that your professor—who
checks your paper—probably already knows who Abraham Lincoln was or who the Allies were in World War II. So, focus on the document. Finally, although it is repetitive: the “hero” is the text. So, above all, avoid submitting an essay that mainly consists of copying and pasting information you have found on the Internet. You’d be surprised how common this is! The purpose of analyzing a historical document is not to demonstrate how skilled you are at searching for information on the Internet, but to really learn what a document tells us about people and their historical circumstances.
Roosevelt’s “Four Freedoms”
Practice makes perfect! So, let’s learn with an example. Specifically, the famous 1941 address to Congress by Franklin D. Roosevelt on the Four Freedoms. The speech is reproduced below. In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression -- everywhere in the world. The second is freedom of every person to worship God in his own way – everywhere in the world. The third is freedom from want -- which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants -- everywhere in the world. The fourth is freedom from fear -- which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor -- anywhere in the world. That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb. To that new order we oppose the greater conception -- the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear.
Carefully read the historical document several times, looking in a dictionary for all those words and expressions that you don’t know or are not sure what they mean. But that will not be enough. In old historical documents you often find old-fashioned words and phrases that you do not find in a regular dictionary. In ancient and modern documents, you also find allusions and references that you don’t get. Roosevelt, for example, refers to “the quick- lime in the ditch” instead of common pit. But even after you’ve clarified all those words and references, it is often not enough. It is also required to learn a little bit about the historical context of the document. Luckily, we live in the information age and it is very easy to document yourself. However, be very careful: not everything goes! Many things are written: some true but many more wrong and biased. So, pay attention to the sources. A quick consultation of Wikipedia may be good as a starting point but that’s all. Contrast the information well! Preferably consult books from reputable publishers such as Routledge, Cambridge University Press or Oxford University Press. Don’t forget that as a student you have access to the UNED online library which you can access here. For example, Eric Forner, professor of history at Columbia University, in the second volume of Voices of Freedom Second Edition, Volume 2, p. 207, published by W.W. Norton—a academic publisher—writes: As in other American wars, freedom became a rallying cry and the foundation of the language of national unity during World War II. Even before the United States entered the war, President Roosevelt outlined to Congress his vision of a future world order founded on the "essential human freedoms": freedom of speech, freedom of worship, freedom from want, and freedom from fear. The Four Freedoms became Roosevelt's favorite statement of Allied aims. Freedom from fear meant not only a longing for peace but a more general desire for security in a world that appeared to be out of control. Freedom of speech and religion scarcely required detailed explanation. Freedom from want was the most controversial of the four. To Roosevelt, it meant economic security; to his critics, the phrase conjured up images of socialism or of Americans living off the largesse of the government.
Normally, you can trust this type of source but never take anything for granted. Be picky with the sources but don’t go on forever in this first step of the analysis. It is enough to collect essential but reliable information that allows you to better locate and understand the historical document. If you need more information later, you will look for it then.
Step 2: Classification of the historical document
Finally, the moment you were waiting for has arrived! After carefully reading the text and documenting yourself a little bit about its circumstances, the time is ripe to start writing your paper. Remember that you are writing an academic paper. Use formal language and avoid contractions such as “don’t.” Begin your analysis describing the category of the document. For instance, legal, journalistic, political, literary (novel, memoirs, letter, ...), documentary (census, cadaster, ...) or historiographical. You can write a sentence such as: The historical document analyzed here is a political speech. Next, note the time frame and location of the text. Provide information such as the date of the document and its connection to certain historical events or period. Write about the most essential contextual factors. Continuing with our example, we could write something like: The text is a transcription of Franklin D. Roosevelt's speech on the Four Freedoms delivered in his annual address to Congress on January 6. Europe was at war and, although the US still maintained a neutral position, it supported the allies. The country was still rebuilding itself after the Great Depression and despite the social rejection to get more involved in “another European war,” it was beginning to be seen as something inevitable. A new world order was taking shape and Roosevelt envisioned a world governed by the principles on which the United States had been founded.
Regarding the “quality” of the citation, the wording clearly states that Rosenman was a “key advisor and speechwriter for Roosevelt.” Therefore, a frontline witness and participant. These types of sources, although all sources may be partial, are those that inspire trust. The classification on the text is generally closed with a few words on the audience of the document. In this specific case you could write something like: The document’s primary audience was the members of the Congress, but since they represent the citizens and the event was broadcast on radio, the final audience was the U.S. population. By extension, given America’s international role in the world at a time of global crisis, the speech was also addressed to the international community. With this we conclude the classification of the text. As you may have observed, the information is concise but useful for the subsequent analysis. It is not necessary to write more than half a page. Remember that the “hero” is the historical document and it is better that you focus on the textual analysis. Reduce contextualization to a minimum and focus your effort on the next step.
Step 3: Analysis of the text
Summing up, the analysis of a historical document involves “explaining” it. Among other aspects, the analysis must pay attention to how the text is structured, the ideas it contains, the allusions, the discursive and linguistic strategies used by the author or authors to “persuade” their audience, or the “silences.” There is no single way to analyze a historical document, but it may be a good idea to start with a brief summary of its content. For instance: Roosevelt outlines the four essential human freedoms for a secure global future: freedom of speech and expression, freedom of worship, freedom from want, and freedom from fear. He envisions a world where these freedoms are universally upheld, emphasizing economic cooperation, disarmament, and a moral order to counter tyranny. Roosevelt asserts that
such a world is achievable in the present, opposing the dictators’ vision with a call for a cooperative and free society. The summary is really that: a summary! Simple and straight to the point. In the “art” of summary, the maxim “less is more” generally applies. Albert Einstein said that when someone really understands something, they can explain it with simple words. Show that you have really grasped the meaning of the document by summarizing the text in an accessible way, always in your own words. After summarizing the text, it may be helpful to describe how it is structured. This not only helps us understand the text but also “tells” us things about the author. For example, a well-structured and logically organized speech (like Roosevelt’s) often suggests good communication skills and a commitment to conveying a message with precision and impact. The text begins by introducing the future vision of a world based on four essential freedoms. Each freedom is then individually addressed, outlining its significance and the global scope. Next, the speech emphasizes that this vision is not a distant ideal but a practical goal for the present generation. It contrasts this vision with the dictators' agenda and promotes the moral order of a cooperative and free society. The conclusion reinforces the commitment to unity, freedom, and the ultimate goal of victory. The structure progresses logically from the introduction of ideals to their application and the call for action. Generally, speeches are organized into recognizable parts such as an introduction, development, and conclusions. Legal documents also usually have a clear structure. For example, laws oCen consist of a preamble or description of their motivation, a series of articles and, finally, indications on their application. Describing the structure of a document is as simple as observing what parts it consists of and briefly describing them.
we have been engaged in change... without the concentration camp or the quick-lime in the ditch” connects the US and their history with innovation and civility. Roosevelt links the US to the ideas of freedom and God: “This nation has placed its destiny in the hands and heads and hearts of its millions of free men and women; and its faith in freedom under the guidance of God.” These associations (freedom, God) generally arouse patriotic emotions among Americans since they are central ideas in the construction of national identity. The conclusion reaffirms a unified purpose and emphasizes the unwavering commitment to victory, reinforcing the speech's motivational tone. The sentence “Our strength is our unity of purpose” entails that the “purpose” or mission of the US is to spread the four liberties “everywhere in the world.” This idea is reinforced in the last paragraph: "To that high concept, there can be no end save victory." Overall, the linguistic choices contribute to the persuasive impact of the message. America has a “purpose” which is a “high concept:” spreading liberty around the world “under the guidance of God.” This is a suitable text analysis for different reasons. First, it really focuses on the text: there are no digressions or observations that are not really drawn from the text. Second, affirmations such as “the speech exhibits a well- organized structure and the language is accessible” are properly reasoned and illustrated with literal quotations from the text. Third, the analysis provides a thorough examination of the linguistic choices and their persuasive effects in conveying the message. Only with in-depth knowledge of the text is it possible to have an informed opinion about it and draw relevant conclusions. That is why text analysis is so important. The next step is to write your conclusions.
Step 4: Conclusions drawn from the textual analysis
After locating and analyzing the text well, you will have an opinion about it, its author, and the historical circumstances. You might also ask yourself new questions. You may need to gather more information to answer them. But remember that not all questions have answers. Indeed, you can reflect these open questions in your writing. Of course, there are no “good” or “bad”
conclusions but once more, not everything goes! Conclusions must really be drawn from the analysis and they must be adequately reasoned. Let us see an example: The analysis reveals that the speech is meticulously crafted to be well-structured, accessible, and persuasive. The use of high-frequency words and avoidance of technical jargon contribute to its accessibility. The repetition and parallelism employed enhance the speech’s impact on listening, readability, and memorability. The strong, emotive language effectively conveys a moral imperative, framing a dichotomy between the desired world and the tyrannical order. Historical references strategically evoke national identity and resilience, appealing to patriotic emotions. The conclusion reinforces a unified purpose and unwavering commitment to victory, sustaining the speech’s motivational tone. In general, the linguistic choices are successfully tailored to convey a persuasive message centered on the mission of spreading liberty globally under the guidance of God. The speech suggests that his main author, Franklin D. Roosevelt, was a skilled communicator with a deep understanding of the power of language in conveying persuasive messages. His ability to structure the speech effectively, use accessible language, and employ rhetorical devices like repetition and parallelism reflects a keen awareness of how to connect with and influence the audience. The strong, emotive language indicates a commitment to moral principles and a strategic framing of the narrative. The inclusion of historical references reveals a deliberate effort to tie national identity and resilience to the message. On the whole, Roosevelt appears as a shrewd communicator adept at using language to inspire and mobilize. The speech also provides valuable insights into the historical period during which it was delivered. The address frames the conflict against the Axis powers, particularly Germany, as a battle between the moral principles embodied in the “Four Freedoms” and the oppressive “new order of tyranny” sought by dictators such as Hitler and Mussolini. The references to concentration camps and the emphasis on America’s historical engagement in a “peaceful revolution” without resorting to brutality reflect the discursive American response to the opposing fascist and authoritarian regimes of the time. Overall, the speech illuminates the historical context of a world on the brink of a global conflict, with the rhetoric aimed at shaping public opinion and garnering support for a cause.
the American national identity. Despite the First Amendment in practice separates government and religion, references to God are found from dollar bills to the Pledge of Allegiance. The phrase “worship God in his own way” suggests that all forms of worship are acceptable but there are contradictions. For example, US Presidents swear on the Christian Bible when they are inaugurated and a future president taking the oath of office on the Koran or another holy book is unimaginable. The option of atheism is not even considered in Roosevelt’s speech: he himself appeals to God’s guidance. It is very common to find references to God in American political statement and Roosevelt's speech is no exception. While Roosevelt does not believe it is necessary to clarify what the first two freedoms consist of, he does do so with the last two. He was aware that the “freedom of want” could be controversial. As Forner observes, “to his critics, the phrase conjured up images of socialism” or a defense of state subsidies (207). This is also a reflection of the American character. The idea of independence and self-sufficiency goes back to the origins of the US. Roosevelt, as a Democrat who defended large public investments and subsidies for the most disadvantaged, aroused suspicion among many citizens. After World War II, the climate of suspicion and even paranoia in the face of a supposed anti-American internal “red” threat grew until it led to McCarthyism. The fourth freedom is not exempt from contradiction either. Like any other country, the US has repeatedly resorted to hard power. Example of this have been the conflicts in South America justified by the "Roosevelt Corollary" or others after the Second World War such as the Korean War or the Vietnam War. Summarizing, this speech constitutes a valuable contribution to understand the United States in the early 1940’s because it clearly illustrates fundamental aspects of the of American society and politics then and beyond. Technically we can say that this is a good assessment of the historical document because it meets the two conditions described above. It is really an assessment of the speech and the author reasons their claims. In this way, the analysis is concluded. Don’t forget to include a “Works cited” page at the end of your paper. In our example: Works Cited Forner, Eric. Voices of Freedom: A Documentary History, Volume 2. 2nd edition, W.W. Norton & Company, 2008.
Summing up
Following the five steps proposed in this document will help you not only organize your work but also do it successfully. Start by reading the text carefully, making sure you really understand everything. Once you are familiar with the document, locate it, that is to say, describe the category of the document, place it in a historical place and period, identify the author and the audience. Do not dwell on this part and provide only the most relevant contextual information. Remember that you are not writing a biography or a treatise on a historical episode. The “core” of your paper is the analysis of the text. Different approaches are possible. In any case, it is advisable to provide a summary of the document, describe its structure, distinguish between main and secondary ideas, and perform a linguistic analysis of the text. You can also analyze what the text does not say. That is, everything that is implicit. Finally, draw conclusions from your textual analysis and provide a personal critical assessment. You can connect your historical knowledge with the text and comment on the historical background, context, and the influence of the document. Of course, make sure that they really are conclusions and evaluations about the text, and reason your arguments well.
