CHAPTER 2

Analysis of Selected
Primary Source

Learning Outcomes

At the end of the lesson, the student should be able to:

• analyze the context, content, and perspective of different kinds of primary sources

• identify its historical viewpoints of text, and,

•examine the author’s main argument and point of view.

How to Analyze Primary Sources

Primary sources can be analyzed and evaluated by different criteria. These

criteria are the content analysis, and the author’s main argument or point of view.

Content analysis is a research method for studying primary sources such as

documents and communication artifacts, which can be texts of various formats, picture,
audio, or video. One of the key advantages of using content analysis to analyze social
phenomena is its non-invasive nature, in contrast to simulating social experiences or
collecting survey answer.

Practices and philosophies of content analysis vary according to the location of

the source communities. They all involve systematic reading or observation f texts or
artifacts which are assigned labels (sometime called codes) to indicate the presence of
interesting, meaningful patterns. After labeling a large set of media, a social researcher
is able to statically estimate the proportions of patterns in the text, as well as
correlations between patterns.

Nowadays, computer are increasingly used in content analysis to automate the

labeling (or coding) of documents. Simple computational techniques can provide
descriptive data such as word frequencies and document lengths.

According to Klaus Krippendorf, six questions must be addressed in every

content analysis.

1. Which data are analyzed?

2. How are the data delivered?

3. From what population are the data drawn?

4. What is the most relevant context?

5. What are the boundaries of the analysis?

6. What is to be measured?

The Simplest and most objective forms of doing content analysis are the
unambiguous characteristics of the text like word frequencies, the page area taken by a
newspaper column, or the duration of a radio or television program. Analysis of simple
word frequencies is limited because the meaning of the word depends on the
surrounding text. The keywords in context routines address this by placing words in
their textual context. This helps resolve ambiguities such as those introduced by
synonyms and homonyms.

The second way of analyzing primary sources is the contextual analysis or simply
called textual analysis. Understanding the historical context of a primary source is
critical for understanding the attitude and influences that shaped the creation of the
primary source. If not placed into historical context, a primary source’s true meaning
might be misinterpreted.

There are five (5) characteristics to look for when selecting primary source that the
students will be able to place in historical context:

1. Bibliographic information: Ask these questions: How detailed is the item’s

bibliographic record? Do your students need a primary source with a more descriptive
bibliographic record so they can find more leads for their research project?

2 .Creator name and creation/publication date: Are the creator’s name and creation
date available on the primary source or in the bibliographic record? Are you studying
point of view and therefore need to identify the creator of a particular primary source?

3. Time and topic understanding in your classroom: What is the time and topic
under study in your classroom? Is the source considered a primary source(created at
the time under study) or a secondary source(accounts or interpretations of events
created by someone without firsthand experience)?

4. Contextual clues: Are these clues within the primary source that will help students
place the primary source into context? Will students identify clothing, shelter or
technology from a certain time period?

5. Extraneous markings or annotations: Will Library of Congress cataloger’s notes or

other markings distract your student identify and interfere with their ability to place
the primary source into historical source?
Here are some specific questions to ask in analyzing primary sources:

1. What kind of document do you have? Is it a treatise letter? A manuscript, or a printed

document?

2. Was it published? If yes, when and where?

3. Whos is the author? What position, role, reputation, status, did the author have at the
time of writing?

4. Is the author well-known today or at the time of writing?

5. Who is the intended audience?

6. Who read this text at the time? What are the response of those who read it?

7. What was to be gained and what were the risks in writing this text?

8. How is this document related to other primary documents known to you particularly
from the same time period?

9. Does this document square with what you know from secondary sources?

10. What evidence do you have for your claim about the text?

Be specific in answering these questions. A further step in the analysis of

primary sources is to examine the author’s main argument or main point of view.

Understanding the author of or writer’s underlying point of view will help you
interpret the context of his writing. It will also help you see why the author’s or writers
make the decision the do.

Most often, people know what they are doing. They plan their actions to achieve
their purpose. If someone selects the purpose of being rich, he will design and carry out
a set of actions, legal or illegal, to gain the desired wealth. In the same manner, writers
or author have specific purpose to achieve by any piece of work. They are in control of
what they write.

The writer or author’s overall purpose determines the techniques he uses. His reason
for writing a particular book, letter, article, document, etc. may be manipulative as in
propaganda or advertising or may be straightforward, as in informative writing.

Here are some guide questions in critically analyzing or examining author’s main
argument and point of view.

1. What is the author’s main objective in writing the article, book, etc.?

2. Does the authors seek to persuade, convince, to identify problem, or to provide

solution?
3. What are the forms of evidence used by the author? Are they effective and for whom?

4. Are important facts or perspectives omitted? What is left out?

5. Is the author credible-to whom?

6. Does the author consider alternative position and perspective?

7. Does the author acknowledge prejudices or personal interest ? Is there an ax to grind?

8. Are opponents mentioned either by name or by school or by tradition?

In the process of analyzing a primary source, a history student must closely

examine a single text(for example, a primary document) written by a single author in an
attempt to understand why the writer/author wrote the particular text(a book or an
article) in a particular way, to a particular audience and for what purpose?

So the history student must critically analyze/examine the text(article, book,

etc.) base on these guidelines:

1. What was argued or described by the writer?

2. How did the writer present his argument or point of view?

3. Why the writer choose(for example, persuasion) as the method of presentation?

4. What evidence or arguments that the writer used I (persuading) his audience.
Remember: the audience are not the history students in this subject but
those people being persuaded and finally,

5. What does the writer ultimately hope to achieve by writing this particular text?

In analyzing a primary source using any of the three(3) ways of critical analysis,
the historical importance of the text or document must be identified and examined. A
text or document with historical significance means that the text or document event and
thus serve as primary source.

Significant historical documents text document can be deeds, laws accounts of

battles, etc. given by a person or groups sharing their viewpoints. These documents or
text have historical importance and of historical interest.

Texts or documents of historical importance or significance, however, do not

describe the daily lives of ordinary people or how society functions. Historians
anthropologists and archeologist are generally more concerned in document that tell
about the day-to-day lives of ordinary people indicating what they ate, their reaction
with other members of the households and social groups, and their state of mind. It is
this information that allows them to try to understand and describe the way society
was functioning at any particular time in history.
 Many documents of historical importance produced today, such as personal
letters, pictures, contracts, newspapers, and medical records, would be considered
valuable historical documents that will survive the passage of time, by taking into
account the preservation issues and either printing documents in a manner that
documents in time capsules or other special storage environments that the degree of
Significance is a matter of interpretation, often related to the value systems of the
period in which the interpretation was produced.

Hence, the main goal of carefully examining the primary source is to construct
new knowledge or to use the information that the primary source(document sample) to
explore broader historical issues or context.
 Learning
Activities

Name:_____________________________________________ Score:_______________
Date:______________________________________________ Time:________________

I. Words to know
Define the following terms based from your own understanding(not exactly copied
from the text)

1. Analysis
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2. Critical analysis
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3. Contextual analysis
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4. Content analysis
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5.Simple text
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II. Brush Up

1. Differentiate contextual analysis from content analysis

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2.In analyzing a single text, why is it easier to analyze the text written by a single author
than by a multiple
author?____________________________________________________________________________________________
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3. One of the “don’ts” in analyzing or evaluating a primary source to avoid recreating the
author’s experience of his society. Do you agree to this statement? If yes, why?If no, why
not?
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4. What is the main purpose of examining or evaluating primary sources?

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5. Why are some texts(like primary documents) difficult to analyze?

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6. As a history student, why is it more important to read primary sources than

secondary sources? Support your answer.
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7. How can you think and act like historians?

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III. React to the statement

1. Text are continually re-read and re-negotiated.

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2. Primary text can be made to speak to continuity and discontinuity, to chaos and
contradictions.
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3. Perceptions values and biases are elements that are present in all texts.
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4. The history student is not the intended audience of the author/writer.
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5. The most effective and efficient way to discuss and analyze the text is to move step by
step through text.
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III. Shape Up Your Mind

1. To the Teacher: Divide the class into four(4) groups. Each group selects the leader
and recorder. Let them choose one (1) essay in Filipino or English. The essay should
contain the author’s name and the title of the essay.

To the Student: Analyze or critically evaluate the essay using contextual analysis as
well as the author’s argument and point of view. Also, kindly identify the historical
significance of the text being examined. Print your answer in a short bond paper and
attach the photocopy of the evaluated answers and examined essay. Submit them to
your instructor on the indicated date of submission for grading purposes. Late
submission will be given a deduction.

The work of the group will be read/discussed by either the leader or recorder at
a particular date and time scheduled by the instructor.

2. To the Teacher: Divide the class into two (2) groups. Assign a leader and recorder or
let them choose by themselves who will be the leader and recorder.

Task: The first group will look for a primary text or document written in English while
the second group will look for a text or primary document written in Filipino. The text
or primary document must have evaluated/examined by a person or groups.

To the Students: Attach the photocopy of the primary document/primary text

including the results of the evaluation done by the person or group. Then submit it to
the teacher and later report them before the class on a scheduled date given by the
teacher. Extra credits will be given to each group for performing well this activity.

3. Divide the class into five (5) groups. Each groups elects its leader and secretary. Each
group will analyze or evaluate one (1) primary source using content, contextual and
author’s main argument or point of view. The analysis is centered, but now limited to
authenticity, credibility, usefulness, authority and status of the author and its historical
importance and significance. The group may choose one (1) of the following primary
sources.

1. textbook(of any subject)

2. original contract(any type)
3. school record
4. photograph
5. application letter
6. magazine/newspaper
7. birth certificate/marriage certificate/baptismal certificate/death certificate
8. written speech
9. thesis book

The report, in written/printed form must be placed in a short folder with entries,
and be submitted to the teacher. Each report must be reported in class for discussion
and oral examination.
4. Images/Drawings

Paste or mount inside the box images of three primary sources using textual
analysis content analysis, and purpose or point of view of the author. Briefly describe
the images.

a. 3 primary sources contextual analysis

(1) (2) (3)

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b. 3 primary source using content analysis

(1) (2) (3)

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c. primary sources using the author’s main argument or point of view

(1) (2) (3)

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5. Critical essay

(a) Individually analyze the textbook/work text you are using in class like “The
Readings in Philippine History,” The essay should consist of 150-300 words using the
following criteria:

a. importance of the book

b. author’s background

c. context of the book

d. contribution to the understanding of Philippine history

(b) How do you rate this document/ text according to its credibility, genuineness,
usefulness, and importance as a textbook for the course?(Be honest, sincere and
objective).

 Excellent-(91-100)

 Very Satisfactory-(86-90)

 Moderately Satisfactory-(81-85)

 Least Satisfactory-(75-80)

 Poor-(not to be recommended for further use)-(74 and below)

Direction: Indicate the things you have learned in this lesson(knowledge).Use things
you have realized and appreciated (values), and the things you have discovered and
wanted to do more (skills), Place these things inside the circular, rectangular, and
triangular boxes which look like a human figure.

Things I have learned

(knowledge)

Things I have realized and

discovered
(values)

Things I have discovered and

wanted more
(skills)