apparts a quick and dirty method for analyzing primary source documents

APPARTS A quick and dirty method for analyzing primary source

documents

Objectives To define the different components of APPARTS

To practice the skill of APPARTSing

To consider how this activity might be useful in your own classroom

Common Core State Standards

CC Reading Standards:1. Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text…

2. …Provide an objective summary of the text.

7. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principals and use of legal reasoning and the premise, purposes, and arguments in works of public advocacy.

Introduction and Acknowledgements

Activity borrowed from Matthew Ellington

About me

Supplies You will need either a piece of paper and a pen

or a word doc.

What do you notice? What do you see?

What do you notice? What do you see?

What do you notice? What do you see?

What do you notice? What do you see?

Analysis Questions Who created these woodcuts? How do you know? What is their point of view? How do you know?Where and when was this source produced? How

might this effect the meaning of the source?What do you know that would help you further

understand the primary source?For whom were the woodcuts created? How might this

affect the reliability of the source?Why were these woodcuts produced at the time they

were produced?What point is the Document trying to convey?What inferences can you draw from this document?

And ask yourself ‘so what’ in relation to that.

APPARTS !Congratulations you just figured out how to

analyze primary sources

APPARTS A = author – who is the speaker?

P = Place and time – When was this written/said. What else was going on?

P = Prior Knowledge – What else was going on? What other events are connected to this?

A = Audience – who is the intended audience? Who is being spoken to?

R = Reason – What is the purpose? Why was this said/written?

T = The Main Idea – Summarize the author’s point. What is this about?

S = Significance – Why is this important? What impact did it have?

Let’s try it againRead through the two lists

In your table group, APPARTS the documents

1993 DBQ Individually, using your notes from APPARTSing

the two lists, create a thesis statement that addresses the following prompt:

Although New England and the Chesapeake region were both settled by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?