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Document Analysis Worksheet

Classroom Resource Information

Title:

Document Analysis Worksheet

URL:

http://www.bringinghistoryhome.org/assets/bringinghistoryhome/document%20analysis%20guide%202009.pdf

Content Source:

Other
Bringing History Home

Type:

Learning Activity

Overview:

This graphic organizer will guide students through the process of analyzing a historical document such as a newspaper article, a report, a magazine article, a congressional record, a press release, a census report, an internet article, a map, an official memorandum, or an announcement. This worksheet includes guiding questions that will support students as they closely read and analyze a selected historical document.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 3 Geographic and Historical Studies: People, Places, and Regions	11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs. • Comparing maps of the past to maps of the present Unpacked Content Strand: History Course Title: Living and Working Together in State and Nation Evidence Of Student Attainment: Students: Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States. Teacher Vocabulary: interpret legends stories songs contributed development cultural history tall tales folk heroes Knowledge: Students know: The purpose and essential elements of legends, stories, and songs. Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes. Vocabulary: legends, stories, songs, cultural history. Skills: Students are able to: Interpret legends, stories, and songs. Identify the purpose and essential elements of legends, stories, and songs. Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States. Understanding: Students understand that: There are legends, stories, and songs that have contributed to the development of the cultural history of the United States. Alabama Alternate Achievement Standards AAS Standard: SS.AAS.3.11- Compare documents, letters, diaries, maps, and photographs and explain how they are used to reconstruct the past.
Social Studies SS2010 (2010) Grade: 4 Alabama Studies	1 ) Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps. • Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: Alabama Studies (Alabama) Evidence Of Student Attainment: Students: Use thematic maps to identify: historical and current economic information political information geographic information weather and climate physical features waterways migration patterns of people transportation land use population Teacher Vocabulary: agriculture economic development physical-relief maps Knowledge: Students know: Many events can impact the population, economic development, and land use in an area. Skills: The students are able to: Analyze characteristics of Alabama using physical and thematic maps. Describe the relationship between human migration and population. Understanding: Students understand that: Events can impact the population, economic development, and land use in an area. The climate and weather of our state impacts the population, economic development, and land use. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.4.1- Identify historical and current economic, political, and geographic information about Alabama.
Social Studies SS2010 (2010) Grade: 7 Geography	1 ) Describe the world in spatial terms using maps and other geographic representations, tools, and technologies. • Explaining the use of map essentials, including type, projections, scale, legend, distance, direction, grid, and symbols Examples: type—reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images distance—fractional, graphic, and verbal scales direction—lines of latitude and longitude, cardinal and intermediate directions • Identifying geospatial technologies to acquire, process, and report information from a spatial perspective Examples: Google Earth, Global Positioning System (GPS), geographic information system (GIS), satellite-remote sensing, aerial photography • Utilizing maps to explain relationships and environments among people and places, including trade patterns, governmental alliances, and immigration patterns • Applying mental maps to answer geographic questions, including how experiences and cultures influence perceptions and decisions • Categorizing the geographic organization of people, places, and environments using spatial models Examples: urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread of culture traits, spread of contagious diseases through a population Unpacked Content Strand: Economics, Geography, Civics and Government Course Title: Geography Evidence Of Student Attainment: Students: Demonstrate the use of geographic representations, tools and technologies. Teacher Vocabulary: spatial thinking spatial relationships spatial perspective spatial patterns spatial models geospatial technologies Knowledge: Students know: Types of maps or geographic resources—reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images. The difference between aerial photography and satellite images and their properties for interpreting spatial patterns. The uses of GIS in portraying geographic or spatial patterns and in answering geographic questions. The uses of mapping technology to trace diseases through a population geographic trade patterns, governmental alliances, and immigration patterns, mental maps, cultures, urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread (diffusion) of culture traits, spread (diffusion) of contagious. Skills: Students are able to: Read, analyze and interpret maps, aerial photography, satellite images, and other types of mapping technology. Use mental maps. Use GPS for locations. Understanding: Students understand that: Maps portray human and physical geographic patterns, understand the use of GPS and GIS in explaining geographic patterns, that mental maps are important in understanding cultural perceptions and the organization of cultural landscapes.
Social Studies SS2010 (2010) Grade: 11 United States History II: The Industrial Revolution to the Present	5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.] • Analyzing radio, cinema, and print media for their impact on the creation of mass culture • Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s • Determining the relationship between technological innovations and the creation of increased leisure time Unpacked Content Strand: Economics, Geography, History, Civics and Government Course Title: United States History II: The Industrial Revolution to the Present Evidence Of Student Attainment: Students: Evaluate the short- and long-term impacts of social changes and the influence of prominent figures in the United States from WWI through the 1920s. Teacher Vocabulary: prohibition Nineteenth Amendment Scopes trial Ku Klux Klan Red Scare Harlem Renaissance mass culture Knowledge: Students know: The causes, effects, and impact of social and political events in the United States from World War I through the 1920, including Prohibition, passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, and the Jazz Age. The impact of influential individuals on social, political, and economic realities in the United States from World War I through the 1920, including Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. The impact of media on social and political realities in the United States from World War I through the 1920. The impact of major works of American artists and writers from World War I through the 1920, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes and H.L. Mencken. The importance of technological innovations through the 1920s and the impact these had on social, economic, political, and individual realities in the United States. Skills:* Students are able to: Explain social, economic, political, and cultural changes in the United States during specific historical periods and related to specific historical events. Describe the influence of specific individuals and groups on the United States during specific historical periods into modern times. Analyze the impact of technical innovations and changing media on American social and political realities. Determine central ideas of primary and secondary sources. Cite specific textual evidence to support analysis of primary and secondary sources. Understanding: Students understand that: There were significant impacts of the social changes and the influence of prominent figures in the United States from WWI through the 1920s. Alabama Archives Resources: Click below to access all Alabama Archives resources aligned to this standard. Alabama Archive Records Alabama Alternate Achievement Standards AAS Standard: SS.AAS.11.5- Identify key social changes that occurred after World War I. SS.AAS.11.5a - Identify notable people of the 1920s including Babe Ruth, Charles Lindbergh, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederick Remington, Langston Hughes, Louis Armstrong, Henry Ford, W.C. Handy, Zora Neale Hurston, and Al Capone.
Social Studies SS2010 (2010) Grade: 9-12 Contemporary World Issues and Civic Engagement	1 ) Describe current news stories from various perspectives, including geographical, historical, political, social, and cultural. • Evaluating the impact of current news stories on the individual and on local, state, national, and international communities (Alabama) • Comparing current news stories to related past events • Analyzing news stories for implications regarding nations of the world • Locating on a map areas affected by events described in news stories • Interpreting statistical data related to political, social, and economic issues in current events Unpacked Content Strand: Elective Course Title: Contemporary World Issues and Civic Engagement Evidence Of Student Attainment: Students: Describe the relevance of major news stories. Explain the information contained within a news story. Teacher Vocabulary: perspective local, state, national, and international communities analyze interpret statistical data compare/contrast news graphic (infographic) Knowledge: Students know: News stories can be interpreted through various perspectives. The types of information that can be found within news stories. Skills: Students are able to: Analyze news stories for comparative purposes in their style, format, and audience. Develop connections between current issues and past events. Interpret various forms of data, including statistical and geographical, contained in news stories. Identify cause-effect relationships with current news stories and their world implications. Locate on a map key locations of major world news stories. Understanding: Students understand that: The relevancy of major news stories can be established through analysis of the story and drawing connections.
Social Studies SS2010 (2010) Grade: 9-12 Contemporary World Issues and Civic Engagement	6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet. • Explaining the reliability of news stories and their sources • Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips • Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints • Describing the role of intentional and unintentional bias and flawed samplings Unpacked Content Strand: Elective Course Title: Contemporary World Issues and Civic Engagement Evidence Of Student Attainment: Students: Compare and contrast information from various media outlets. Explain the reliability of news stories and their sources from the television, newspapers, magazines, journals, and the internet. Analyze and describe the meaning of different media materials and how the materials are used and misused. Critique viewpoints used in editorials and political cartoons; Analyze symbolism used in media. Analyze and describe the role of bias and flawed sampling used in media. Teacher Vocabulary: media bias analyze criticism viewpoints perspective political carton symbolism flawed sampling editorial Knowledge: Students know: A variety of techniques for analyzing media outlets including television, internet, magazines, newspapers, and journals. A variety of techniques for analyzing the meaning, sources, viewpoints, bias, and sampling involved in media. Media is biased. Skills: Students are able to: Analyze and compare information from various media sources. Support analysis with evidence from various sources. Determine reliability of news and their sources. Identify bias and viewpoints including symbolism. Apply strategies for media analysis to a variety of media outlets. Understanding: Students understand that: It is important to analyze media in all forms to determine the reliability, source, meaning, perspective, bias, and sampling when listening to media outlets.

Tags:

analysis, announcement, census report, congressional record, document, internet article, magazine article, map, memorandum, newspaper article, press release, report

License Type:

Attribution Non-Commercial No Derivatives
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

This graphic organizer worksheet can be printed and distributed to students.

This graphic organizer worksheet can be used with any historical document, including maps.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Document Analysis Worksheet