APPARTS (S&HS p. 19, political cartoons, photos, documents, graphs & charts, maps, etc.) A uthor P lace and Time P rior Knowledge A udience R eason T hesis or The Main Idea S ignificance Analyzing Primary Sources using AP strategies Political Cartoons S&HS p

Analyzing Primary Sources using AP strategies Political Cartoons S&HS p SOAPSTone(S&HS p. 19, lower level, introductory levels.. Propaganda, docs with a persuasive paradigm.) S peaker O ccasion A udience P urpose Why? S ubject T one Feelings and emotions elicited by the source

Analyzing Primary Sources using AP strategies / / S&HS p TPCASTT (S&HS p. 15, Poems!) T itle (Ponder before reading) P araphrase (translate poem in your own words) C onnotation (= meaning beyond the literal) A ttitude (observe speaker’s and poet’s … tone) S hifts (Note them in speakers and attitude) T itle (examine again… this time on an interpretive level) T heme (What is the poet saying?)

Analyzing Primary Sources using AP strategies S&HS p SMELL (S&HS p , Advertising, persuasive/argumentative speeches & essays…e.g. political speeches S ender-receiver relationship (Beyond the literal) D of I… Literal = American colonies to Britain Next level of abstraction = colony to mother colony High Analysis = oppressed people to its perceived oppressor (true understanding of purpose of document) M essage (Literal summary of content) E ffect (What emotional strategies used by author?) L ogic (What’s rationale used by author?) D of I concept is based on: Inalienable rights L anguage Often overlooked, but sometimes crucial. (Ex.: Travis’ letter from the Alamo) Why does a person facing death & who’s asking for reinforcements write such a formal letter?