1.  Where does the source come from?  Who is the author/artist?  When was it written/published?  What country did it come from?  What medium or genre it is in (letter, pamphlet, diary, memo, speech, newspaper, book, poster, etc.) ?

2.  What was the reason for producing it?  Who was the audience?  What was the author trying to communicate?  What was the goal of the document? (This is especially important when it comes to persuasive and propaganda pieces)

3.  How does the source help the historian piece together a cohesive narrative or theory about how events are linked together?  What may it tell us about a topic or position a person or group has?  Is it a primary or secondary source? How close to its topic was the author?  If it is secondary, how qualified is the author to comment on the topic?  Bottom line: What is this source good at helping us understand? Remember: some of its value may be linked to its origin and purpose.

4.  Ask some of the same questions: Is it a primary or secondary source? How close to its topic was the author? If it is secondary, how qualified is the author to comment on the topic?  What pitfalls might we have to be cautious of?  Are there any inaccuracies in the source? Is it translated?  Are there biases in the source (it is not enough to simply point out there is bias, identify and explain the bias)?  Bottom line: What is this source not good at helping us understand? Why? Remember: some of its limitations may be linked to its origin and purpose.

5.  Try to give a balanced approach to value and limitation.  In regards to origin, make sure you are familiar with major political events, people, groups, etc. of the era you are studying. This is critical to determining what perspective this source is coming from. (Think of political cartoons!)  Do not disregard a source because you think it is “just” propaganda.  Remember that the purpose often relates to the origin.  Keep different historical interpretations in mind. We know that Schools of Thought change because or our understanding of historiography.  Bias of some kind is present in every source. It does not make a source worthless.