1. Draw: Stick figures building a stick figure house with a stick figure dog watching a stick figure cat looking at a stick figure mouse looking at a stick figure house being built by stick figure people.

2. OPCVL
Learning Objective: Understand how to assess the value and limitations of a source with reference to its origin, purpose and content

3. OPCVL What’s the point? All sources must be approached with caution
When reading a source one must consider who wrote it, why they wrote it, what is included, what is left out, and how helpful this source will be to a historian’s investigation
(N.B. What a historian is trying to learn is crucial to how we must understand a source’s values and limitations.)

4. ORIGINS Author Date of original publication
Date of any additional additions
Location of publication
How might the time, place, and author of this work affect the work produced?
For example: Mao Zedong or Ho Chi Minh will have different interpretations of their respective civil conflicts than the American government officials who supported interference with them

5. PURPOSE
Why did the author write/draw/compose this work? * Who is the intended audience? * Does this author have something to hide? * Is he/she trying to convince anyone of something? * For example: Is this a textbook that is written to inform a high school student or a press conference given to reassure the American public?

6. Content What is the message of the source?
How is the message conveyed through pictures and images?
What is the tone?
Is the language objective or does it sound exaggerated or one-sided?
What information or examples does the author use to support their point?

7. A Definition of Primary and Secondary Sources
a. Primary – letter, journal, interview, speeches, photos, paintings, etc. Primary sources are created by someone who is the “first person”; these documents can also be called “original source documents.” The author or creator is presenting original materials as a result of discovery or to share new information or opinions. Primary documents have not been filtered through interpretation or evaluation by others. In order to get a complete picture of an event or era, it is necessary to consult multiple—and often contradictory—sources.
b. Secondary – materials that are written with the benefit of hindsight and materials that filter primary sources through interpretation or evaluation. Books commenting on a historical incident in history are secondary sources. Political cartoons can be tricky because they can be considered either primary or secondary.

8. A Note on Primary and Secondary Sources
For the purposes of evaluation, a source has no more or less intrinsic value to historians just because it is primary or secondary.
Always focus on the specific origins and purpose of the source – not whether it is primary or secondary. You do not need to give this distinction in your answer.

9. VALUE How is this source useful to your investigation?
What is the author’s purpose and how can that perception aid your investigation?
Has this work been particularly well researched?
Is this a secondary source? If so, does that allow the author distance to create an objective argument?
Is this a primary source? If so, does that allow the author to provide a viewpoint that no one else can? (since they experienced it for themselves?)

10. LIMITATIONS What about this source hinders your investigation?
Does this author only present part of the story?
If this is a secondary source, does the author deliver only part of the story? (i.e. Are there any important details/perspectives missing?)
If this is a primary source, what viewpoint does the author present? What is missing from his/her side of the story?

11. Limitations Explained
The task here is not to point out weaknesses of the source, but rather to say: at what point does this source cease to be of value to us as historians?

12. Limitations Explained
With a primary source document, having an incomplete picture of the whole is a given because the source was created by one person (or a small group of people), naturally they will not have given every detail of the context. Do not say that the author left out information unless you have concrete proof (from another source) that they chose to leave information out.

13. Limitations Explained
Also, it is obvious that the author did not have prior knowledge of events that came after the creation of the document. Do not state that the document “does not explain X” (if X happened later).

14. A Note on Bias
Being biased does not limit the value of a source! If you are going to comment on the bias of a document, you must go into detail. Who is it biased towards? Who is it biased against? What part of a story does it leave out? Sometimes a biased piece of work shows much about the history you are studying.

15. How to write about: ORIGIN
In one or two sentences state the origins of the source.
What type of document is it?
When and where was it produced?
Who produced it?

16. How to write about: PURPOSE
In one or two sentences state the purpose of the source.
The purpose of the source…
Who was the intended audience?
For what purposes was it written?
Key Words to possibly use here:
Persuade Inform Debate Sell Convince Detail Outline Rally
Communicate Describe Entice

17. How to write about: CONTENT
In one or two sentences state the major content within the source.
The Content is basically the important facts, details, or statements that enforce the author’s purpose.
What is said in this source that validates the content of the source? What isn’t said?

18. How to write about: VALUE
In one or two well-written paragraph(s) explain the value of the document for historians. Provide and explain specific evidence from the document to support your answers. A minimum of two values must be proven with reference to origin, purpose, and content.
With reference to the origin and purpose, what is the value of the document for historians studying this event?

19. How to write about: Value (continued)
Example:
This document is valuable because it was written ______________________ and the author was ____________________.  This shows that ____________________.
Key Words to possibly use here:
Bias Propaganda Public Writing
Historical Perspective Advertisement Campaign
Letter Memoir Private Writing
Written at the time of the events

20. How to write about: Limitations
In one or two well-written paragraph(s) explain the limitations of the document. Remember to make specific references to the document in your response. A minimum of two limitations must be proven, with reference to origin, purpose, and content.
With reference to the origin, purpose, and content what are the limitations of the document for historians studying this event?

21. How to write about: Limitations (continued)
Example:
Because this document was written by _______________ in ________________, it has a limitation of ___________________. 
Key Words to possibly use here:
Bias Propaganda Advertisement
Historical Perspective Campaign Letter
Memoir Private Writing Public Writing
Written at the time of the events

22. Template
This origin of this source is a _____________ that was written by ____________in ____________in___________. Its purpose was to _______________ so _____________. It contains ______________ and ____________. A value of this is that it __________________. However, a limitation of the source is that it ___________________.

23. Example
The origin of the source is a letter that was written by Thomas Jefferson in 1787 in Virginia. Its purpose was to convince George Washington to veto the National Treasury so there would be no central bank. A value of this document is that it shows how the anti-Federalists were feeling about Alexander Hamilton's idea for a National Treasury. However, a limitation of the source is that it only shows Thomas Jefferson's perspective and not the view of the other side.

24. Recall

26. Churchill’s Iron Curtain Speech
“From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe.”
-Winston Churchill - March 5, 1946

27. Example – Churchill’s Iron Curtain Speech
Origin -
Speech so it is a primary source - straight from the speakers mouth
Given by Churchill (former Prime Minister of Great Britain)
March 5, 1946
Purpose -
Tell Americans that they need the US alliance - didn't want to be all alone
To spread the ideas of the "iron curtain" - making America know about this threat
Value -
Clear expectation of what Great Britain wants and their view during the Cold War
Hearing from someone very important to Great Britain
Real implications - primary source
Limitations -
Is this what the British Government really wants?
We don't have the Soviet side of the argument
What are his private thoughts about this topic?