1. Origin, Purpose, Content, Value, Limitation
OPCVL
Origin, Purpose, Content, Value, Limitation
Borrowed info from

2. Breakdown of Paper One by Question (its been called a DBQ)
First Question, part A
Test understanding of on of the sources (3 marks)
First Question, part B
Test understanding of one of the sources (2 marks)
Second Question
This question will ask students to analyze the value and limitations of one of the sources. In their analysis of value and limitations, students should refer to the origin, purpose and content of the specified source.(OPCVL) (4 marks)
Third Question
Compare and Contrast what two of the sources reveal to a historian studying the particular aspect of the prescribed subject (6 marks)
Fourth Question
Evaluate question that asks students to draw on both the sources and their own knowledge (9 marks)
Maximum marks is 24.

3. O-P-c
O – Origin
◦ What type of source? (Newspaper, speech, gov’t document?) ◦ Who is the author? (Historian? Hitler? Nazi Party member?)
P – Purpose
◦ Who is this for? (Group of supporters? Convince a Politian? Convince the average citizen?) ◦ Why did they write it? (Persuade? Inform?)
C – Content
◦ What info does the source provide/What do we learn (dates? Statistics? Locations?)
Tips:
Origin – Use the author name at the top
Content – Use what the author says
Purpose – Use both the author and what the author says

4. Value of a Historical Text:
Value – How can we use this info?
◦ Origin – How does who wrote it/ what type of document help us about this topic? Why can we trust them?
◦ Content – How does the info help us? What do we learn from the info written?
◦ Purpose – How does the intended audience or why they wrote it help us?
The - V
Tip
Value of a Historical Text:
Objectivity
Thoroughly Researched
Access to a wide range of sources and evidence
Hindsight
New Evidence
Analysis of Cause and Effect

5. Limits of a Historical Text:
The - L
Limit – What are the problems with this source ?
◦ Origin – How does who wrote it/ what type of document not help us about this topic? Why can’t we trust them?
◦ Content – How does the info not help us? Does the info conflict with any prior knowledge?
◦ Purpose – How does the intended audience or why they wrote it not help us?
Tip
Limits of a Historical Text:
Only an extract
Topic may have only been briefly researched because it is the small part of a general history text
May not have had access to a full range of sources (Think Soviet Russia before 1991)
Historian may represent a school of thought or national perspective (Marxism)
Unconscious bias

6. OPCVL – Value and Limitations always discussed with reference to Origin, Purpose, and Content
(V) Value (O) Origin (P) Purpose (C) Content (L) Limitation

7. Common Mistakes
Students do not specifically say the origin, purpose or content of the source
Ex. The origin of the source is valuable because…
How to not make this mistake
Structure – follow exactly how it is written on the paper
Students confuse the terms
Ex. “The purpose is limited because no reasons are given to explain the why Hitler invaded Poland”
Origin – only discuss the author, nothing about what is written
Content – only discuss the words written, nothing about the author
Purpose – only discuss the why the author wrote the words he/she did

8. Note on “Bias” Being “biased” does NOT limit the value of a source
If you say that something is “biased” you must be able to prove the bias with multiple examples.
Also source is NOT limited because of language, that is “your” limitation.

9. How to write an opcvl 1st Paragraph -Value 2nd Paragraph – Limitations
Sentence 1: The origin of the source, which is ______________ _____________________________________________________.
Sentence 2: This __________ (primary/secondary document) is valuable because __________________________________
Sentence 3: The content of this ___________________ (primary/ secondary document) is limited by __________________________
2nd Paragraph – Limitations
Sentence 1: The source has limitations which can lead the reader to believe ________________________________________________.
Sentence 2: The purpose of this __________(primary/secondary document) is limited because ____________________________________.
Sentence 3: The content of this _______________ (primary/secondary document) is limited because ________________________________.

10. Example opcvl
The terms origin, content, value, and limitation are used throughout!
Use words such as “potentially”, “perhaps”, “indicating” and “so forth” indicate where hypothesis is being used.
The second source evaluated in depth is Mary Anderson’s 1944 address American Economic Association “The Postwar role of American women”, which was delivered in March, The origin of this source is valuable because the address was delivered by the head of the Women’s Bureau of the Department of Labor, and therefore provides an insight into the views of a well-known figure regarding women’s employment and post-war plans. Additionally, the date of delivery of the address, 1944, indicates that the source allows for a valuable understanding of contemporary views on women’s employment. However, this date is also a limitation, for it suggests that the source, having been written before the completion of the war, is likely to fail to analyze extensive research on women’s employment. In terms of origin, the source is also limited in that Anderson was herself a former factory worker and was “ particularly well attuned to the thinking of female employees” (Weatherford 256), indicating that she might have tended to shape the address according to her views, and, consequently, may have provided a slightly subjective insight into government plans.
The purpose of this source is to underscore the importance of the adoption of measures to secure the position of women in the American post-war workforce. The address therefore provides a valuable insight into government plans at the time. The source is, however, limited in its purpose in that the address, having been written to convince others of Anderson’s point of view, perhaps omits some ‘inconvenient truths’ about the government’s views, merely describing encouraging plans for female workers.
There must be two values AND two limitations connected to origin, purpose and content.

11. Taken by George Heap from the Jersey shore, under the direction of Nicholas Scull, surveyor general of the province of Pennsylvania. Engraved and published according to an act of Parliament by T. Jeffreys, near Charing Cross. This primary source comes from the Records of the Office of War Information. Full Citation: An east prospect of the city of Philadelphia; 1768; Records of the Office of War Information, Record Group 208. [Online Version, philadelphia, September 1, 2016]

12. By Rick McKee, The Augusta Chronicle - 10/27/2012 12:00:00 AM

13. By Wolverton, Cagle Cartoons  -  10/28/2012

14. The Week In Pictures. https://www. nbcnews
The Week In Pictures. Storm damage in the aftermath of Hurricane Irma, in St. Martin on Sept. 6, Irma cut a path of devastation across the northern Caribbean, leaving thousands homeless after destroying buildings and uprooting trees. Significant damage was reported on the island that is split between French and Dutch control. Irma, the strongest Atlantic Ocean hurricane on record, struck the island as a fearsome Category 5 storm. No other storm in recorded history has maintained top winds of 185 mph for 37 hours.

15. The Week In Pictures. https://www. nbcnews
The Week In Pictures. The Eagle Creek wildfire burns as golfers play at the Beacon Rock Golf Course in North Bonneville, Washington on Sept. 4. Wildfire season this year was supposed to be mild after an extremely wet winter and spring but has ended up one of the worst in U.S. history in land burned. The foliage that sprouted from previous rain and snow has gone bone-dry in intense heat, feeding flames in places that have not seen downpours in months and strangling cities with smoke.