1. Directions Grab the FIVE sheets of paper off of the table
Turn in your CLASSROOM CONTRACT
Have your completed VOCAB CARDS out
Have your SPIRAL with NOTES out!
Get your BOOK out
Begin working on your SAQ analysis, you can use your book!!!

2. How to interpret primary sources- or- HIPPIE
Document analysis
How to interpret primary sources- or- HIPPIE

3. HIPPIE ONLY HAVE TO DO ONE! H- Historical Context I- Intended Audience
P- Purpose
P- Point of View of author
I- Influence/Impact on the writing (based on the part of HIPP that you did)
E- Evidence from outside knowledge
ONLY HAVE TO DO ONE!

4. Step 1: Read with Purpose
Read with a purpose.
When reading documents, read with concepts in mind.
Read with HIPP in mind- which one fits the doc best?
Read any questions before you read the article and keep them in mind/ answer them as you read.
Sometimes the answers at the beginning of the doc. Sometimes they are at the end. Look for them.

5. Step 2: source Note
Look at source note- appears before or after the document
This gives clues for what it’s about, what the context is, important info you need to know to understand it
Answers fundamental questions
Gabriele de' Mussi, a notary from Piacenza, gave a vivid account of the plague in Kaffa and Sicily (Istoria de morbo sive mortalitate que fuit de 1348):
Gabriele de' Mussi's account continues to record the terror in Piacenza. Until quite recently it had been believed that de' Mussi was himself a passenger on one of the plague-ships from Kaffa; but it is fairly certain that he was, in fact, in Piacenza during 1347.

6. ONLY CHOOSE ONE Step 3: Read & H-I-P-P What is the historical context?
Who is the author? When were they historically significant?
What occasion influenced the creation of the text? Were there any significant events that took place around this person?
What trends or phenomena preceded the creation of the text?
Who was the intended audience?
Don’t choose if it’s a textbook, chart, graph, or the answers is everyone
What is the speaker’s or writer’s intent or purpose?
Why did they write this?
The answer is never “TO TELL EVERYONE WHAT WAS GOING ON”
What biases or interests went into its creation? Point of view
How did their nationality/ class/ gender/ religion/ position influence what they are saying?
It makes sense that ____ believed ____ because
It was odd that _____ believed ____ because
ONLY CHOOSE ONE

7. Step 4: i Influence/ Impact on the writing
After you decide which part of HIPP to use, explain how that influenced what the creator wrote/said
Ex: if I write a letter and the audience is the school board, that will make my tone very formal and focused on district-related content

8. Step 4: E
Evidence
Explain one piece of SPECIFIC, HISTORICAL EVIDENCE and how it connects to the document
Can’t be mentioned in the doc
Can be from textbook, outside knowledge, another doc

9. Step 5: Answer the questions
Either write the question AND answer Or
Write complete answers that references the question
Some questions you won’t be able to answer because they ask you to compare to another doc that you haven’t read- YOU DON’T HAVE TO ANSWER THOSE QUESTIONS

10. "Tell, O Sicily, and ye, the many islands of the sea, the judgements of God. Confess, O Genoa, what thou hast done, since we of Genoa and Venice are compelled to make God's chastisement manifest. Alas! our ships enter the port, but of a thousand sailors hardly ten are spared. We reach our homes; our kindred and our neighbours come from all parts to visit us. Woe to us for we cast at them the darts of death! Whilst we spoke to them, whilst they embraced us and kissed us, we scattered the poison from our lips. Going back to their homes, they in turn soon infected their whole families, who in three days succumbed, and were buried in one common grave. Priests and doctors visiting the sick returned from their duties ill, and soon were numbered with the dead. O death! cruel, bitter, impious death! which thus breaks the bonds of affection and divides father and mother, brother and sister, son and wife. Lamenting our misery, we feared to fly, yet we dared not remain."