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Primary Source (usually a document) Analysis - ACAPS

Primary Source (usually a document) Analysis - ACAPS. Author – Who created the source? What do you know about this person or his/her point of view? How might this affect the meaning? Gender? Race or Ethnic Group? Religion? Social Class? Age? Job?

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Primary Source (usually a document) Analysis - ACAPS

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  1. Primary Source (usually a document) Analysis - ACAPS • Author – Who created the source? What do you know about this person or his/her point of view? How might this affect the meaning? Gender? Race or Ethnic Group? Religion? Social Class? Age? Job? • Context – When and where was the source created? What important events were occurring at the time? How might this affect the meaning? • Audience – For what audience was this source created? How might this affect the meaning? Does the audience have any biases or prejudices? • Purpose – For what reason was this source created? How might this affect its meaning? • Significance – What can be learned from this source? What is its main idea? Why is it important? How does it support a thesis?

  2. Complete an ACAPS over any 3 of the following 5 • Stonehenge – page 23 • Mesopotamian Cylinder Seal page 36 • Pyramids – page 43 • Wall painting page 54 • Any of the Amarna Letters on page 67

  3. SQ3R reading method • Many students find it difficult to read college level textbooks because the reading often includes words and concepts with which students are NOT familiar. As a result, students find it difficult to focus on the reading. Students say their minds wander and they can’t remember what they’ve just read. To be a successful reader, you must make reading an “active” and not a passive activity. SQ3R is a process that will keep your mind focused so you can read, understand, and remember.

  4. SQ3R reading method • Survey, Question, Read, Recite, Review When your teacher assigns you to read 15 pages from a chapter, begin by looking at the chapter title. Look at the subheadings and dates so you will know about time and place. Flip through the pages and look at pictures, charts, maps, and graphs. On average, expect an hour of homework for each hour in class. This is not negotiable.

  5. Sample: SQ3R Read page 5-6. AFRICAN GENESIS: Interpreting the evidence. Don’t begin until you understand what the words in the subheading mean: Genesis? Interpret? Evidence? If you don’t know, look them up in a dictionary. Write down 3 things that you think you should remember about this section of reading: • What evidence suggests that humans originated in Africa? • How was that evidence discovered and analyzed and by whom? • Where and when did humans originate in Africa?

  6. After reading a section… Go back and answer your questions. Add any other information you think is important. Define any words in black bold print. * What evidence suggests that humans originated in Africa? * How was that evidence discovered? * Where and when did humans originate in Africa? Why do this? By going to the trouble of reading in this way, you WILL do 2 important things: • You will be studying as well as reading. You WILL retain the information much better than reading the regular way. • You will be making notes that you can review later.

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