
The Common Core State Standards (CCSS) strike a balance between the reading of literature and informational texts and promote the use of a wide range of text types: “Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.” [Key Points In English Language Arts] Through the analysis of primary source texts, students will gain practice in all of the Common Core Reading Anchor Standards.
LOC.gov is a virtual treasure trove of primary source texts that can engage students while fostering literacy. In the online collections you’ll find articles, memoranda, legislation, letters, diaries, advertisements, printed ephemera, sheet music, and more. If you’re looking for primary sources, try the following sections: American Memory, Chronicling America Historical Newspaper Collection, Collaborative Digital Libraries, Exhibitions, Manuscripts (items from various sections), Thomas (U.S. legislation). You’ll also find loads more reading materials; try the following: America’s Library (short historical stories for elementary students), Country Studies (online versions of books published by the Federal Research Division of the Library of Congress/Department of the Army), Digitized Materials from the Rare Book & Special Collections Division, Everyday Mysteries (short science Q&A stories for elementary students), Poetry resources, Reading Rooms (Hispanic, European, Asian, African & Middle Eastern).
To help students analyze primary source texts, you can have them use the Library’s primary source analysis tool and the list of guiding questions provided below, which were adapted from this list and this list.
Text Analysis Guiding Questions
OBSERVE: Identify and note details
- What type of text is this (letter, newspaper article, report, memorandum, legal document, advertisement, etc.)?
- Does the text have any special features (handwritten, typed, letterhead, form, notations, signature, stamp, etc.)? Does anything look strange or unfamiliar?
- Are there any headers, headlines, or other formatting that call out specific parts of the text?
- Are there any images or illustrations? What do they show?
- Is place relevant to this text? How?
- Are one or more dates listed in the text (written/published)? Is the creation date listed in the bibliographic record? If the creation date is listed, was this text created at or around the same time period the text relates to?
- Did a person or group other than the author publish this text? If so, who?
- What does the text describe or explain?
REFLECT: Generate and test hypotheses
- What tools might have been used to create this text?
- Why do you think this text was made? What might have been the author’s or publisher’s purpose? What evidence supports your theory?
- Why do you think the author chose to include these specific details of description or explanation? What information might have been left out of the text?
- If images or illustrations are included, what purpose might they serve?
- Who do you think was the audience for this text?
- What do you think the author might have wanted the audience to think or feel? Does the arrangement or presentation of words, illustrations, or both affect how the audience might think or feel? How?
- What do you feel when reading this text?
- Does this text show clear bias? If so, towards what or whom? What evidence supports your conclusion?
- Are there details that reference other people or events of the time period? What was happening during this time period? If someone wrote this text today, what would be different/the same?
- What did you learn from examining this text? Does any new information you learned contradict or support your prior knowledge about the topic of this text?
QUESTION: What didn’t you learn that you would like to know about? What questions does this text raise? What do you wonder about . . .
- Who?
- What?
- When?
- Where?
- Why?
- How?
What sources might you consult to learn more?
Please feel free to download and distribute the Text Analysis Guiding Questions document and the primary source analysis tool (but please keep the formats, including logos, intact).
Analyzing Primary Sources: Learning from Images











































Analyzing Primary Sources: Learning from Political Cartoons
Political cartoons, many of which contain both an image and text, are great primary sources to use with students to help them recognize and understand symbolism, perspective, and bias as well as put people, events, issues, and ideas into historical context. The analysis of political cartoons, like other primary source images, align closely to the Common Core State Standards (CCSS) Anchor Reading Standards. They are also particularly helpful in meeting grade 6-12 Literacy in History/Social Studies Reading Standards 1, 2, 4, 7, and 9 (CCSSI-ELA p. 61).
The Library of Congress has a few political cartoon collections with many images available online (American Cartoon Prints, British Cartoon Prints, Swann Collection of Caricature and Cartoon as well as numerous online exhibitions devoted to cartoons (Hold control/command + F and type cartoon to find each instance). You will also find thousands of cartoons in the Prints & Photographs collection of Miscellaneous Items in High Demand, including this wonderful set from the political magazine Puck (1871-1918), and by searching the digitized historical newspapers in Chronicling America. And don’t miss these PSN-featured political cartoons featured.
To help students analyze political cartoons, you can have them use the Library’s primary source analysis tool and the list of guiding questions provided below, which were adapted from this list. You might also want to check out this political cartoon primary source set (includes a teacher guide).
Political Cartoon Analysis Guiding Questions
OBSERVE: Identify and note details
REFLECT: Generate and test hypotheses
QUESTION: What didn’t you learn that you would like to know about? What questions does this map raise? What do you wonder about . . .
What sources might you consult to learn more?
Please feel free to download and distribute the Political Cartoon Analysis Guiding Questions document and the primary source analysis tool (but please keep the formats, including logos, intact).
Analyzing Primary Sources: Learning from Images
Analyzing Primary Sources: Learning from Maps
Analyzing Primary Sources: Learning from Oral Histories
Analyzing Primary Sources: Learning from Texts