Skip to main content

History - Historical documents : how to read them

Librarian

Brenda Smith's picture
Brenda Smith
Contact:
Office: Main Library - L210

Work Schedule:
Mon-Fri: 9-5 (or by appointment)
250.828.5098
Website

Live Help

Chat loading...

Home

Introduction

Anything written in the past can constitute an historical document or “text,” whether it is a letter, diary, shopping list, literary text, memo, novel, film, charter, or act of parliament. Although the form and content of documents may vary, there are certain questions that can be asked of any document to facilitate analysis. It is important to ask the right questions and to make the right assumptions. Rather than simply reading the document, examine it closely to find the clues that are contained within it. The questions from the tabs above will help you analyse any document to get a complete picture of its subject matter, period, message, significance, etc.

STEP ONE: Identify the document's basic components

Who wrote the document?

  • Documents were created by individuals in a specific historical setting for a particular purpose. Until you know who created the document, you cannot know why it was created or what meanings its author intended by creating it. Sometimes you can figure out who the author was by the document itself.
  • Was the document written by an individual or by a group (e.g., a political body, government body, other type of organisation)?
    • Was the document written by an individual or by a group (e.g., a political body, government body, other type of organisation)?
      • Individual: What was the author’s name, position (office, title), social class, education, nationality or ethnicity, religion, political leanings, and anything else that might "explain" him or her?
      • Group author: What was the composition of the group? What was its purpose? What ideas did the group support? If the item was written by committee, it implies that the body made revisions and amendments before it was completed. Such authorship suggests a wide degree of support and probably more than one compromise between those wanting either stronger or weaker statements
  • Is it a translation? If so, who translated it? Could the translator have used certain words that might have changed the meaning of the original document? Does it seem likely that the translation an accurate depiction of what the author intended?

HINT: Check out a reference book such as an historical dictionary or encyclopaedia for general information about major individuals and organizations. These books will also point you towards key books and articles about these topics. See the TRU Library’s History Research Guides for suggested reference books.

When and where was the document written?

  • When documents are undated, there are a variety of clues that allow an approximate date to be determined. These clues include names and events mentioned (and not mentioned), the form of the document, the style of the handwriting, and the language / phraseology used. Sometimes it is possible to say that a text must have been written after a certain date (terminus post quem) or before another date (terminus ante quem). Often it is possible only to say that the date is approximately or around such and such a date (circa written as c.).
  • The best primary source is often that which is composed closest in time to the event described. Memories of recent events tend to be clearer than those of events long past. Many men and women write their memoirs later in life, when their memories may be be fading and/or when they may be seeking to portray their actions in a more positive light, so these may be less valuable than contemporary letters. On the other hand, sometimes time gives more time for reflection and insight.
  • The location may not always be relevant, but it might suggest something about the author and/or when it was published. For example, a 1950s treatise about Communism written in the Soviet Union may have a very different agenda or political viewpoint from one written in the United States during the same era.

 

    HINT: A useful guide for dating documents is C.R.Cheney's Handbook of Dates for Students of English History (DA 34 .H29 1995 Stacks KAM). Unfortunately, the TRU Library does not have an equivalent resource for North American history.

    Who was the document's intended audience?

    • The relationship between author and audience will tell you much about the purpose of the document. Knowing the intended audience determines your view of what to expect from the document. It will tell you what to expect in the author's use of language, the amount of knowledge that the writer assumes the audience has, and the form that the document takes.
    • Is the intended audience the author himself or herself (e.g., private diary), one other person (e.g., a private letter), a particular group (e.g., an organizational newsletter), or the general public (e.g., a speech, a government report, a letter to the newspaper, or a book)? Or, it could be addressed to more than one audience. For example, a private letter to an individual that the author knows may eventually be published or a report for one person that the author expects to be passed on to others in an organisation. How does the audience(s) affect the nature of the document?

    What is the story line?

    • In other words, what is this document about? Remember that the “story” might be simple, but its meaning might be complicated.

    HINT : Take notes or underline/highlight important places in the text. Keep asking yourself:
    •  “What's going on here?
    •  “So what? Why is this important?”
    •  “How can this be interpreted?

    STEP TWO: Probe behind the facts

    What was the purpose of the document? Why was it written?

    • Everything is written for a reason; every author has some sort of agenda which shapes the document's content and tone. Is the document's purpose to convince the audience to act a certain way or believe a certain idea? To spur conversation? To motivate? To persuade? To entertain? Etc.
    • What strategies does the author employ to achieve his or her purpose? Humour? Logic? Emotional appeals?

    What type of document is this?

    • The form and genre of the document reflects its purpose. Examine the document's presentation. How is it organized? For example, letters usually contain a greeting (e.g., Dear Bob), a complimentary close (e.g., Cordially,) and a signature. Is the document's organization formal or informal? Is the language formal or informal? Is it written in legal language?

    What are the basic assumptions made in this document?

    Can you believe this document?
    • Every author has a point of view, and exposing the assumptions of the document is an essential task for the reader. Ask yourself, “Is this a likely story?” Why or why not?” How reliable is this document? What are its limitations, biases or blind spots?

    HINT: Locate books and articles on the author, the subject, the event(s), and/or the era to help you analyze the document. The more you know about the subject, the better able you are to analyse it completely. To find books, check out the TRU Library catalogue. To find articles, use one of the library's article databases. Not too sure which article database to use? See the TRU Library's History Research Guides for suggestions.

    Note: Look at the publication date. How old is this item? Keep in mind, however, that an old publication date is not necessarily an item to avoid. It might be the classic source on the topic. Try to balance classics with recent scholarship.

    Remember that modern terms and terms used in the past often differ. When you are looking for information, try both the modern and the historical way to say something (e.g., First Nations and Indians). Being culturally sensitive will not help you locate information; it may hinder you research. Think of a broader way of looking at something. For example, don't just look for “The Battle of the Plains of Abraham” because a book on the “Seven Years War” will have information on this topic, too.

    What can you learn about the society that produced this document?

    • Societal or cultural values are not static; today's views on a subject are often very different from those of the past. All documents reveal information about the authors and the era in which they lived. The document's language, structure, and assumptions can provide information about the historical period or the event.

    What does this document mean to you?

    • In other words, "so what?" Why is this document important? What did it mean to the historical actors (author, original audience(s), and/or society)? What does it mean to today's society or to you?

    HINT: Resist the temptation to jump from step one to step three, to start in the middle, or to pose the questions randomly. If you develop the discipline of asking your questions in the proper order, you will be able to gain command of a document more quickly and efficiently. And, don't limit yourself to these questions; other questions might come to mind when you are reading a document that would also be useful in your analysis.

    Bibliography

    Bibliography

    Goldberg, P.J.P. “How to Read a Document.” University of York . Available from htttp://www.york.ac.uk/teaching/history/pjpg/document.htm. Internet. Acessed 15 August 2005.

    Kishlansky, Mark A. "How to Read a Document." In Sources of the West: Readings in Western Civilization , 4th ed., Vol II: From 1660 to the Present edited by Mark A. Kishlansky. New York : Longman, 2001.

    Sterk, Andrea. “How to Read a Document.” University of Florida . Available from http://www.clas.ufl.edu/users/sterk/junsem/reading.html. Internet. Accessed 15 August 2005.