Discussion

Question

*  Why is studying history important? In what ways

could it benefit your life?
Now that we know studying
history is important…
Let’s learn how to study
history
First let’s learn some vocab.

 Sources

Primary Source Secondary Source

*  Is a source of information *  A source of information

that was created at the that was created later by
time under study. someone who did not
experience first hand or
participate in the events
being studied.
 Partner Discussion

*  With your partner try to think up 2 examples of:

*  Primary Sources

*  Secondary Sources
Let’s practice
Primary or Secondary?
Primary or Secondary?
Primary or Secondary?
Primary or Secondary?
Primary or Secondary?
 More Examples

Primary Sources Secondary Sources

*  Autobiographies *  Scholarly articles
*  Diaries *  Biographies
*  Government documents *  Textbooks
*  Live news footage *  Reference books
*  Songs *  News articles/shows that are
*  Photographs NOT first person accounts
*  Memoirs
*  Birth/death certificates
*  Land deeds

 Other things to consider when
studying history
*  Is the source reliable?
*  Are they telling the whole story?
*  Or trying to convince you of their viewpoint?
*  Do they have an agenda?

*  Is there other evidence that agrees or disagrees with the source?
*  Just one piece of evidence is not enough to make a case!

*  How might the circumstances happening around the source affect
its content?
*  Sources/artifacts are influenced by the events and times around them!
The 4 Keys to Historical Analysis
 SOURCING
Before reading the document
ask yourself:
• Who wrote this?
• What is the author’s perspective?
• Why was it written?
• When was it written?
• Where was it written?
• Is it reliable? Why? Why not?
 CONTEXTUALIZATION

• When and where was the

document created?

• What was different then?

What was the same?

• How might the circumstances

in which the document was
created affect its content?
 CORROBORATION

• What do other documents say?

• Do the documents agree?

If not, why?

• What are other possible

documents?

• What documents are most

reliable?
 CLOSE READING
• What claims does the author make?

• What evidence does the author use?

• What language (words, phrases,

images, symbols) does the author
use to persuade the document’s
audience?

• How does the document’s language

indicate the author’s perspective?
 HISTORICAL THINKING CHART
Historical Reading Questions
Skills
Who wrote this?
Sourcing What is the author’s perspective?
When was it written?
Where was it written?
Why was it written?
Is it reliable? Why? Why not?
When and where was the document
created?
Contextualization What was different then? What was
the same?
How might the circumstances in
which the document was created
affect its content?
What do other documents say?
Corroboration Do the documents agree? If not,
why?
What are other possible
documents?
What documents are most reliable?
What claims does the author make?
Close Reading What evidence does the author use?
What language (words, phrases,
images, symbols) does the author
use to persuade the document’s
audience?
How does the document’s language
indicate the author’s perspective?
STANFORD HISTORY EDUCATION GROUP
Students should be able to . . .
Identify the author’s position on
the historical event
Identify and evaluate the author’s
purpose in producing the
document
Hypothesize what the author will
say before reading the document
Evaluate the source’s
trustworthiness by considering
genre, audience, and purpose
Understand how context/
background information influences
the content of the document
Recognize that documents are
products of particular points in
time
Establish what is probable by
comparing documents to each
other
Recognize disparities between
accounts
Identify the author’s claims about
an event
Evaluate the evidence and
reasoning the author uses to
support claims
Evaluate author’s word choice;
understand that language is used
deliberately
Prompts
The author probably
believes . . .
I think the audience is . . .
Based on the source
information, I think the author
might . . .
I do/don’t trust this document
because . . .
Based on the background
information, I understand this
document differently
because . . .
The author might have
been influenced by _____
(historical context) . . .
This document might not give
me the whole picture
because . . .
The author agrees/disagrees
with . . .
These documents all agree/
disagree about . . .
Another document to
consider might be . . .
I think the author chose these
words in order to . . .
The author is trying to
convince me . . .
The author claims . . .
The evidence used to support
the author’s claims is . . .
SHEG.STANFORD.EDU
Guided SHEG DBQ: Luther's 95
Theses
 Document A
Document A: The Introduction to the 95 Theses (Modified)

As a young man, Martin Luther became increasingly bothered by the

practice of granting sinners indulgences to buy their way out of punishment
for their sins. In 1517, Luther decided to write up his criticisms of
indulgences and to send them to the Archbishop of Mainz. Luther’s
criticisms, known as The 95 Theses Against Indulgences, eventually made
their way to the Pope, who responded by attacking Luther and eventually

*  Sourcing
excommunicating him from the Catholic Church. The passage below is an
excerpt from the letter Luther sent to the Archbishop of Mainz with the 95
Theses.

*  When was The grace of God be with you in all its fullness and power!

document
Spare me, Most Reverend Father in Christ and Most Illustrious
Prince, that I, the dregs of humanity, have so much boldness that I have
dared to think of [writing] a letter to someone of your Sublimity. . . .

written? Papal indulgences for the building of St. Peter's are circulating under
your most distinguished name. I do not bring accusation against the
outcries of the preachers, which I have not heard, so much as I grieve over

*  What was the wholly false impressions which the people have conceived from [the
indulgences]. The unhappy souls believe that if they have purchased letters
of indulgence they are sure of their salvation.

Luther’s Source: Martin Luther’s letter to the Archbishop of Mainz, 1517.

purpose in Vocabulary

writing it? illustrious: respected and admired

dregs: a worthless part of something
sublimity: something of pure beauty or grandeur
distinguished: successful and well-respected

STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

 Document A
Document A: The Introduction to the 95 Theses (Modified)

As a young man, Martin Luther became increasingly bothered by the

practice of granting sinners indulgences to buy their way out of punishment
for their sins. In 1517, Luther decided to write up his criticisms of
indulgences and to send them to the Archbishop of Mainz. Luther’s
criticisms, known as The 95 Theses Against Indulgences, eventually made
their way to the Pope, who responded by attacking Luther and eventually
excommunicating him from the Catholic Church. The passage below is an
excerpt from the letter Luther sent to the Archbishop of Mainz with the 95
Theses.

*  Close reading? The grace of God be with you in all its fullness and power!

*  How would you Spare me, Most Reverend Father in Christ and Most Illustrious
Prince, that I, the dregs of humanity, have so much boldness that I have

describe dared to think of [writing] a letter to someone of your Sublimity. . . .

Papal indulgences for the building of St. Peter's are circulating under

Luther’s tone in your most distinguished name. I do not bring accusation against the
outcries of the preachers, which I have not heard, so much as I grieve over
the wholly false impressions which the people have conceived from [the

this document? indulgences]. The unhappy souls believe that if they have purchased letters
of indulgence they are sure of their salvation.

Source: Martin Luther’s letter to the Archbishop of Mainz, 1517.

Vocabulary

illustrious: respected and admired

dregs: a worthless part of something
sublimity: something of pure beauty or grandeur
distinguished: successful and well-respected

STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

 Document A
Document A: The Introduction to the 95 Theses (Modified)

As a young man, Martin Luther became increasingly bothered by the

practice of granting sinners indulgences to buy their way out of punishment
for their sins. In 1517, Luther decided to write up his criticisms of
indulgences and to send them to the Archbishop of Mainz. Luther’s
criticisms, known as The 95 Theses Against Indulgences, eventually made
their way to the Pope, who responded by attacking Luther and eventually
excommunicating him from the Catholic Church. The passage below is an
excerpt from the letter Luther sent to the Archbishop of Mainz with the 95
Theses.

*  Close reading? The grace of God be with you in all its fullness and power!

*  According to Spare me, Most Reverend Father in Christ and Most Illustrious
Prince, that I, the dregs of humanity, have so much boldness that I have

this document, dared to think of [writing] a letter to someone of your Sublimity. . . .

Papal indulgences for the building of St. Peter's are circulating under

why did Luther your most distinguished name. I do not bring accusation against the
outcries of the preachers, which I have not heard, so much as I grieve over
the wholly false impressions which the people have conceived from [the

challenge the indulgences]. The unhappy souls believe that if they have purchased letters
of indulgence they are sure of their salvation.

Catholic Source: Martin Luther’s letter to the Archbishop of Mainz, 1517.

Church? Vocabulary

illustrious: respected and admired

dregs: a worthless part of something
sublimity: something of pure beauty or grandeur
distinguished: successful and well-respected

STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

Now try Document B on your
own.
 Corroboration

What are the differences between Luther’s account from 1517 and his account of 1535?

Difference in: 1517 1535

Tone

Luther has a Luther has a more

submissive tone. aggressive tone.

Place in Life
He was almost 20 years
He was a young older & the leader of a
monk writing at the revolutionary religious
start of his career. movement.
Disagreement
with the
Church His disagreement His disagreement
with church seems to with church seems to
be over a small be about bigger
matter of religious political issues that
doctrine. Luther cut to the center of
wants clarification & what Catholicism and
doesn’t seem to be Christianity are all
trying to start a about.
revolution.
 Discussion Question

*  What were the similarities and differences between

these documents? Which one did you find more
trustworthy? Why?

 Create Your Argument!

*  Why do you think Luther challenged the Catholic

Church? What evidence did you find to support your
claim?