Grade: Grade 6 Subject: Social Studies Unit: Ancient Civilizations Lesson: 3 of 6 SAT: Information+Ideas ACT: Reading

Primary Source Analysis

Learn

Primary sources are original materials created during the time period being studied. They provide direct evidence about the past and help historians understand what life was like in ancient civilizations.

What Are Primary Sources?

Primary sources from ancient civilizations include:

  • Artifacts: Physical objects like pottery, tools, jewelry, and weapons
  • Written Records: Clay tablets, papyrus scrolls, inscriptions on monuments
  • Architecture: Temples, pyramids, palaces, and city ruins
  • Artwork: Paintings, sculptures, mosaics, and carvings
  • Human Remains: Mummies, burial sites, and skeletal remains

Primary vs. Secondary Sources

Understanding the difference between source types is essential:

  • Primary Source: Created during the time period (e.g., the Code of Hammurabi)
  • Secondary Source: Created later, analyzing or interpreting primary sources (e.g., a modern textbook about Babylon)

The SOAPS Method for Analysis

Use SOAPS to analyze any primary source:

  • S - Speaker/Source: Who created this? What do we know about them?
  • O - Occasion: When and where was it created? What was happening at that time?
  • A - Audience: Who was the intended audience?
  • P - Purpose: Why was this created? What was the creator trying to accomplish?
  • S - Subject: What is this source about? What is its main message?

Evaluating Source Reliability

Not all primary sources are equally reliable. Consider:

  • Bias: Does the creator have a reason to exaggerate or hide information?
  • Context: What circumstances influenced the source's creation?
  • Corroboration: Do other sources support or contradict this one?
  • Preservation: How has the source survived? Is it complete or fragmentary?

Examples

Example 1: Analyzing an Egyptian Tomb Painting

Source: A wall painting from an Egyptian noble's tomb showing workers harvesting grain.

SOAPS Analysis:

  • Speaker: Unknown artist, likely commissioned by the tomb owner
  • Occasion: Created around 1400 BCE for a burial tomb
  • Audience: The deceased (for the afterlife) and the gods
  • Purpose: To ensure the dead would have food and servants in the afterlife
  • Subject: Agricultural practices and social hierarchy in ancient Egypt

What we learn: This source tells us about Egyptian farming techniques, beliefs about the afterlife, and social structure. However, it may idealize conditions since it was meant to please the dead and gods.

Example 2: Analyzing the Code of Hammurabi

Source: Stone pillar containing 282 laws from ancient Babylon (c. 1754 BCE)

SOAPS Analysis:

  • Speaker: King Hammurabi of Babylon
  • Occasion: Created to unify laws across the Babylonian Empire
  • Audience: All subjects of the Babylonian Empire
  • Purpose: To establish order, demonstrate the king's power, and ensure justice
  • Subject: Legal codes covering property, family, labor, and trade

What we learn: This source reveals Babylonian social classes, gender roles, economic practices, and concepts of justice. The king's involvement suggests these laws also served political purposes.

Practice

Apply your primary source analysis skills to these questions.

1. A historian discovers a clay tablet containing a Mesopotamian king's description of his military victories. Which question would BEST help evaluate this source's reliability?

  1. How large was the clay tablet?
  2. Did the king have reasons to exaggerate his accomplishments?
  3. What language was the tablet written in?
  4. Where is the tablet displayed today?

2. Which of the following is a PRIMARY source for studying ancient Rome?

  1. A documentary film about Roman gladiators
  2. A museum exhibit about Roman art
  3. Graffiti found on the walls of Pompeii
  4. A textbook chapter on Roman government

3. An archaeologist finds a Greek vase painted with scenes of the Olympic Games. Using SOAPS, what would be the MOST important "Purpose" question to ask?

  1. What colors were used in the painting?
  2. Was this vase made for daily use, religious ceremonies, or trade?
  3. How tall is the vase?
  4. What year were the Olympics held?

4. A pharaoh's tomb inscription states: "I defeated 10,000 enemies in battle and brought great wealth to Egypt." What limitation should a historian consider when using this source?

  1. The inscription is too old to be accurate
  2. Rulers often exaggerated their achievements for propaganda
  3. The inscription was written in hieroglyphics
  4. The tomb was discovered recently

5. Which pair correctly matches a primary source with what it can teach us about ancient civilizations?

  1. Roman coins - Modern banking systems
  2. Egyptian mummies - Beliefs about the afterlife
  3. Greek textbooks - Ancient teaching methods
  4. Mesopotamian movies - Entertainment preferences

6. A letter written by a Roman soldier to his family describes harsh conditions at a military outpost. What makes this source particularly valuable to historians?

  1. It was written by an important government official
  2. It provides a personal perspective not found in official records
  3. It was written on expensive materials
  4. It describes a famous historical battle

7. Two ancient sources give different accounts of the same battle. What should a historian do?

  1. Ignore both sources since they contradict each other
  2. Choose the source that was written first
  3. Analyze both sources for bias and look for additional evidence
  4. Accept the account with more details

8. An ancient Greek play depicts gods interfering in human affairs. What type of evidence does this provide about Greek civilization?

  1. Direct evidence that Greek gods actually existed
  2. Evidence about Greek religious beliefs and cultural values
  3. Proof that Greeks had advanced technology
  4. Evidence about Greek military strategies

9. A cuneiform tablet lists goods traded between Mesopotamian cities. What category of primary source is this?

  1. Artwork
  2. Architecture
  3. Written record
  4. Artifact

10. Why might an ancient king's official records be LESS reliable than everyday objects like pottery or tools?

  1. Pottery is always older than written records
  2. Official records may contain propaganda, while everyday objects show daily life without intentional bias
  3. Kings never kept accurate records
  4. Pottery provides more information than writing

Check Your Understanding

Answer Key

  1. B - Evaluating potential bias is crucial for assessing reliability.
  2. C - Graffiti from Pompeii is original material from ancient Rome.
  3. B - Understanding why an object was created reveals its context and significance.
  4. B - Royal inscriptions often served propaganda purposes.
  5. B - Mummies provide direct evidence of Egyptian afterlife beliefs.
  6. B - Personal letters offer perspectives absent from official sources.
  7. C - Historians analyze multiple sources and consider various perspectives.
  8. B - Literary sources reveal cultural beliefs even if not literally true.
  9. C - A cuneiform tablet with text is a written record.
  10. B - Official records may be biased while everyday objects show unfiltered daily life.

Next Steps

  • Practice the SOAPS method on other primary sources you encounter
  • Visit a museum website to view ancient artifacts and apply your analysis skills
  • Continue to the next lesson on Maps and Data in ancient civilizations