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How To Source A Document Spider Map
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Activity Overview
Template and Class Instructions
Activity Overview Accordion Arrow

Activity Overview


For this activity, students will be required to think like a historian and source a document. A helpful tip before this activity begins is to conduct a class discussion centered around the following question, “How do historians uncover the past?” This discussion will allow students to share numerous opinions which will usually result in a student mentioning a document, artifact, speech, photograph, etc.

Using a spider map, students will take five essential historical questions to a document and represent their understanding of its importance. Students should choose a historical document or speech that will serve as a visual aid for their abstract written answers. This assignment’s focus is to have students think about the questions that are essential for historians to ask before they begin their historical investigation. For each question, students must describe why they believe these questions are important to ask. The questions that should be used for this activity are:


  1. Who created the document?
  2. What was happening when the document was created?
  3. When was the source created?
  4. Where was the document created?
  5. Why was the document created?

Template and Class Instructions Accordion Arrow

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Create a spider map that outlines the importance of questions to ask when sourcing a document.

  1. Click "Start Assignment".
  2. In the title box for each cell, type questions related to Who, What, When, Where and Why.
  3. In the descriptions, answer the question.
  4. Create an image for each cell with appropriate scenes, characters, and items.
  5. Save and exit when you're done.
5 Ws of History Template
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Lesson Plan Reference

Grade Level 6-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual, Partner, or Group

Type of Activity: Spider Maps


Activity Overview


For this activity, students will be required to think like a historian and source a document. A helpful tip before this activity begins is to conduct a class discussion centered around the following question, “How do historians uncover the past?” This discussion will allow students to share numerous opinions which will usually result in a student mentioning a document, artifact, speech, photograph, etc.

Using a spider map, students will take five essential historical questions to a document and represent their understanding of its importance. Students should choose a historical document or speech that will serve as a visual aid for their abstract written answers. This assignment’s focus is to have students think about the questions that are essential for historians to ask before they begin their historical investigation. For each question, students must describe why they believe these questions are important to ask. The questions that should be used for this activity are:


  1. Who created the document?
  2. What was happening when the document was created?
  3. When was the source created?
  4. Where was the document created?
  5. Why was the document created?

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Create a spider map that outlines the importance of questions to ask when sourcing a document.

  1. Click "Start Assignment".
  2. In the title box for each cell, type questions related to Who, What, When, Where and Why.
  3. In the descriptions, answer the question.
  4. Create an image for each cell with appropriate scenes, characters, and items.
  5. Save and exit when you're done.
5 Ws of History Template
More options

Lesson Plan Reference

Grade Level 6-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual, Partner, or Group

Type of Activity: Spider Maps


How Tos about How to Properly Source a Document

1

How to Guide Students in Evaluating the Reliability of a Historical Source

Teaching students to evaluate a source's reliability builds critical thinking and prepares them for deeper analysis. Use real-world examples to make this skill engaging and relevant.

2

Introduce the concept of reliability using familiar examples.

Start with everyday sources like news articles, social media posts, or textbooks. Ask students which ones they trust and why, helping them relate reliability to their daily lives.

3

Model analyzing a historical document for reliability.

Project a document and think aloud as you check for author bias, date of creation, and purpose. Highlight red flags and reliable features, making your process transparent.

4

Have students practice evaluating sources in pairs or groups.

Provide a mix of reliable and questionable documents. Let students work together to spot biases, missing information, or corroborating details, then share their reasoning with the class.

5

Create a simple checklist for students to use independently.

Develop a reliability checklist with questions like: Who is the author? Is there evidence of bias? Can facts be verified? Post it in your classroom or add it to student notebooks for future reference.

Frequently Asked Questions about How to Properly Source a Document

What does it mean to source a historical document in the classroom?

Sourcing a historical document means examining where it came from, who created it, and the context in which it was made. In the classroom, this helps students think like historians, questioning the document’s origin, purpose, and reliability before drawing conclusions.

How can I teach students to analyze primary and secondary sources effectively?

To help students analyze primary and secondary sources, use guiding questions like who, what, when, where, and why. Encourage them to create visual tools, such as spider maps, and discuss the historical context, author’s perspective, and reasons behind a document’s creation.

What are the five essential questions historians ask when sourcing a document?

The five essential questions are: Who created the document? What was happening at the time? When was it created? Where was it created? Why was it created? These help students critically evaluate sources.

What is a spider map and how can it help students source documents?

A spider map is a graphic organizer that lets students visually break down key questions about a document. By mapping out who, what, when, where, and why, students better understand the significance and context of historical sources.

Why is it important for students to understand the context when analyzing historical documents?

Understanding context helps students see why a document was created, what influenced its content, and how reliable it might be. This critical thinking skill is vital for authentic historical analysis and avoiding misinterpretation.




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