In history, document analysis is a very important step which may seem difficult at times. This is why you can use different analysis methods to identify the relevant information in documents, whether they are images, texts, maps, diagrams or paintings. The key is to observe these documents, read them attentively and ask yourself the right questions.
The 5W method and the 5W+H method are both effective aids.
5W and 5W+H are acronyms that refer to the questions you should ask yourself. When you use the 5W, you’re asking yourself the questions: “who?”, “what?”, “when?”, “where?” and “why?”. The 5 W+H repeat the same questions but also include the question: “how?”.
Whether you are using the 5W method or the 5W+H method, remember that not all documents have all of these components. Some documents do not include the “why?” or the “how?”, while others don’t mention the “when?” or even the “where?”.
There exists another document analysis technique: see the concept sheet on the historical phrase to find out more.
The 5W strategy is used to better understand the context and meaning of a document. Here are the 5 questions to ask yourself:
In order to find this information, you must ask yourself several questions. Who is the subject in the text or in the image? Who is being discussed in the document? The “who?” you are looking for may be a person, a group of people, an institution, a country or even a civilization.
In some types of documents–especially primary sources such as speeches–it is more helpful to identify the author of the document than the subject of the document.
In the case of secondary source documents, it is not always relevant to identify the author of the document. So we should focus on who we’re talking about.
Click on the example if you want more details.
“As head of the liberal party of the province of Quebec [...] I affirm to you with all my strength that the government in Ottawa shall never instate military conscription as long as you allow liberal policy to guide your destinies. And if my words are not strong enough, if you think that they may be dictated by circumstances, I swear, weighing each of my words, to leave my party and even to fight against it if, between now and the end of the hostilities in Europe, a single French Canadian is involuntarily mobilized under a liberal government, or even under a transitional government, run by our current ministers in the cabinet of the very honourable Mr. King. [...]”
Adélard Godbout, excerpt from a manifesto speech broadcasted on the radio on September 30, 1939. - Translation provided by Alloprof
Here, it is more helpful to identify the author of the speech than to try to look for the subject in this excerpt. The source reference located below the extract is very important because it provides us with important information. It explains that this is a speech given by Adélard Godbout. In this case, Adélard Godbout is the “who?”.
“Since the Turks seized control of Constantinople in 1453, they essentially had the Mediterranean under lock and key, controlling all trade. The cities on the Adriatic were forced to go to Alexandria and wait, arguing over the price in gold, silks and spices, precious stones and drugs [medications] from the Orient. These were brought, at great risk and great expense, on the caravan roads, across deserts (with the risk of looting attacks at water access points), or by way of the Red Sea and the Nile, with delays and handling damage during trans-shipments. The result was that a quintal [48.96 kg at the time] of cloves, which cost 2 ducats in the Spice Islands, was worth 50 in the East Indies and was sold for 213 ducats in London.”
Chantal, S. (1971). Le monde autour de 1492. Larousse. - Translation provided by Alloprof
In this example, it is easy to identity the “who?” in the excerpt. Who is being discussed in the document? The Turks. This is a secondary source, written in 1971, but reporting facts dating to the 15th century. Therefore, it is less important to know who wrote the document.
The “what?” is the subject of the document or its central idea.
What is it about? What are we talking about? In order to identify the subject of the document, you can start by finding the aspect which is referred to in the document. Does it deal with a social, political, economic, cultural or territorial aspect? It is easier to find the subject of the document once this has been determined.
The subject of a document can be an historical figure, culture, economy, politics, territory, society, etc.
“Great Britain’s economy was flourishing at the beginning of the 18th century. Its textile industry dominated the European market and its merchant fleet criss-crossed the world's seas. British colonies on three continents offered an almost inexhaustible supply of resources and profit, providing both valuable raw materials, such as Indian cotton, and a vast market for manufactured goods.”
Laville, C.(2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
In order to find the “what?” in this example, you can start by identifying the subject addressed by the document. There are a number of clues that can guide you. The topics of the document are Britain’s economy, the textile industry, raw materials, and manufacturing goods or merchandise. All of these are related to the economic aspect.
Since the document deals with economic aspects, you know that the subject of the document is also related to the economy. What is being discussed in the document? The excerpt deals with the economic revolution.
The third important piece of information to be identified in a document is “when?”. To what period of time does the document refer? When did the facts reported in the document occur? To what period of time do the facts in the document relate?
There are several types of time markers.
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They can be dates, such as days, years or centuries. |
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Historical periods are time spans, like Antiquity, the Middle Ages, the Renaissance, etc. |
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Historical events can be used to identify the “when?” in a document: the arrival of the Loyalists in Canada, or World War I. |
There are other types of markers that may be useful in identifying the “when?”. Some of these are the features of daily life, such as clothing or customs. Technological advances are useful in identifying the historical period. They can include the steam machine, the mechanization of agricultural practices or even art and architecture.
“Both humanism and Renaissance thought spread rapidly. With Gutenberg’s invention of the printing press around 1440, texts no longer had to be transcribed individually by hand. Multiple copies could now be printed.”
Laville, C.(2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
This excerpt provides two time markers that help to identify the “when?”. The first is the reference to the Renaissance which is the historical period from 1400 to 1600. But there is another marker here that can help you identify the “when?” more precisely: the invention of the printing press, which the source dates back to 1440.
You don’t always need to be so precise in identifying the “when?”. However, the more precise you are with time intervals, the more this will help you understand the document.
A good way to identify the “when?” in a document is to check the source reference. This is especially true with primary sources.
Nonetheless, the date of the source reference does not always match the period in which the events or facts discussed in the document occurred. This is true for all secondary sources.
Click on the example if you want more details.
Herodotus described the Athenians’ reaction to the Persian invasion.
“We know that Persia has forces a thousand times greater than ours. But freedom is so dear to us that we will defend ourselves in any way we can. There is no land in the world that is so extraordinarily rich and beautiful that we would agree to side with the Persians.”
Herodotus. (5th century BCE). Histories. Text adapted for instructional purposes. - Translation provided by Alloprof
In this case, there are several clues related to the time marker: note the date included in the source reference. Since Herodotus is a primary source, the recorded date is also the moment in time when the events occurred. As such, the “when?” would be the 5th century BCE.
The document title is another marker: it refers to the Athenians at the time of the Persian invasion. This means that the facts in the excerpt occurred during the time of Ancient Greece.
Prisoners of the Iroquois Wars
“Traditional Iroquoian war did not necessarily seek revenge. Rather, it would have been a mourning ritual. The treatment of prisoners of war would have varied depending on collective attitudes towards death. Some captives would have been integrated into maternal lineages to compensate for the loss of loved ones. Others would have been tortured in order to appease the tormented souls of murdered relatives.”
Viau, R. (2000). Enfant du néant et mangeurs d’âmes. Boréal.- Translation provided by Alloprof
In this case, the source reference mentions the date, namely, 2000: this is the publication date of the work that contains the excerpt. The events described in the excerpt did not occur at the same time, nor in the same historical period as the publication date of the source. The Iroquois wars occurred at the beginning of the 1600s.
The second to last component of the 5W is “where?” Where did the facts in the document occur? Which continent, country, region or city is being discussed? Which territory is the subject?
Geographic markers, in other words, the “where?” in a document, often provide clues to the “when?”.
Click on the example if you want more details.
New France, or the territory along the St Lawrence River colonized by the French, also refers to a specific historical period, 1608 to 1760.
“Mesopotamians believed that their gods had supernatural powers and were immortal. But in other ways, these gods behaved like human beings: they drank, ate, played, got married, fought, etc. The only things that made them different from men and women were their supernatural powers and their immortality.”
Laville, C. (2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
The “where?” in this excerpt is found in the text. In addition, the “where?” and the “when?” can be identified using the same marker. Mesopotamia is the "where?", since it refers to the region in the Fertile Crescent between the Tigris and Euphrates rivers in the Middle East. Mesopotamia is also the “when?”, since it refers to the Mesopotamian civilization, which existed from 3500 to 539 B.C.
The “why?” explains the “what?” by determining its causes. Why did this event occur? Using this question, you will be able to explain the reasons why a specific subject is discussed in a document.
In order to find the “why?” in a document, start by identifying the “what?”. You must find the subject of the “what?” before you can look for its causes or effects.
The Search for a Route to Asia
“Large-scale commerce was becoming more and more present. Fascinated by Asia and its riches, European nobles and merchants dreamed of spices, gold and other luxuries. Their interest was also stimulated by numerous accounts of foreign travel [...] However, when the Turks captured Constantinople, Europeans were forced to find new routes to Asia.”
Laville, C. (2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
The first step you should take to find the “why?” in this excerpt is to identify the “what?” What is the text discussing? It is discussing the European countries’ search for a new sea route to Asia.
In order to find the “why?”, ask yourself the following question: “Why were European countries seeking a new route to Asia?”. They were seeking a new route because Asia had abundant spices and precious metals, and because trade with this region of the world was very profitable.
The 5W+H also includes the five questions discussed above (“who?”, “what?”, “when?”, “where?” and “why?”), while adding a new question that is used to analyze other aspects of a document: “how?”. This new question allows us to analyze a document in greater depth in order to obtain additional information.
It may take you a little more time to apply this method than the 5W, since identifying the “how?” sometimes requires more research.
You may also have to use your prior knowledge to answer the “how?”.
Le pourquoi? explique la composante quoi? en déterminant ses causes. Pourquoi cet évènement s’est-il produit? Cette question permet d’expliquer les raisons pour lesquelles on traite d’un sujet précis dans le document.
Pour trouver le pourquoi? d’un document, identifie d’abord la composante quoi?. En effet, tu dois trouver le sujet de celui-ci avant de chercher ses causes ou ses conséquences.
La recherche d’une route vers les Indes
« [...] tous les pays européens se mettent à la recherche d’une nouvelle route maritime vers les Indes. [...] Puisque les Indes sont constituées de terres riches en épices et en métaux précieux, tous les pays veulent poursuivre le commerce avec cette région du monde. »
Alloprof, Les causes et les conséquences des grandes découvertes, (s.d.).
La première étape à réaliser pour trouver le pourquoi? dans cet extrait est d’identifier la composante quoi?. De quoi est-il question dans ce texte? Il est question du fait que les pays européens cherchent une nouvelle route maritime vers les Indes.
Afin de trouver le pourquoi?, on se pose la question suivante : « Pourquoi les pays européens cherchent-ils une nouvelle route vers les Indes? » Ils cherchent une nouvelle route vers les Indes parce qu’elles regorgent d’épices et de métaux précieux et que le commerce avec cette région du monde est très lucratif.
The “how?” is used to identify the unfolding of the facts or events of the document. How did the event unfold? How did the facts occur?
“The Seven Years. War cost Great Britain a huge amount in military expenses. By the end of the conflict, the mother country was in major financial trouble. It decided to impose a series of taxes on the Thirteen Colonies to help pay off some of its debt.”
Laville, C.(2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
The first step to be completed in order to find the “how?” in this excerpt is to identify the “what?” What is the text discussing? It is discussing the fact that Great Britain was trying to refill its coffers, which were almost empty after the Seven Years’ War.
You can then ask yourself the following question: “How did Great Britain pay its debts?” It imposed new taxes on the British colonies.
“To express their dissatisfaction over the taxes imposed by Britain on English tea, the citizens of Boston (disguised as Aboriginal people) boarded a British ship and threw its cargo of tea into the harbour. This was the Boston Tea Party.”
Laville, C.(2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
| Who? |
|---|
| The citizens of Boston |
| This information is in the text. |
| What? |
| The Boston Tea Party |
| This information is in the text. |
| When? |
| December 16, 1773 |
| We can deduce this information using prior knowledge. |
| Where? |
| Boston |
| We can deduce this information since it refers to the Boston Tea Party, an event that occurred in Boston. |
| Why? |
| To show their discontent |
| This information is in the text. |
| How? |
| By taking possession of a ship and throwing the cargo of tea into the sea |
| This information is in the text. |
Map showing the territorial conquests of Rome, from its founding to its greatest expansion.
| Who? |
|---|
| The Roman Empire |
| This information can be found in the title, or by using prior knowledge in observing the territory presented on the map. |
| What? |
| The Expansion of the Roman Empire |
| This information is found in the description below the map. |
| When? |
| From the founding of Rome in 800 B.C. to 235 A.D. |
| By reading the caption, we can find the period in question. |
| Where? |
| Map of the territories around the Mediterranean and Europe |
| We deduce this information by looking at the map. The territories in colour are located in Europe or around the Mediterranean Sea. |
| Why? |
| Not mentioned in the document |
| Sometimes, all of the components of the Who What When Where Why How (the 5 W+ 1 H) method are not present in the same document. |
| How? |
| Not mentioned in the document |
| Sometimes, all of the components of the Who What When Where Why How (the 5 W+ 1 H) method are not present in the same document. |
Even if the “why?” is not mentioned in the previous document, it can be deduced using what you already know.
However, remember that we may not find the answers to all of the questions in a single document.
Click on the example if you want more details.
Why did the Roman Empire undergo such great territorial expansion? This occurred because its leaders wanted to expand the Empire and their influence, and they had the means to do so.
“Population growth and an increase in commercial activity led to substantial migration into boroughs and cities. People no longer felt the need to be protected by a lord and wished to be free of their obligations toward him. The bourgeois therefore decided to form associations–communes to assert their independence from lords.”
Laville, C.(2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
| Who? |
|---|
| The bourgeois and the lords |
| This information is in the text. |
| What? |
| The middle class wanted to free itself from obligations towards the lord. |
| This information is in the text. |
| When? |
| This information is not in the text but the mention of lords and bourgeois can provide a clue as to a period in the past. |
| Where? |
| In boroughs and cities |
| This information is in the text. |
| Why? |
| To assert their independence from the lords. |
| This information is in the text. |
| How? |
| By organizing themselves into communes |
| This information is in the text. |
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Chantal, S. (1971). Le monde autour de 1492. Dans D. Moreau (dir.), Larousse.
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Godbout, A. (1939, septembre). Discours d’Adélard Godbout [discours à la radio].
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Herodotus. (5th Century BCE.). L’Enquête. [Texte adapté à des fins pédagogiques]. Dans M. Ladouceur et D. Lapointe. (2016). Chrono, 2e édition - 1er cycle (1re secondaire) [Cahier d’apprentissages]. Chenelière Éducation.
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Laville, C.(2008). From Yesterday to Tomorrow. Les Éditions de la Chenelière.
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Viau, R. (2000). Enfant du Néant et mangeurs d’âmes. Boréal.