Writing POVs and CAPs for Historical Analysis

Writing POVs and CAPs for Historical Analysis

Writing POVs and CAPs focuses on sourcing historical documents effectively. It guides students in analyzing point of view (POV) and context, audience, and purpose (CAP) in various texts. This resource is essential for AP World and European History students preparing for document-based questions (DBQs). It emphasizes critical thinking skills necessary for understanding historical perspectives and biases. The guide includes strategies for interpreting images, political cartoons, and text-based documents, making it a valuable tool for history analysis.

Key Points

  • Explains how to analyze point of view in historical documents.
  • Describes the CAP method for understanding context, audience, and purpose.
  • Includes strategies for interpreting political cartoons and images.
  • Provides examples of sourcing techniques for AP World History DBQs.
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AP World/European History – DBQs:
Sourcing a Document: Writing POVs and CAPs
Sourcing a document means explaining the production of it. Why was it produced and what’s the thinking behind it?
Sourcing through POVs.
HOW does the speaker feel about the topic he/she is writing about? In order to do this you must READ BETWEEN
THE LINES in order to figure HOW the speaker feels about the topic. IDENTIFY the speaker’s position on the topic.
WHY does the speaker feel this way? In order to do this you must read the source line and use something about the
speaker, his gender, position, nationality, age, etc. that would explain why he/she has this point of view on the topic.
Put the above two things in a coherent sentence. You may say something like… “This [speaker] feels….. about… which
is probably due to that fact that as a …. he/she would naturally view …. as….”
Sourcing through CAPs.
What is happening that would cause this speaker to write this?
If the audience is not given to you, predict who he/she is reaching out to or is hoping will hear this?
What is the speaker hoping to accomplish, impact, change, solve, etc. by saying this?
Now put all three of these three things together in a coherent sentence that answers the following: Why is THIS
PERSON saying THIS THING at THIS PARTICULAR TIME to THIS PARTICULAR PERSON/GROUP? You may say
something like… “Because [event] is occurring at this time, [speaker] may be saying this in order to
convince/persuade/change/ etc… [audience] to [take an action].”
For clarity in writing, if you are going to discredit a source after using it as evidence to defend one of your arguments, alert the
reader by saying. “However, …..”
THESE POVs or CAPs will not work:
He is biased because he is the emperor.
He is credible because he is a scholar.
Because he/she was there when the event occurred, then they would be a credible source.
More suggestions:
POVs for images such as art, political cartoons, charts, graphs:
1. The political cartoon as a … point of view towards… by distorting the (size or shape) of … making it look like… to
convey the message that…
2. Although statistics/data are supposed to be objective, these numbers may have been manipulated in order to show…
since they come from… who would want to show…
3. The photograph reflects a… point of view by focusing on… and depicting it as … in order to show…
CAPs for images such as photography:
4. Because the photographer has chosen to take his/her photo from an angle that puts… in the front and … in the back,
he/she is trying to show that….
5. Because the photographer is was hired by (or is working for) he/she is naturally going to want to show… in order to
get the message across to the viewer that…
POVs for text-based documents:
6. The author’s use of the world/phrase…. Is meant to show a/an…. point of view towards…. by emphasizing…
7. The author might say… because…
8. The author’s point of view is … because…
9. Surprisingly, the author, as a … does not… but instead…
10. One would expect the author to… because…
11. The author’s use of the word… clearly shows a … point of view because…
CAPs for text-based documents:
12. Because the author is addressing (identify the audience if it’s given to you) he/she is most likely trying to (identify the
purpose) because…
13. Because the author is most likely trying to address the (identify the audience if it’s not given to you) at a time when…,
he/she is most likely trying to…
14. The author is saying this now (identify the occasion) to (identify the audience) because he/she may be trying to
(identify the purpose).
If you’re going to use bias:
15. Clearly, the author is biased towards/against…because he/she….and he shows it in the document by his use of the
word/phrase….to indicate that he feels….
16. The obvious biased of the author towards/against… is most likely due to… and is evidence when he/she states that…
If you’re going to use credible, accurate:
17. The author is credible because as a … he… and therefore would know about…
18. This source is most likely an accurate account of… because it comes from… who would naturally know about…
because…
19. The source is most likely accurate because who better than… who is a/an… to know about… since….
Words to use instead of SAID.
Try these more specific words to show the tone of the document.
Tone words:
Condemned doubted encouraged embraced
Praised rejected sarcastic challenged
Exaggerated exalted ridiculed rationalized
Informed understated dismissive speculated
Condoned mocked attacked questioned
Idealized stereotyped generalized ignored
Overlooked glorified criticized implied
Showed berated modified adapted
Decreed suggested defended satirized
Patronized bashed attacked
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FAQs of Writing POVs and CAPs for Historical Analysis

What is the importance of analyzing point of view in historical documents?
Analyzing point of view in historical documents is crucial for understanding the biases and perspectives of the authors. It allows students to critically evaluate the reliability and credibility of sources. By recognizing the author's background, motivations, and the context in which a document was created, students can better interpret the significance of the information presented. This skill is essential for constructing well-supported arguments in historical analysis.
How does the CAP method enhance document analysis?
The CAP method enhances document analysis by encouraging students to consider the context, audience, and purpose of a document. Understanding the context helps to situate the document within its historical timeframe, while identifying the audience allows students to gauge who the message was intended for. The purpose reveals the author's intent, whether to persuade, inform, or critique. Together, these elements provide a comprehensive framework for analyzing historical texts.
What strategies are suggested for interpreting political cartoons?
Interpreting political cartoons involves analyzing visual elements such as caricature, symbolism, and exaggeration. Students are encouraged to consider the historical context of the cartoon and the message it conveys about political events or figures. By examining the use of humor or satire, students can uncover deeper meanings and critiques embedded in the artwork. This approach fosters critical thinking and enhances understanding of contemporary issues.
What are some common biases found in historical documents?
Common biases in historical documents include political, cultural, and social biases that can shape the author's perspective. For instance, a document written by a government official may reflect nationalistic sentiments, while a letter from a common citizen might reveal personal grievances. Recognizing these biases is essential for students to critically assess the validity of the information and understand the broader historical narrative.

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