Card
H.I.P.P.
This strategy uses the acronym H.I.P.P. to guide students through primary source analysis.
H.I.P.P.
Summary
This strategy helps students analyze primary source documents. Students go through the acronym H.I.P.P. letter by letter to deconstruct a primary source into smaller components. Through analyzing the smaller components first, students can better understand the document as a whole.
Procedure
Provide students with a primary source document.
Write the acronym H.I.P.P. on the board or provide students with a handout that lists the meaning of each letter.
H is for historical context: What events are occurring at the time of the document’s creation?
I is for intended audience: Whom is the author addressing in the document?
P is for point of view: What is the author’s perspective? What role in society does the author have?
P is for purpose: What is the author trying to accomplish with the document?
Have students read the document as a whole class, in groups, or individually.
Provide time for students to examine each part of H.I.P.P.
Have a whole-class discussion about the different aspects of H.I.P.P. and check for student understanding.
Adapted from Henry, M. (2014, December 10). Analyze this: the DBQ essay in 2015 [Blog post]. Sherpa Learning. http://www.sherpalearning.com/blogs/addressing-apush-redesign-mike-henry/analyze-dbq-essay-2015
Publisher
Downloads
Placement In Lesson
- Engage/Opening
- Evaluate/Assessment
- Explain/Closing
- Explore/Learning Activity
- Extend/Additional Learning Activity
Intention/Purpose
- Analyze
- Evaluate
- Identify
- Writing
Related Resources
The K20 Chronicle, Lesson 3
5E Lesson
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