{"id":5370,"date":"2022-03-17T12:24:11","date_gmt":"2022-03-17T12:24:11","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/?post_type=chapter&#038;p=5370"},"modified":"2022-11-11T17:26:06","modified_gmt":"2022-11-11T17:26:06","slug":"analyzing-documents-using-the-happy-analysis","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/chapter\/analyzing-documents-using-the-happy-analysis\/","title":{"raw":"Analyzing Documents Using the HAPPY Analysis","rendered":"Analyzing Documents Using the HAPPY Analysis"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Analyze primary source documents using the HAPPY Analysis<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>The H.A.P.P.Y. Analysis<\/h2>\r\nBecause we will be looking at primary sources so often in this course, it is helpful to use a consistent pattern for analyzing the documents. There are several strategies to help you analyze documents, but no matter which technique you use, the important thing is to simply take the time to read documents carefully and look for the information you need. You want to read historical sources like an investigator\u2014looking for information that might reveal clues about a person, event, or time period. In longer texts, this often includes using headers to help you, reading the introduction, looking up confusing words, and considering the viewpoint from which the primary source originates. One strategy for analyzing primary sources is known as H.A.P.P.Y.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/a7f38623-da2b-44e9-9655-9618f93daba2\r\n\r\n<\/div>\r\nThe H.A.P.P.Y. analysis consists of:\r\n<h3><strong>H<\/strong>: Historical Context<\/h3>\r\n<ul>\r\n \t<li>Where and when was this source produced? Focus on how place and time affect its impact, message, and genesis.<\/li>\r\n \t<li>Place it in the appropriate context \u2013 connect it with ideas before and after, or related events.<\/li>\r\n<\/ul>\r\n<h3><strong>A<\/strong>: Audience<\/h3>\r\n<ul>\r\n \t<li>Who is the author\u2019s intended audience?<\/li>\r\n \t<li>How does the audience affect the validity of the document and its message? For example, how might their message have been modified or shaped to suit their audience?<\/li>\r\n<\/ul>\r\n<h3><strong>P<\/strong>: Purpose<\/h3>\r\n<ul>\r\n \t<li>What is the author\u2019s purpose and\/or motivation for creating this source?<\/li>\r\n \t<li>Is this intended to persuade or inform? Is this some sort of propaganda?<\/li>\r\n \t<li>How does the purpose affect reliability and validity?<\/li>\r\n<\/ul>\r\n<h3><strong>P<\/strong>: Point of View<\/h3>\r\n<ul>\r\n \t<li>What do you know about the author\u2019s background?<\/li>\r\n \t<li>How does the author\u2019s role in society and hierarchy affect their perspective?<\/li>\r\n \t<li>How does this affect the reliability and validity of the source?<\/li>\r\n<\/ul>\r\n<h3><strong>Y<\/strong>: Why? (Significance)<\/h3>\r\n<ul>\r\n \t<li>What is the main idea the source is trying to convey?<\/li>\r\n \t<li>Why is this source important to history?<\/li>\r\n \t<li>Why does this source relate to your thesis and\/or the prompt? (Remember to explain this in your writing)<\/li>\r\n<\/ul>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>H.A.P.P.Y Analysis of <em>the Extermination of the American Bison<\/em> (1889)<\/h3>\r\n<p dir=\"ltr\"><em>Let's practice the HAPPY Analysis by taking a careful look at the document by\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/chapter\/primary-source-william-t-hornady-on-the-extermination-of-the-american-bison-1889\/\" target=\"_blank\" rel=\"noopener\">William T. Hornady on the Extermination of the American Bison<\/a> (1889). William Hornady, Superintendent of the National Zoological Park, wrote a detailed account of the near-extinction of the American bison in the late-nineteenth century.<\/em><\/p>\r\n\r\n\r\n[caption id=\"\" align=\"alignright\" width=\"397\"]<img class=\"\" src=\"http:\/\/blogs.smithsonianmag.com\/history\/files\/2012\/07\/767px-Bison_skull_pile_edit.jpg\" alt=\"Where the Buffalo No Longer Roamed | History| Smithsonian Magazine\" width=\"397\" height=\"311\" \/> <strong>Figure 1<\/strong>. Photograph from 1892 of a pile of\u00a0American bison\u00a0skulls in Detroit (MI) waiting to be ground for fertilizer or charcoal.[\/caption]\r\n\r\nOf all the quadrupeds that have lived upon the earth, probably no other species has ever marshaled such innumerable hosts as those of the American bison. It would have been as easy to count or to estimate the number of leaves in a forest as to calculate the number of buffaloes living at any given time during the history of the species previous to 1870. Even in South Central Africa, which has always been exceedingly prolific in great herds of game, it is probable that all its quadrupeds taken together on an equal area would never have more than equaled the total number of buffalo in this country forty years ago.\u2026\r\n\r\nBetween the Rocky Mountains and the States lying along the Mississippi River on the west, from Minnesota to Louisiana, the whole country was one vast buffalo range, inhabited by millions of buffaloes. One could fill a volume with the records of plainsmen and pioneers who penetrated or crossed that vast region between 1800 and 1870, and were in turn surprised, astounded, and frequently dismayed by the tens of thousands of buffaloes they observed, avoided, or escaped from. They lived and moved as no other quadrupeds ever have, in great multitudes, like grand armies in review, covering scores of square miles at once. They were so numerous they frequently stopped boats in the rivers, threatened to overwhelm travelers on the plains, and in later years derailed locomotives and cars, until railway engineers learned by experience the wisdom of stopping their trains whenever there were buffaloes crossing the track. \u2026\r\n\r\nNo wonder that the men of the West of those days, both white and red, thought it would be impossible to exterminate such a mighty multitude. The Indians of some tribes believed that the buffaloes issued from the earth continually, and that the supply was necessarily inexhaustible. And yet, in four short years the southern herd was almost totally annihilated\u2026\r\n\r\nIt will be doubly deplorable if the remorseless slaughter we have witnessed during the last twenty years carries with it no lessons for the future. A continuation of the record we have lately made as wholesome game butchers will justify posterity in dating us back with the mound-builders and cave-dwellers, when man\u2019s only known function was to slay and eat.\r\n\r\nThe primary cause of the buffalo\u2019s extermination, and the one which embraced all others, was the descent of civilization, with all its elements of destructiveness, upon the whole of the country inhabited by that animal. From the Great Slave Lake to the Rio Grande the home of the buffalo was everywhere overrun by the man with a gun; and, as has ever been the case, the wild creatures were gradually swept away, the largest and most conspicuous forms being the first to go.\r\n\r\nThe secondary causes of the extermination of the buffalo may be catalogued as follows:\r\n<ol>\r\n \t<li>Man\u2019s reckless greed, his wanton destructiveness, and improvidence in not husbanding such resources as come to him from the hand of nature ready made.<\/li>\r\n \t<li>The total and utterly inexcusable absence of protective measures and agencies on the part of the National Government and of the Western States and Territories.<\/li>\r\n \t<li>The fatal preference on the part of hunters generally, both white and red, for the robe and flesh of the cow over that furnished by the bull.<\/li>\r\n \t<li>The phenomenal stupidity of the animals themselves, and their indifference to man.<\/li>\r\n \t<li>The perfection of modern breech-loading rifles and other sporting fire-arms in general.<\/li>\r\n<\/ol>\r\nEach of these causes acted against the buffalo with its full force, to offset which there was not even one restraining or preserving influence, and it is not to be wondered at that the species went down before them. Had any one of these conditions been eliminated the result would have been reached far less quickly. Had the buffalo, for example, possessed one-half the fighting qualities of the grizzly bear he would have fared very differently, but his inoffensiveness and lack of courage almost leads one to doubt the wisdom of the economy of nature so far as it relates to him\u2026\r\n\r\nThe buffalo supplied the Indian with food, clothing, shelter, bedding, saddles, ropes, shields, and innumerable smaller articles of use and ornament. In the United States a paternal government takes the place of the buffalo in supplying all these wants of the red man, and it costs several millions of dollars annually to accomplish the task\u2026\r\n\r\nThe Indians of what was once the buffalo country are not starving and freezing, for the reason that the United States Government supplies them regularly with beef and blankets in lieu of buffalo. Does any one imagine that the Government could not have regulated the killing of buffaloes, and thus maintained the supply, for far less money than it now costs to feed and clothe those 54,758 Indians?\u2026\r\n\r\nThere is reason to fear that unless the United States Government takes the matter in hand and makes a special effort to prevent it, the pure-blood bison will be lost irretrievably\u2026.\r\n\r\nSource: Annual Report of the Board of Regents of the Smithsonian Institution (Washington D.C.: U.S. Government Printing Office, 1889).\r\n\r\n<\/div>\r\n<div class=\"h5p-interactive-book-content\">\r\n<div id=\"h5p-interactive-book-chapter-3cc22279-144c-4bea-a538-e9e464d55b27\" class=\"h5p-interactive-book-chapter h5p-column h5p-interactive-book-current\">\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Historical Context<\/h3>\r\nFor historical documents, reading critically means placing the author, audience, and message into their historical context. The author and the audience may have lived in times and places very different than our own. Their lives, their knowledge, and their assumptions might be very different than our own. So you need to carefully construct a mental picture of their world, and then relate what they say and what they do to your knowledge of that world.\r\n\r\nAsk yourself, based on your readings, what do you know of the historical events surrounding the source? Was there a war? A plague? A technological innovation? A social change?\u00a0How was society structured? What part of it did the author and audience occupy? How might that affect their viewpoints?\r\n\r\nThis can be quite tricky. Our guesses about the past might be wrong. But such imaginative reconstructions are necessary to fully appreciate historical sources.\r\n<table style=\"height: 151px;\" border=\"1\" cellspacing=\".5\" cellpadding=\".5\">\r\n<tbody>\r\n<tr style=\"height: 25px;\">\r\n<td style=\"height: 25px; width: 197.832px;\">Historical Context<\/td>\r\n<td style=\"height: 25px; width: 984.316px;\">Where and when was this source produced? Focus on how place and time affect its impact, message, and creation. Place it in the appropriate context \u2013 connect it with ideas before and after, or related events.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 126px;\">\r\n<td style=\"height: 126px; width: 197.832px;\"><em>The Extermination of the American Bison<\/em><\/td>\r\n<td style=\"height: 126px; width: 984.316px;\">What is the historical context of this document?\r\n\r\n[reveal-answer q=\"86740\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"86740\"]\r\n\r\nThis is written towards the end of the nineteenth century, in 1889 to be precise, by a national zoologist, William Hornady. Western expansion has been well underway for decades, the violent Indian\/U.S. wars ended, and White Americans settled across the continent. Hornady writes from the perspective of looking back on one consequence of such expansion: the near extermination of the buffalo.\u00a0[\/hidden-answer]<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Audience<\/h3>\r\nComprehending an author\u2019s message is only the first step in reading critically. You still need to figure out why\u00a0the author sent it: the message\u2019s intended audience, its purpose, and its context. This analysis is the exciting part of the process, and the most useful.\r\n\r\nEvery piece of writing has an author, an audience, and a message. As you read, you should think about each of these pieces simultaneously.\r\n\r\nWho does the author expect will be reading their work? If you are reading a historical document, to whom is it addressed? If the author doesn\u2019t say, can you guess? Is the audience part of the author\u2019s own group (whatever that is) or an outsider? How does the author seem to feel about his audience? Is he or she hostile? Condescending? Flattering? How does he or she seem to feel the audience will regard him or her in turn?\r\n\r\nFor academic writing, this question is less urgent, but you may notice a difference in content between articles specialists write for each other and articles written for students or for a general audience.\r\n<table border=\"1\" cellspacing=\".5\" cellpadding=\".5\">\r\n<tbody>\r\n<tr>\r\n<td>Audience<\/td>\r\n<td>Who is the author\u2019s intended audience? How does the audience affect the validity of the document and its message? E.g., how might their message have been modified or shaped to suit their audience?<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><em>The Extermination of the American Bison<\/em><\/td>\r\n<td>[reveal-answer q=\"16864\"]Show Answer[\/reveal-answer][hidden-answer a=\"16864\"] The direct audience is the Board of Regents of the Smithsonian Institute as it is part of their annual report. The broad audience appears to be the U.S. government, as he criticizes and warns them several times in the document. He writes from a scientific vantage point but provides enough background information for a general reader to understand. The audience presumably shares his frame of reference and understanding of American western history.[\/hidden-answer]<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Purpose<\/h3>\r\nEvery piece of writing has a purpose. Even a simple grocery list serves the purpose of reminding me what to buy.\u00a0Much writing aims to convince someone to adopt an opinion or to perform an action. What action does the author want the audience to perform? What view do they want them to adopt?\r\n\r\nLook at how the author constructs their message. What arguments do they employ to convince their audience? Why do they think these arguments might be persuasive? Do they make an emotional appeal? What emotions do they invoke, why, and how?\r\n\r\nYou may ask yourself: who benefits if the author gets what they want?\u00a0Human motivations are complex and not always immediately obvious; you should perhaps be skeptical whether the author has some hidden purpose.\r\n\r\nSome of our historical documents will have huge, raw messages: to declare a war, to destroy an enemy, or to promote a religion. Others may be more mundane: to describe an event or convince the audience to purchase a product. Regardless, your job as a critical reader is to figure out what that purpose is.\r\n\r\nEven academic writing has a message, although it is often more subtle than historical documents. In articles and books, scholars want to convince their peers that their theories are correct or that they should adopt a particular point of view about a historical event. Textbooks, by their selection of material, aim not only to convey raw data, but to provide a convincing interpretation of that data.\r\n<table style=\"width: 980px;\" border=\"1\" cellspacing=\".5\" cellpadding=\".5\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 105.879px;\">Purpose<\/td>\r\n<td style=\"width: 850.43px;\">What is the author\u2019s purpose and\/or motivation for creating this source? Is this intended to persuade or inform? Is this some sort of propaganda? How does this affect reliability and validity?<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 105.879px;\"><em>The Extermination of the American Bison<\/em><\/td>\r\n<td style=\"width: 850.43px;\">What is the purpose of this document?\r\n\r\n[reveal-answer q=\"119836\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"119836\"]The purpose of Hornady's report is to lay out the reasons why buffalo have become so scarce in the West, and to blame the buffalo themselves, Native Americans, and the U.S. Government, but especially the U.S., for allowing this to happen. It is also written to call the Federal Government to take action to prevent the extinction of the buffalo, and to find a less expensive way to assist Native Americans left on reservations.[\/hidden-answer]<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Point of View<\/h3>\r\n<div id=\"h5p-interactive-book-section-172bbb09-0eda-4cac-b995-a625b265abf9\" class=\"h5p-column-content h5p-advanced-text\">\r\n\r\nWho is writing? For historical documents, this is hugely important. A document written by a king will be very different than a document written by a farmer or a priest.\r\n\r\nWhen you read a historical document, try to find out as much as you can about the author. Many primary source readers will contain a small biography at the start of the selection. You could also look up the author's background online.\u00a0What suppositions can you make about the author based on his or her background? How is it likely to affect their knowledge or other resources available to them? How is it likely to shape their attitudes, prejudices, and goals?\r\n\r\nWhat can you tell about the author just based on his or her own statements? Often, an author\u2019s choice of words reveals a great deal about their mental world and goals.\r\n\r\nThe same questions apply to modern authors as well. Historians may be liberal or conservative, religious or secular, or favor one group over another in their analysis. Even the authors of textbooks have a background and point of view that affects their selection of facts.\r\n\r\n<\/div>\r\n<div class=\"h5p-column-ruler\"><\/div>\r\n<div id=\"h5p-interactive-book-section-a6600e8f-7b48-422d-941e-42b51d2c59c5\" class=\"h5p-column-content h5p-table\">\r\n<table border=\"1\" cellspacing=\".5\" cellpadding=\".5\">\r\n<tbody>\r\n<tr>\r\n<td>Point of View<\/td>\r\n<td>What do you know about the author\u2019s background? How does the author\u2019s role in society and hierarchy affect their perspective? How does this affect the reliability and validity of the source?<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><em>The Extermination of the American Bison<\/em><\/td>\r\n<td>What is the point of view of\u00a0this document?\r\n\r\n[reveal-answer q=\"898202\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"898202\"]Given that Hornady is a zoologist, he is writing as one with an interest in animals. He cares for the buffalo, and is invested in their preservation. He is also writing as a White American, who appears to believe in the inferiority of Native Americans, and in the benevolence of the U.S. treatment of them, by providing them reservation lands, clothing, and food at great monetary expense to the Federal Government.[\/hidden-answer]<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Y? or Significance<\/h3>\r\n<div id=\"h5p-interactive-book-section-f7c304ca-019f-4fd7-8892-52f9e9b864cf\" class=\"h5p-column-content h5p-advanced-text\">\r\n\r\nThis last component of the HAPPY Analysis includes thinking about the significance, or the importance of the document. Consider the following questions:\r\n<ul>\r\n \t<li>What is the main idea the source is trying to convey?<\/li>\r\n \t<li>Why is this source important to history?<\/li>\r\n \t<li>What makes this event or source memorable?<\/li>\r\n \t<li>What does this reveal about the time period?<\/li>\r\n \t<li>What are the results of the event?<\/li>\r\n \t<li>What is its relevance today?<\/li>\r\n \t<li>Why does this source relate to your thesis and\/or the prompt?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"h5p-column-ruler\"><\/div>\r\n<div id=\"h5p-interactive-book-section-36857ce7-2c82-4f0c-8d90-dd00f899d450\" class=\"h5p-column-content h5p-table\">\r\n<table border=\"1\" cellspacing=\".5\" cellpadding=\".5\">\r\n<tbody>\r\n<tr>\r\n<td>Why? (Significance)<\/td>\r\n<td>What is the main idea the source is trying to convey? Why is this source important to history? Why does this source relate to your thesis and\/or the prompt? (Remember to explain this in your writing.)<\/td>\r\n<\/tr>\r\n<tr>\r\n<td><em>The Extermination of the American Bison<\/em><\/td>\r\n<td>\r\n<div>\r\n<div><\/div>\r\n<\/div>\r\n<div>What is the significance of this document?<\/div>\r\n<div><\/div>\r\n[reveal-answer q=\"245565\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"245565\"]The main idea this document conveys is that the buffalo, who were once the most plentiful animal in America, are near extinction. It is an important source as the reasons Hornady gives for the elimination of the buffalo convey a history of westward expansion of the United States. The westward settlement by White Americans, with their modern firing arms, are mainly to blame for the drastic reduction of the buffalo. It is also significant as Hornady voices strong critiques at the lack of restraint and oversight by the U.S. over western expansion, in regards to the killing of the buffalo and in the expensive way the government is supplying Native Americans. Perhaps most tellingly, this source is an example of the general view many White Americans had of their country's Indian policies\u2014Hornady suggests that Native Americans are well taken care by the government, and have plenty of land and supplies . . . when the opposite was really the case.[\/hidden-answer]\r\n<div><\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Activity<\/h3>\r\nFill out this HAPPY chart for the primary source reading below. This is an open-ended exercise, but you can use the spaces below to jot down your ideas.\r\n\r\n<a href=\"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/chapter\/primary-source-chief-joseph-on-indian-affairs-1877-1879\/\">Primary Source: Chief Joseph of the\u00a0Nez Perc\u00e9 tribe on Indian Affairs<\/a>\r\n\r\nH: Historical Context\r\n<ul>\r\n \t<li>Where and when was this source produced? Focus on how place and time affect its impact, message, and genesis.<\/li>\r\n \t<li>Place it in the appropriate context \u2013 connect it with ideas before and after, or related events.<\/li>\r\n<\/ul>\r\n<p class=\"p1\">[practice-area rows=\"3\"][\/practice-area]<\/p>\r\nA: Audience\r\n<ul>\r\n \t<li>Who is the author\u2019s intended audience?<\/li>\r\n \t<li>How does the audience affect the validity of the document and its message? E.g., how might their message have been modified or shaped to suit their audience?<\/li>\r\n<\/ul>\r\n[practice-area rows=\"3\"][\/practice-area]\r\n\r\nP: Purpose\r\n<ul>\r\n \t<li>What is the author\u2019s purpose and\/or motivation for creating this source?<\/li>\r\n \t<li>Is this intended to persuade or inform? Is this some sort of propaganda?<\/li>\r\n \t<li>How does this affect reliability and validity?<\/li>\r\n<\/ul>\r\n[practice-area rows=\"3\"][\/practice-area]\r\n\r\nP: Point of View\r\n<ul>\r\n \t<li>What do you know about the author\u2019s background?<\/li>\r\n \t<li>How does the author\u2019s role in society and hierarchy affect their perspective?<\/li>\r\n \t<li>How does this affect the reliability and validity of the source?<\/li>\r\n<\/ul>\r\n[practice-area rows=\"3\"][\/practice-area]\r\n\r\nY: Why? (Significance)\r\n<ul>\r\n \t<li>What is the main idea the source is trying to convey?<\/li>\r\n \t<li>Why is this source important to history?<\/li>\r\n \t<li>Why does this source relate to your thesis and\/or the prompt? (Remember to explain this in your writing.)<\/li>\r\n<\/ul>\r\n[practice-area rows=\"3\"][\/practice-area]\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Analyze primary source documents using the HAPPY Analysis<\/li>\n<\/ul>\n<\/div>\n<h2>The H.A.P.P.Y. Analysis<\/h2>\n<p>Because we will be looking at primary sources so often in this course, it is helpful to use a consistent pattern for analyzing the documents. There are several strategies to help you analyze documents, but no matter which technique you use, the important thing is to simply take the time to read documents carefully and look for the information you need. You want to read historical sources like an investigator\u2014looking for information that might reveal clues about a person, event, or time period. In longer texts, this often includes using headers to help you, reading the introduction, looking up confusing words, and considering the viewpoint from which the primary source originates. One strategy for analyzing primary sources is known as H.A.P.P.Y.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_a7f38623-da2b-44e9-9655-9618f93daba2\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/a7f38623-da2b-44e9-9655-9618f93daba2?iframe_resize_id=assessment_practice_id_a7f38623-da2b-44e9-9655-9618f93daba2\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<p>The H.A.P.P.Y. analysis consists of:<\/p>\n<h3><strong>H<\/strong>: Historical Context<\/h3>\n<ul>\n<li>Where and when was this source produced? Focus on how place and time affect its impact, message, and genesis.<\/li>\n<li>Place it in the appropriate context \u2013 connect it with ideas before and after, or related events.<\/li>\n<\/ul>\n<h3><strong>A<\/strong>: Audience<\/h3>\n<ul>\n<li>Who is the author\u2019s intended audience?<\/li>\n<li>How does the audience affect the validity of the document and its message? For example, how might their message have been modified or shaped to suit their audience?<\/li>\n<\/ul>\n<h3><strong>P<\/strong>: Purpose<\/h3>\n<ul>\n<li>What is the author\u2019s purpose and\/or motivation for creating this source?<\/li>\n<li>Is this intended to persuade or inform? Is this some sort of propaganda?<\/li>\n<li>How does the purpose affect reliability and validity?<\/li>\n<\/ul>\n<h3><strong>P<\/strong>: Point of View<\/h3>\n<ul>\n<li>What do you know about the author\u2019s background?<\/li>\n<li>How does the author\u2019s role in society and hierarchy affect their perspective?<\/li>\n<li>How does this affect the reliability and validity of the source?<\/li>\n<\/ul>\n<h3><strong>Y<\/strong>: Why? (Significance)<\/h3>\n<ul>\n<li>What is the main idea the source is trying to convey?<\/li>\n<li>Why is this source important to history?<\/li>\n<li>Why does this source relate to your thesis and\/or the prompt? (Remember to explain this in your writing)<\/li>\n<\/ul>\n<div class=\"textbox learning-objectives\">\n<h3>H.A.P.P.Y Analysis of <em>the Extermination of the American Bison<\/em> (1889)<\/h3>\n<p dir=\"ltr\"><em>Let&#8217;s practice the HAPPY Analysis by taking a careful look at the document by\u00a0<a href=\"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/chapter\/primary-source-william-t-hornady-on-the-extermination-of-the-american-bison-1889\/\" target=\"_blank\" rel=\"noopener\">William T. Hornady on the Extermination of the American Bison<\/a> (1889). William Hornady, Superintendent of the National Zoological Park, wrote a detailed account of the near-extinction of the American bison in the late-nineteenth century.<\/em><\/p>\n<div style=\"width: 407px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"http:\/\/blogs.smithsonianmag.com\/history\/files\/2012\/07\/767px-Bison_skull_pile_edit.jpg\" alt=\"Where the Buffalo No Longer Roamed | History| Smithsonian Magazine\" width=\"397\" height=\"311\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Photograph from 1892 of a pile of\u00a0American bison\u00a0skulls in Detroit (MI) waiting to be ground for fertilizer or charcoal.<\/p>\n<\/div>\n<p>Of all the quadrupeds that have lived upon the earth, probably no other species has ever marshaled such innumerable hosts as those of the American bison. It would have been as easy to count or to estimate the number of leaves in a forest as to calculate the number of buffaloes living at any given time during the history of the species previous to 1870. Even in South Central Africa, which has always been exceedingly prolific in great herds of game, it is probable that all its quadrupeds taken together on an equal area would never have more than equaled the total number of buffalo in this country forty years ago.\u2026<\/p>\n<p>Between the Rocky Mountains and the States lying along the Mississippi River on the west, from Minnesota to Louisiana, the whole country was one vast buffalo range, inhabited by millions of buffaloes. One could fill a volume with the records of plainsmen and pioneers who penetrated or crossed that vast region between 1800 and 1870, and were in turn surprised, astounded, and frequently dismayed by the tens of thousands of buffaloes they observed, avoided, or escaped from. They lived and moved as no other quadrupeds ever have, in great multitudes, like grand armies in review, covering scores of square miles at once. They were so numerous they frequently stopped boats in the rivers, threatened to overwhelm travelers on the plains, and in later years derailed locomotives and cars, until railway engineers learned by experience the wisdom of stopping their trains whenever there were buffaloes crossing the track. \u2026<\/p>\n<p>No wonder that the men of the West of those days, both white and red, thought it would be impossible to exterminate such a mighty multitude. The Indians of some tribes believed that the buffaloes issued from the earth continually, and that the supply was necessarily inexhaustible. And yet, in four short years the southern herd was almost totally annihilated\u2026<\/p>\n<p>It will be doubly deplorable if the remorseless slaughter we have witnessed during the last twenty years carries with it no lessons for the future. A continuation of the record we have lately made as wholesome game butchers will justify posterity in dating us back with the mound-builders and cave-dwellers, when man\u2019s only known function was to slay and eat.<\/p>\n<p>The primary cause of the buffalo\u2019s extermination, and the one which embraced all others, was the descent of civilization, with all its elements of destructiveness, upon the whole of the country inhabited by that animal. From the Great Slave Lake to the Rio Grande the home of the buffalo was everywhere overrun by the man with a gun; and, as has ever been the case, the wild creatures were gradually swept away, the largest and most conspicuous forms being the first to go.<\/p>\n<p>The secondary causes of the extermination of the buffalo may be catalogued as follows:<\/p>\n<ol>\n<li>Man\u2019s reckless greed, his wanton destructiveness, and improvidence in not husbanding such resources as come to him from the hand of nature ready made.<\/li>\n<li>The total and utterly inexcusable absence of protective measures and agencies on the part of the National Government and of the Western States and Territories.<\/li>\n<li>The fatal preference on the part of hunters generally, both white and red, for the robe and flesh of the cow over that furnished by the bull.<\/li>\n<li>The phenomenal stupidity of the animals themselves, and their indifference to man.<\/li>\n<li>The perfection of modern breech-loading rifles and other sporting fire-arms in general.<\/li>\n<\/ol>\n<p>Each of these causes acted against the buffalo with its full force, to offset which there was not even one restraining or preserving influence, and it is not to be wondered at that the species went down before them. Had any one of these conditions been eliminated the result would have been reached far less quickly. Had the buffalo, for example, possessed one-half the fighting qualities of the grizzly bear he would have fared very differently, but his inoffensiveness and lack of courage almost leads one to doubt the wisdom of the economy of nature so far as it relates to him\u2026<\/p>\n<p>The buffalo supplied the Indian with food, clothing, shelter, bedding, saddles, ropes, shields, and innumerable smaller articles of use and ornament. In the United States a paternal government takes the place of the buffalo in supplying all these wants of the red man, and it costs several millions of dollars annually to accomplish the task\u2026<\/p>\n<p>The Indians of what was once the buffalo country are not starving and freezing, for the reason that the United States Government supplies them regularly with beef and blankets in lieu of buffalo. Does any one imagine that the Government could not have regulated the killing of buffaloes, and thus maintained the supply, for far less money than it now costs to feed and clothe those 54,758 Indians?\u2026<\/p>\n<p>There is reason to fear that unless the United States Government takes the matter in hand and makes a special effort to prevent it, the pure-blood bison will be lost irretrievably\u2026.<\/p>\n<p>Source: Annual Report of the Board of Regents of the Smithsonian Institution (Washington D.C.: U.S. Government Printing Office, 1889).<\/p>\n<\/div>\n<div class=\"h5p-interactive-book-content\">\n<div id=\"h5p-interactive-book-chapter-3cc22279-144c-4bea-a538-e9e464d55b27\" class=\"h5p-interactive-book-chapter h5p-column h5p-interactive-book-current\">\n<div class=\"textbox key-takeaways\">\n<h3>Historical Context<\/h3>\n<p>For historical documents, reading critically means placing the author, audience, and message into their historical context. The author and the audience may have lived in times and places very different than our own. Their lives, their knowledge, and their assumptions might be very different than our own. So you need to carefully construct a mental picture of their world, and then relate what they say and what they do to your knowledge of that world.<\/p>\n<p>Ask yourself, based on your readings, what do you know of the historical events surrounding the source? Was there a war? A plague? A technological innovation? A social change?\u00a0How was society structured? What part of it did the author and audience occupy? How might that affect their viewpoints?<\/p>\n<p>This can be quite tricky. Our guesses about the past might be wrong. But such imaginative reconstructions are necessary to fully appreciate historical sources.<\/p>\n<table style=\"height: 151px; border-spacing: .5px;\" cellpadding=\".5\">\n<tbody>\n<tr style=\"height: 25px;\">\n<td style=\"height: 25px; width: 197.832px;\">Historical Context<\/td>\n<td style=\"height: 25px; width: 984.316px;\">Where and when was this source produced? Focus on how place and time affect its impact, message, and creation. Place it in the appropriate context \u2013 connect it with ideas before and after, or related events.<\/td>\n<\/tr>\n<tr style=\"height: 126px;\">\n<td style=\"height: 126px; width: 197.832px;\"><em>The Extermination of the American Bison<\/em><\/td>\n<td style=\"height: 126px; width: 984.316px;\">What is the historical context of this document?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q86740\">Show Answer<\/span><\/p>\n<div id=\"q86740\" class=\"hidden-answer\" style=\"display: none\">\n<p>This is written towards the end of the nineteenth century, in 1889 to be precise, by a national zoologist, William Hornady. Western expansion has been well underway for decades, the violent Indian\/U.S. wars ended, and White Americans settled across the continent. Hornady writes from the perspective of looking back on one consequence of such expansion: the near extermination of the buffalo.\u00a0<\/p><\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Audience<\/h3>\n<p>Comprehending an author\u2019s message is only the first step in reading critically. You still need to figure out why\u00a0the author sent it: the message\u2019s intended audience, its purpose, and its context. This analysis is the exciting part of the process, and the most useful.<\/p>\n<p>Every piece of writing has an author, an audience, and a message. As you read, you should think about each of these pieces simultaneously.<\/p>\n<p>Who does the author expect will be reading their work? If you are reading a historical document, to whom is it addressed? If the author doesn\u2019t say, can you guess? Is the audience part of the author\u2019s own group (whatever that is) or an outsider? How does the author seem to feel about his audience? Is he or she hostile? Condescending? Flattering? How does he or she seem to feel the audience will regard him or her in turn?<\/p>\n<p>For academic writing, this question is less urgent, but you may notice a difference in content between articles specialists write for each other and articles written for students or for a general audience.<\/p>\n<table cellpadding=\".5\" style=\"border-spacing: .5px;\">\n<tbody>\n<tr>\n<td>Audience<\/td>\n<td>Who is the author\u2019s intended audience? How does the audience affect the validity of the document and its message? E.g., how might their message have been modified or shaped to suit their audience?<\/td>\n<\/tr>\n<tr>\n<td><em>The Extermination of the American Bison<\/em><\/td>\n<td>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q16864\">Show Answer<\/span><\/p>\n<div id=\"q16864\" class=\"hidden-answer\" style=\"display: none\"> The direct audience is the Board of Regents of the Smithsonian Institute as it is part of their annual report. The broad audience appears to be the U.S. government, as he criticizes and warns them several times in the document. He writes from a scientific vantage point but provides enough background information for a general reader to understand. The audience presumably shares his frame of reference and understanding of American western history.<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Purpose<\/h3>\n<p>Every piece of writing has a purpose. Even a simple grocery list serves the purpose of reminding me what to buy.\u00a0Much writing aims to convince someone to adopt an opinion or to perform an action. What action does the author want the audience to perform? What view do they want them to adopt?<\/p>\n<p>Look at how the author constructs their message. What arguments do they employ to convince their audience? Why do they think these arguments might be persuasive? Do they make an emotional appeal? What emotions do they invoke, why, and how?<\/p>\n<p>You may ask yourself: who benefits if the author gets what they want?\u00a0Human motivations are complex and not always immediately obvious; you should perhaps be skeptical whether the author has some hidden purpose.<\/p>\n<p>Some of our historical documents will have huge, raw messages: to declare a war, to destroy an enemy, or to promote a religion. Others may be more mundane: to describe an event or convince the audience to purchase a product. Regardless, your job as a critical reader is to figure out what that purpose is.<\/p>\n<p>Even academic writing has a message, although it is often more subtle than historical documents. In articles and books, scholars want to convince their peers that their theories are correct or that they should adopt a particular point of view about a historical event. Textbooks, by their selection of material, aim not only to convey raw data, but to provide a convincing interpretation of that data.<\/p>\n<table style=\"width: 980px; border-spacing: .5px;\" cellpadding=\".5\">\n<tbody>\n<tr>\n<td style=\"width: 105.879px;\">Purpose<\/td>\n<td style=\"width: 850.43px;\">What is the author\u2019s purpose and\/or motivation for creating this source? Is this intended to persuade or inform? Is this some sort of propaganda? How does this affect reliability and validity?<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 105.879px;\"><em>The Extermination of the American Bison<\/em><\/td>\n<td style=\"width: 850.43px;\">What is the purpose of this document?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q119836\">Show Answer<\/span><\/p>\n<div id=\"q119836\" class=\"hidden-answer\" style=\"display: none\">The purpose of Hornady&#8217;s report is to lay out the reasons why buffalo have become so scarce in the West, and to blame the buffalo themselves, Native Americans, and the U.S. Government, but especially the U.S., for allowing this to happen. It is also written to call the Federal Government to take action to prevent the extinction of the buffalo, and to find a less expensive way to assist Native Americans left on reservations.<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Point of View<\/h3>\n<div id=\"h5p-interactive-book-section-172bbb09-0eda-4cac-b995-a625b265abf9\" class=\"h5p-column-content h5p-advanced-text\">\n<p>Who is writing? For historical documents, this is hugely important. A document written by a king will be very different than a document written by a farmer or a priest.<\/p>\n<p>When you read a historical document, try to find out as much as you can about the author. Many primary source readers will contain a small biography at the start of the selection. You could also look up the author&#8217;s background online.\u00a0What suppositions can you make about the author based on his or her background? How is it likely to affect their knowledge or other resources available to them? How is it likely to shape their attitudes, prejudices, and goals?<\/p>\n<p>What can you tell about the author just based on his or her own statements? Often, an author\u2019s choice of words reveals a great deal about their mental world and goals.<\/p>\n<p>The same questions apply to modern authors as well. Historians may be liberal or conservative, religious or secular, or favor one group over another in their analysis. Even the authors of textbooks have a background and point of view that affects their selection of facts.<\/p>\n<\/div>\n<div class=\"h5p-column-ruler\"><\/div>\n<div id=\"h5p-interactive-book-section-a6600e8f-7b48-422d-941e-42b51d2c59c5\" class=\"h5p-column-content h5p-table\">\n<table cellpadding=\".5\" style=\"border-spacing: .5px;\">\n<tbody>\n<tr>\n<td>Point of View<\/td>\n<td>What do you know about the author\u2019s background? How does the author\u2019s role in society and hierarchy affect their perspective? How does this affect the reliability and validity of the source?<\/td>\n<\/tr>\n<tr>\n<td><em>The Extermination of the American Bison<\/em><\/td>\n<td>What is the point of view of\u00a0this document?<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q898202\">Show Answer<\/span><\/p>\n<div id=\"q898202\" class=\"hidden-answer\" style=\"display: none\">Given that Hornady is a zoologist, he is writing as one with an interest in animals. He cares for the buffalo, and is invested in their preservation. He is also writing as a White American, who appears to believe in the inferiority of Native Americans, and in the benevolence of the U.S. treatment of them, by providing them reservation lands, clothing, and food at great monetary expense to the Federal Government.<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Y? or Significance<\/h3>\n<div id=\"h5p-interactive-book-section-f7c304ca-019f-4fd7-8892-52f9e9b864cf\" class=\"h5p-column-content h5p-advanced-text\">\n<p>This last component of the HAPPY Analysis includes thinking about the significance, or the importance of the document. Consider the following questions:<\/p>\n<ul>\n<li>What is the main idea the source is trying to convey?<\/li>\n<li>Why is this source important to history?<\/li>\n<li>What makes this event or source memorable?<\/li>\n<li>What does this reveal about the time period?<\/li>\n<li>What are the results of the event?<\/li>\n<li>What is its relevance today?<\/li>\n<li>Why does this source relate to your thesis and\/or the prompt?<\/li>\n<\/ul>\n<\/div>\n<div class=\"h5p-column-ruler\"><\/div>\n<div id=\"h5p-interactive-book-section-36857ce7-2c82-4f0c-8d90-dd00f899d450\" class=\"h5p-column-content h5p-table\">\n<table cellpadding=\".5\" style=\"border-spacing: .5px;\">\n<tbody>\n<tr>\n<td>Why? (Significance)<\/td>\n<td>What is the main idea the source is trying to convey? Why is this source important to history? Why does this source relate to your thesis and\/or the prompt? (Remember to explain this in your writing.)<\/td>\n<\/tr>\n<tr>\n<td><em>The Extermination of the American Bison<\/em><\/td>\n<td>\n<div>\n<div><\/div>\n<\/div>\n<div>What is the significance of this document?<\/div>\n<div><\/div>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q245565\">Show Answer<\/span><\/p>\n<div id=\"q245565\" class=\"hidden-answer\" style=\"display: none\">The main idea this document conveys is that the buffalo, who were once the most plentiful animal in America, are near extinction. It is an important source as the reasons Hornady gives for the elimination of the buffalo convey a history of westward expansion of the United States. The westward settlement by White Americans, with their modern firing arms, are mainly to blame for the drastic reduction of the buffalo. It is also significant as Hornady voices strong critiques at the lack of restraint and oversight by the U.S. over western expansion, in regards to the killing of the buffalo and in the expensive way the government is supplying Native Americans. Perhaps most tellingly, this source is an example of the general view many White Americans had of their country&#8217;s Indian policies\u2014Hornady suggests that Native Americans are well taken care by the government, and have plenty of land and supplies . . . when the opposite was really the case.<\/div>\n<\/div>\n<div><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Activity<\/h3>\n<p>Fill out this HAPPY chart for the primary source reading below. This is an open-ended exercise, but you can use the spaces below to jot down your ideas.<\/p>\n<p><a href=\"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/chapter\/primary-source-chief-joseph-on-indian-affairs-1877-1879\/\">Primary Source: Chief Joseph of the\u00a0Nez Perc\u00e9 tribe on Indian Affairs<\/a><\/p>\n<p>H: Historical Context<\/p>\n<ul>\n<li>Where and when was this source produced? Focus on how place and time affect its impact, message, and genesis.<\/li>\n<li>Place it in the appropriate context \u2013 connect it with ideas before and after, or related events.<\/li>\n<\/ul>\n<p class=\"p1\"><textarea aria-label=\"Your Answer\" rows=\"3\"><\/textarea><\/p>\n<p>A: Audience<\/p>\n<ul>\n<li>Who is the author\u2019s intended audience?<\/li>\n<li>How does the audience affect the validity of the document and its message? E.g., how might their message have been modified or shaped to suit their audience?<\/li>\n<\/ul>\n<p><textarea aria-label=\"Your Answer\" rows=\"3\"><\/textarea><\/p>\n<p>P: Purpose<\/p>\n<ul>\n<li>What is the author\u2019s purpose and\/or motivation for creating this source?<\/li>\n<li>Is this intended to persuade or inform? Is this some sort of propaganda?<\/li>\n<li>How does this affect reliability and validity?<\/li>\n<\/ul>\n<p><textarea aria-label=\"Your Answer\" rows=\"3\"><\/textarea><\/p>\n<p>P: Point of View<\/p>\n<ul>\n<li>What do you know about the author\u2019s background?<\/li>\n<li>How does the author\u2019s role in society and hierarchy affect their perspective?<\/li>\n<li>How does this affect the reliability and validity of the source?<\/li>\n<\/ul>\n<p><textarea aria-label=\"Your Answer\" rows=\"3\"><\/textarea><\/p>\n<p>Y: Why? (Significance)<\/p>\n<ul>\n<li>What is the main idea the source is trying to convey?<\/li>\n<li>Why is this source important to history?<\/li>\n<li>Why does this source relate to your thesis and\/or the prompt? (Remember to explain this in your writing.)<\/li>\n<\/ul>\n<p><textarea aria-label=\"Your Answer\" rows=\"3\"><\/textarea><\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-5370\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Modification, adaptation, and original content. <strong>Authored by<\/strong>: Megan Coplen for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li><strong>Authored by<\/strong>: Mr. Erfurth. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/erfurth.co\/history-handbook\/primary-sources-happy-analysis\">https:\/\/erfurth.co\/history-handbook\/primary-sources-happy-analysis<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Analyzing Documents. <strong>Provided by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/wm-ushistory1\/chapter\/reading-documents-the-happy-analysis\/\">https:\/\/courses.lumenlearning.com\/wm-ushistory1\/chapter\/reading-documents-the-happy-analysis\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Bison skull pile. <strong>Provided by<\/strong>: Wikipedia. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/File:Bison_skull_pile_edit.jpg\">https:\/\/en.wikipedia.org\/wiki\/File:Bison_skull_pile_edit.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":18,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"\",\"author\":\"Mr. Erfurth\",\"organization\":\"\",\"url\":\"https:\/\/erfurth.co\/history-handbook\/primary-sources-happy-analysis\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Analyzing Documents\",\"author\":\"\",\"organization\":\"Lumen 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