Analyzing primary sources: A Confederate soldier’s sketchbook

This is one of a series of posts about how to analyze different types of primary sources.

Last week we talked about what primary sources are and how to analyze them. This time around we’re going to talk about how to analyze a rather unusual sketchbook.


At the outbreak of the Civil War, John Jacob Omenhausser was an amateur artist and candy maker living in Richmond, Virginia. He enlisted in the 46th CSA Virginia Infantry in April 1861, and in June 1864 he was captured by Union troops and sent to Point Lookout – a large prisoner-of-war camp in southern Maryland. Once there, Omenhausser encountered the grim reality of prison camp life – limited access to food, medicine, and clothing and poor sanitary conditions. He was lucky enough to have access to stationery, brushes, and inks – perhaps due to the fact that he had relatives in the North. Omenhausser used these supplies to create illustrations of camp life, often accompanied by captions and humorous dialog. His sketches provide us with a unique look at prison life for a Confederate soldier.


Below are a few images from his sketchbook (you can find the entire sketchbook digitized here). Think about some of these questions as you look at each page:

  • What do these images tell us about living conditions in a prison camp? What kind of clothing, shelter, and supplies do the prisoners have?
  • Omenhausser often inserted humor into his sketches – is that the case with these images?
  • How do the conditions at Point Lookout compare to other Union and Confederate prison camps?
  • What do these illustration reveal about Omenhausser’s opinion of other prisoners and camp visitors?
  • How do these illustrations contrast with each other and Omenhausser’s other sketches?
  • What do these sketches tell us about the morale in prison camps?
  • How do Omenhausser’s sketches match up with other accounts of life at Point Lookout and other Civil War prison camps?

[click for larger images]

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Analyzing primary sources: An introduction

This is the first in a series of posts about how to analyze different types of primary sources.

Let’s talk about analyzing primary sources. First, what are primary sources?

Primary sources are original materials. They are from the time period involved and have not been filtered through interpretation or evaluation. Primary sources are original materials on which other research is based. [emphasis mine, source]

Examples of primary sources include diaries, letters, photographs, newspaper articles and books written at the time, and documents created at the time (everything from birth certificates to business meeting minutes). If you keep a journal about your college experience, Instagram photos of what you eat, or email your parents, those are all primary source documents for 2013. Here in Special Collections, we preserve primary sources so people can use them in their research.

There are a few steps to take when looking at a primary source: identify, contextualize, explore, analyze, and evaluate. These steps help researchers understand the primary source and why it might be relevant to their topic. Let’s use this poster as an example.

Defense billboard poster for June, 1987

Click for a larger image.


  • What is the nature of the source? Is it a newspaper, a map, a painting, a PDF?
  • Who created the source, and what do I know about him/her/them?
  • When and where was the source produced?
  • How do these factors affect how I consider the source?


  • What do I know about the historical context for this source? (What was going on in the time and place that this source was created?)
  • What do I know about the creator of this source that fits into that historical context?
  • Why did the person(s) who created the source do so?
  • Who was the audience?


  • What factual information is presented?
  • What opinions are related?
  • What is conveyed or implied intentionally and unintentionally?
  • What is not said in the source? (Are there any obvious points of view, perspectives, or factual information that were left out of this source? Why might that be?)
  • What is surprising or interesting about this source?
  • What do I not understand in this source?


  • How does the creator of the source convey information and make his/her/their point? (Is sarcasm used? Are there logical arguments? Is there emotional manipulation?)
  • How is the world described in the source different from my world? (What events were happening? What were common beliefs and opinions of certain population groups?)
  • How might people at this time have reacted to this source?


  • How does this source compare to other primary sources?
  • How does this source compare to related secondary sources?
  • What do you believe and disbelieve from this source?
  • What do you still not know, and where can you find that information?

Now that we’ve analyzed this primary source, we can use the information we’ve gathered in a paper or presentation – maybe in a project about propaganda used during the Cold War. Asking these questions helps us figure out what is going on in this source and what else we might need to know to understand the situation it refers to. Paired with other primary and secondary sources, this document provides valuable information about US opinions of the Soviet Union (or, at least, what the AFIS and DoD project as US opinions).

These steps and questions can be used with any primary source. Use them when doing your research to understand your sources and figure out what other questions you need to answer. Want more help analyzing and understanding primary sources? You can download our Primary Source Analysis handout or take at look at our “Research Using Primary Sources” tutorial. Need help finding primary and secondary sources to analyze? We’re always happy to help – just ask us! You can also check out our website (we recommend starting your research here).

Want to see more documents like this poster? Check out our United States Government Posters collection – digitized and available 24/7 for your convenience.

Make sure to keep following our blog – especially the #UMDStudy posts – for more information on different types of primary sources in Special Collections and how to analyze them!

Primary Source Instruction

Welcome to a new semester.
We are excited to see so many classes scheduled to visit the Maryland Room for primary source research instruction this semester. It is a great time to remind you that it is not too late to bring your students in to the library to receive advice about how to begin your semester-long projects.

We offer tailored instruction for each class, and build an understanding of how to locate and use the unique materials available both on and off campus.

If you this type of instruction does not suit your needs, we also offer tours of Special Collections in Hornbake Library.

Contact us if you are interested in joining us for one of these unique opportunities.

For our HIST208 students . . .

Student StudyingWelcome to #UMDStudy!

Over the course of this semester, you will learn about primary source research. Follow us on Twitter (@SpecCollUM), as well as Facebook and our other social media sites, and by the end of this semester you will have a better understanding of how to use the special collections to ace your next project.

Our tips and resources strive to coordinate with a general plan for successfully researching a semester-long project, so you get the best possible grade.

Feel free to share your own research tips using the tag #UMDStudy–we welcome your input!

Remember that the librarians at UMD’s libraries are always ready to help. Please visit us or contact us for help at any time, day or night! Best wishes for your semester: enjoy yourself!

Topics for #UMDStudy:

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Social Media and Special Collections

While you were away this summer, we were busy considering what to do with our social media during the fall semester. We have a lot in store for you (the undergraduate students at UMD). You can follow us in a variety of ways.

Some specific projects include:

  • Roaming Testudo – Follow our school mascot as he visits our reading room to explore our collections and work through his class projects.
  • On this date – Discover fun facts as we connect our collections to specific historical events
  • I Found it in the Archives – Join the conversation by sharing your experience at Special Collections
  • Study tips – For acing your project using primary source materials

Or you can follow us on your favorite social media site!

  • Facebook -sharing study tips and interesting pieces of information
  • Twitter – providing information specifically for the students at UMD
  • Blog – leading discussions to help students learn more about research, especially using primary source material.
  • Flickr – sharing images from our exhibits and collections.
  • Pinterest – sharing images of items that inspire us.
  • Historypin – pinning images to interactive maps, within space and time

To see all the ways we contribute to the social media experience, visit our social media webpage.

If you have suggestions for future projects, please contact with your ideas.


Laura Cleary

Instruction & Outreach
Special Collections, Hornbake Library
University of Maryland Libraries
College Park, MD 20742

Testudo visits the Special Collections!

We were thrilled to have Testudo (the University of Maryland mascot) recently visit us in Special Collections! We had a lot of fun teaching him about researching primary sources, online finding tools at UMD, and the many collections available for research. He decided to create a Flickr photo-guide for using the Special Collections. Visit it at and let us know if it helps you too!

Picture of Testudo in the Special Collections