The capacity to analyse source material critically is foundational to historical thinking (Seixas, 2017). It is indispensable to informed and effective citizens in a democracy, particularly considering struggles to control the representation of the past (VanSledright, 2016). Drawing on key work by Wineburg (1991, 1998, 2001, 2016) and VanSledright (2004), the present research argues for a practical four-part model of source analysis. Its elements are "identification," "content analysis," "context analysis" and "evaluation." The relationship between historical thinking, teacher education, and schools shapes history education (VanSledright & Maggioni, 2016). Consequently, the model of source analysis is intended for use by teacher educators, teachers and students.