Description A primary source is any document, letter, newspaper article, photo, drawing, object, or artefact from a specific historical moment. It is something by and/or for the people of the time in which it was created. Each PSA will include the following: • Citation: Full citation to the extent possible. For most of the primary sources in this course the citation will be included on the source itself so all you have to do is reproduce it. • Description: What is it (e.g., poem, legal code, letter, newspaper article)? • Authorship: Who wrote/created it? When was it created? • Purpose: What was the original purpose of the document? And who is the intended audience? You may have to extrapolate here. When possible, include specific details (evidence in the form of quotations) from the document that support the author’s purpose. • Significance: What does the document reveal about the historical moment in which it was created? You may also discuss how the document relates to the unit as a whole (readings, lecture, and other primary sources). Use examples from both the assigned readings and your document to support your claims. Be specific and precise. Notes: • Bullet points are acceptable where appropriate, however, questions 4 and 5 require complete and well-developed sentences/paragraphs.

Length: 500-750 wordsPurpose: To learn how to read a historical primary sourceThis assignment will require you to choose one of the primary sources (attachment below) and do the following:Identification: Identify the source (who, what, where, when) and determine the author’s point of viewHistorical Context: Place it the context of a broader historical event, trend, or issue (you don’t have to discuss them all.  One or two will do.)Historical Question: Pose a question that this source might be used to answer and explain how you would use the source to answer that question.  Your question should draw a connection between the micro (your source as an individual case) and the macro (some larger historical development).  By answering it, you should be able to tell your reader something that helps them better understand the time and place in which the source was written.  Please avoid the following: (1) Counterfactual (what if…) questions, (2) Reading comprehension questions (what happened after x said …?) , (3) Moral-ethical questions (Is x a good person?) ( you can start the question with hoe was the relationship between the king and his nobles or Dukes as they are called? or somthing like that, and refer to it in the reading).Limits of the Source: Discuss limits or problems of using this source.  You might discuss the author’s background and biases or the kinds of sources he used.  Also, consider things that the source cannot tell you.In order to receive full credit for this assignment, you must include all of these points in your paper.  To make sure that you do so, it might be helpful to divide the paper into four sections.  Each of these points should receive equal space in the final draft.A final note: Please do not include “parallels to today” sections in this paper.  The purpose of the assignment is to learn how to read and use a historical source

Make sure to:

-Student offers background on the author and source based upon secondary sources as well as the in-text clues. Secondary sources the student may use without reservation include: background readings, class notes and summaries, secondary sources posted on Canvas, and any front matter attached to the primary source text. (Before using other sources, please consult with the professor, GA or UTF.) Student uses this information to offer insight into the original nature and purpose of the source and the author’s point of view.

-Student does both of the following: 1) Identify the broader historical context into which a source fits. (If there is more than one context, pick only one.) 2) Student picks a topic from that context that can be examined using the chosen source and explains why he/she chose that topic. (Topics include, but are not limited to: social class, religion, political organization, gender roles, international trade). In both parts of this section, the student makes direct references to the primary source to support their characterization of the context and their choice of topic.

-Student identifies at least two potential difficulties in using the source to answer his/her question; Student offers specific evidence from the source text to demonstrate these difficulties; student demonstrates a firm understanding of the historical period, the sources and the discipline of history writing through a discussion of authorial subjectivity, genres of sources and available information. ( very improtant)

-Student documents all of the material he/she takes from writings not his/her own by using properly-formated footnotes in an appropriate manner

(((((Also please make sure to include all of the requirment.)))))

• Assignment 1.1 – I will send template to the teacher that we agree and shake hands for assigment.

   

  Primary Source Analysis Instructions – Honors Class –  Please download and use the Template for the image you selected. – It can be found in the Week 3 Instructor Insights.  Assignments not using the template will not be accepted

   

  Please choose a primary source IMAGE from the Industrial Era related to Industrialization in some way (1870-1910).  This should be a PHOTOGRAPH or POLITCIAL CARTOON.

   

  Remember that a primary source is a source from the time period/a first-hand account etc.   Make sure that your primary image focuses on Industrialization and is not just any image from the time period (i.e. an image about Share-croppers or African American males voting or women fighting for the right to vote would fall into the time period, but are not about industrialization).

  Once you have selected your image, you will complete a primary analysis of the image.  Your primary analysis should include a copy of the actual image along with the source (APA format) for the image.  Please use scholarly sources (.gov, .edu etc.) and not just random internet sources (such as infoplease, about.com, pinterest etc.).  Good places to find primary images include www.loc.gov (search prints, photographs section) and www.NARA.gov

   

  You will then write a 1-2 page analysis in PARAGRAPH form with an introduction paragraph, body paragraphs, and conclusion paragraph (no question and answer format) that addresses the following:

  For a photograph:  Template for Photograph (required)

  • Discuss the people, activities, and objects in the photograph.
  • Discuss at least 3 things you can infer about life at the time of the photograph from the contents of the photograph you discussed in previous paragraph.
  • Identify 1-2 questions that the photograph raises in your mind and explain why you have those questions after looking at the photograph.
  • Discuss where you might could go to find answers to your questions.

  *remember to include a title page, then paste the image into the document, then include a introduction paragraph, then the body paragraphs above, and end with a conclusion paragraph.  Have your last page be a References page in APA format of where you found your image.

• By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the
  Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates

Length: 500-750 wordsPurpose: To learn how to read a historical primary sourceThis assignment will require you to choose one of the primary sources (attachment below) and do the following:Identification: Identify the source (who, what, where, when) and determine the author’s point of viewHistorical Context: Place it the context of a broader historical event, trend, or issue (you don’t have to discuss them all.  One or two will do.)Historical Question: Pose a question that this source might be used to answer and explain how you would use the source to answer that question.  Your question should draw a connection between the micro (your source as an individual case) and the macro (some larger historical development).  By answering it, you should be able to tell your reader something that helps them better understand the time and place in which the source was written.  Please avoid the following: (1) Counterfactual (what if…) questions, (2) Reading comprehension questions (what happened after x said …?) , (3) Moral-ethical questions (Is x a good person?) ( you can start the question with hoe was the relationship between the king and his nobles or Dukes as they are called? or somthing like that, and refer to it in the reading).Limits of the Source: Discuss limits or problems of using this source.  You might discuss the author’s background and biases or the kinds of sources he used.  Also, consider things that the source cannot tell you.In order to receive full credit for this assignment, you must include all of these points in your paper.  To make sure that you do so, it might be helpful to divide the paper into four sections.  Each of these points should receive equal space in the final draft.A final note: Please do not include “parallels to today” sections in this paper.  The purpose of the assignment is to learn how to read and use a historical source

Make sure to:

-Student offers background on the author and source based upon secondary sources as well as the in-text clues. Secondary sources the student may use without reservation include: background readings, class notes and summaries, secondary sources posted on Canvas, and any front matter attached to the primary source text. (Before using other sources, please consult with the professor, GA or UTF.) Student uses this information to offer insight into the original nature and purpose of the source and the author’s point of view.

-Student does both of the following: 1) Identify the broader historical context into which a source fits. (If there is more than one context, pick only one.) 2) Student picks a topic from that context that can be examined using the chosen source and explains why he/she chose that topic. (Topics include, but are not limited to: social class, religion, political organization, gender roles, international trade). In both parts of this section, the student makes direct references to the primary source to support their characterization of the context and their choice of topic.

-Student identifies at least two potential difficulties in using the source to answer his/her question; Student offers specific evidence from the source text to demonstrate these difficulties; student demonstrates a firm understanding of the historical period, the sources and the discipline of history writing through a discussion of authorial subjectivity, genres of sources and available information. ( very improtant)

-Student documents all of the material he/she takes from writings not his/her own by using properly-formated footnotes in an appropriate manner

(((((Also please make sure to include all of the requirment.)))))