A primary document is a source written in the period covered in the course which illustrates thought ...

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A primary document is a source written in the period covered in the course which illustrates thoughts, political responses or strategies by thinkers during this historical epoch. While reading the source, examine them with a critical eye. It is important to consider both the source itself and the time in which it was created. Below are some of the questions you may ask about the nature of a source: · What is the source and what is it telling you? · Who is the author? Did the author have first-hand knowledge of the events? How did the author collect the information? · What biases or assumptions may have influenced the author? · Who was the intended audience? · What was the significance of the source at the time it was created? · What questions could be answered using this source? · What assumptions does the author make about attitudes and society? What aspects of daily life, government, or religion does the author mention in passing? · What, if any, are the limitations of the source? · Does your understanding of the source fit with other scholars’ or our course lectures’ interpretations, or does it challenge their argument? Gather your thoughts, choose a central line of focus for your analysis and cohere your thoughts in the writing. You might consider adopting gradual progression of your argument in the paper (this is by no means a set pattern for your paper) 1. Historical background of the source. What was happening at the time that the source was written? Consult notes from class as well as assigned secondary readings. Prioritize information that is likely to have a direct bearing on how you interpret the source. Please avoid lengthy walkthrough of the historical period. 2. Content of the source. Who wrote it? When? Why? What is it about? For whom did the author write? Did the author have a personal stake in how events turned out? How did the author interpret or respond to the certain event or person he was writing about, and so on. 3. Usefulness of the source. What can be learned from the source? Give examples of things which can (or cannot) be learned from the source. How are the author's circumstances reflected in the source? Give specific examples of statements that are particularly biased or particularly even-handed. Is the work theoretical? Or does the author include a wealth of details that tell about what was happening around him or her? Does the author reveal anything about general societal attitudes (e.g. towards religion, social norms and family life)? Does the author offer insights into the specific historical events or personages? Does the author give information about things that are not the main topic of the source? Try to go beyond a consideration of the basic facts presented in the source to analysis of larger insights into history which might be gained from the source. 4. Conclusion. What is your overall assessment of the source? How could this source best be used for research? How did the course shed (different) light on to our understanding of the historical period.