Description 1 attachments Slide 1 of 1 attachment_1 attachment_1 UNFORMATTED ATTACHMENT PREVIEW U.S ...
Description 1 attachments Slide 1 of 1 attachment_1 attachment_1 UNFORMATTED ATTACHMENT PREVIEW U.S. History I Touchstone 4: Analyzing Primary Sources ASSIGNMENT: You have learned that the historian’s craft involves using evidence from the past to learn and write about what happened. This evidence comes in the form of primary sources, or first-hand accounts or artifacts from the time period that the historian is writing about or studying. These sources provide the foundation for any historical narrative. Throughout this course, we have introduced you to the skill of Analyzing Primary Sources and to numerous primary sources that professional historians have used to develop a narrative of U.S. history. Now, you will have the opportunity to practice the historian’s craft by reading and analyzing two primary sources yourself. Keep in mind that the same skills you use to read and analyze historical sources can also be applied to current sources of information, such as newspaper articles, social media posts, television reports, and commercial advertisements. By practicing these skills now, you will not only develop your ability to perform historical research and think like a historian, you will also become a more skilled consumer of information in general. To complete this assignment, download the submission template below. You will return the completed template as your Touchstone submission. Touchstone 4: Analyzing Primary Sources Template Touchstone 4: Analyzing Primary Sources Sample In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone. A. Directions Step 1: Choose Two Primary Sources Review the Touchstone 4: Primary Source List and select two primary sources for your assignment. The primary sources you choose should come from different time periods. Step 2: Read and Analyze Each Source Read and analyze each source by following the instructions outlined below. Record your responses in the Touchstone 4: Analyzing Primary Sources Template. Part 1: Meet the Primary Source • What type of primary source is this? • Types could include a letter, speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc. • Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t see it. • For example, you might describe its physical appearance, its formal title (if it has one), its type of language, its size or length, or anything else in particular that stands out to you. Part 2: Observe its Parts • Who wrote it or created it? Was it one person, or was it a group, like an organization? • When was it written or otherwise created? • What are two things you know about the personal background or beliefs of the person or group who created it? • Was the source meant to be public or private? If public, who do you think was the intended audience? HINT You may need to use the internet to help you research these questions. Part 3: Interpret its Meaning: Historical Context • Describe two other things that were happening at the time the source was created. • Careful! In some cases, this could be different from the time the source describes or portrays. • How does that context (or background information) help you understand why it was created? HINT If needed, revisit the U.S. History I tutorials. The four time periods in the Primary Source List correspond to the four Units of the course. Navigate to the most relevant course unit and explore tutorials. Then find information to relate each primary source to its specific historical context. Part 4: Interpret its Meaning: Main Point and Purpose • What is the main idea or point of the source? Use specific evidence from the source itself to support your answer. • Why do you think this primary source was made? Provide evidence from your prior responses to support your answer. • For example, was its purpose simply to inform? To persuade? To sensationalize? Or something else? Part 5: Use it as Historical Evidence • What are two historical questions this source could help you to answer? • What are two pieces of information the source presents that you should “fact check” (verify as true) by checking other primary or secondary sources? • This primary source shows one perspective on this event or topic. What are two other perspectives you should get to better understand this event or topic, and why? Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. ? Did you select two primary sources from different time periods? ? Did you complete all sections of the Analyze Primary Sources template for both sources? ? Did you review the grading rubric and compare it to your response? ? Did you review the example Analyze Primary Sources submission to see an example of a completed assignment? ? Did you proofread your work for proper grammar, punctuation, spelling, and capitalization? B. Rubric Advanced (100%) Proficient (85%) Acceptable (75%) Shows a detailed understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources. Shows a general understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources. For one or both sources, shows a limited understanding what type primary source has been selecte but still provides a description o one aspect of both sources. Identifies the author, date, and audience. Author, date, and likely intended audience are fully and accurately identified for both sources. Two insights into the author’s background are provided or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Most of the elements are met for both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Some of the elements are met fo one or both sources: author, date and likely intended audience are accurately identified; two insigh into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the lik background of the source’s auth Interpreting Meaning: Historical Context (15 points) Demonstrates in-depth knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context. Demonstrates general knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context. For one or both sources, demonstrates general knowledg the time period in which the sou was written, but may not relate t primary source to its specific historical context. Clearly interprets the main idea or point of both sources using specific evidence from the sources themselves to support the interpretation. Clearly interprets the main idea or point of the sources using specific evidence from the sources themselves to support the interpretation, but the interpretation of one source may be stronger than the other. Interprets the main idea or poin both sources, but one or both interpretations may show a mor limited understanding of the sources or lack specific evidence support the interpretation. Meeting the Primary Source (10 points) Identifies and describes the source. Observation of its Parts (15 points) Interprets the historical context of the source. Interpreting Meaning: Main Point (15 points) Interprets the main point of the source. Interpreting Meaning: Purpose (15 points) Interprets the purpose of the source. Use as Historical Evidence (20 points) Identifies historical evidence for the source. Conventions (10 points) Submission follows conventions for standard written English and meets requirements. Advanced (100%) Proficient (85%) Acceptable (75%) Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context. Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context, but the interpretation of one source may be stronger than the other. Interprets the purpose of both sources by drawing general connections to other aspects of t source such as author, audience, historical context, but one or bot interpretations may show a mor limited understanding of the sources. For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates thoughtful reflection and a strong understanding of how to use primary sources as historical evidence. For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a general understanding of how to use primary sources as historical evidence. Most of the elements are met for both sources: two relevant historical questions, two pieces information to fact check, and tw other needed perspectives are identified. Response demonstrat a more limited understanding of how to use primary sources as historical evidence. There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met. There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met. There are frequent errors in grammar, punctuation, spelling, capitalization that somewhat impede readability; length and formatting requirements are nea met. C. Requirements The following requirements must be met for your submission to be graded: • • • • • Use a readable 11- or 12-point font. Composition must be original and written for this assignment and all writing must be appropriate for an academic context. Plagiarism of any kind is strictly prohibited. Submission must include your name and the date. Include all of the assignment components in a single .doc or .docx file. Adapted from Understanding Perspectives in Primary Sources, The National Archives Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
