Unit 5 – Primary Source Analysis Activity
Instructions
In the study of history,
Unit 5 – Primary Source Analysis Activity
Instructions In the study of history, a primary source is a document, letter, treaty, diary, manuscriipt, autobiography, recording, art, or any other source of information that was created during the particular time being studied. Primary sources serve as original sources of information about different events, issues, or lifestyles during which it was written. In this course, it is imperative that we reflect on primary sources rather than only refer to secondary sources such as textbooks or journal articles that were written more contemporarily. Without primary sources, historians would be unable to piece together a history and write secondary source material. The purpose of this activity is to practice evaluating primary sources and analyze them from a historical mindset in order to gain a better understanding of what actually occurred. Students must complete 4 out of 6 Primary Source Analysis (PSAs) during the semester. There are six different opportunities throughout the semester that will be noted in specific modules of a given week. Two of the PSAs not turned in will be excused at the end of the semester and the other four will be graded regardless of submission or not. Each PSA counts as roughly 6% of your grade. Note: Turnitin Similarity should be between 15% and no more than 50%. Use of AI will not be accepted and will result in a 0. PSAs without any form of citations will also receive a 0.
Complete the following for the Primary Source Analysis Activity:
Before completing this assignment, be sure to read the other readings for this unit first.
Next, read the primary source reading(s) for this week listed below.
Write a 500-650 word mini-paper regarding the primary source using the checklist below (about 1.5 to 2 pages double spaced). Papers should be formatted in Chicago Style Format with footnotes and Bibliography in Times New Roman 12 font with footnotes in 10 point font. No title page is needed, and the name and course information can be at the top along with a title on the first paper.
Write in 3rd Person
Use at least two direct quotes from the primary sources to bolster your analysis. Turn in this assignment as a Word Document or PDF on Canvas.
Primary Source Readings Read two of the following primary sources from this week’s module reading and compare the two sources:
Account of the Boston Massacre New Article, 1770 -Links to an external site. Published in a Boston newspaper on March 12, 1770, this article describes the events of the Boston Massacre that occurred on March 5, 1770. After throwing snowballs on British troops, the British soldiers fired onto the crowd and killed 5 people. Note how the use of language and tone in the media influenced the colonists residing in the thirteen colonies. Links to an external site.
Women in South Carolina Experience Occupation, 1780Links to an external site. Links to an external site. – The following account from Eliza Wilkinson describes the stress and dangers faced by non-combatant civilians who had to deal with the British army. While most civilians who were not part of the fighting did not get acted by military forces, many still faced hardships and other dangers brought on by war. Notice her perception of Black men in the British army.Links to an external site.
Boston King joins the British for his freedom, 1798Links to an external site. Links to an external site. – Boston King was a former enslaved man who escaped his enslaver and joined the British army during the American Revolution in exchange for his freedom. This document revels the complexities surround the war and the multifaceted motives people had for joining either side of the war.Links to an external site.
“Tea Destroyed by Indians” Satirical Poem, 1773Links to an external site. – On December 16, 1773, a group of men known as the Sons of Liberty dressed up as Mohawks and threw 340 boxes of tea totaling 92,000lbs into the Boston Harbor. This satirical poem was published in local newspapers and recounted the events that became known as the Boston Tea Party.
Save the Man – The following excerpt spotlights Pratt’s pragmatic and frequently brutal method for “civilizing” the “savages,” including his analogies to the education and “civilizing” of African AmericansDownload Kill the Indian, Save the Man
Links to an external site.
Example of a Primary Source Analysis!
Curious what a well written Primary Source Analysis (PSA) looks like? Check the video below and see the final example by clicking the link in the header above. This also is a good example of what Chicago Style Formatting looks like. Note how many, but not all, of the questions listed below are answered at some point in the document. Check List – What should be in this analysis?
A well written Primary Source Analysis should some of the following information. Note, this is just a guideline and ideas of what should be in the paper. Students do not need to answer all of these questions, so use it more as a catalyst for your paper. For more details on how this assignment will be graded, see the grading rubric at the bottom of this page:
Introduction Paragraph
Overview of the topic or theme presented
Mention the primary sources (title, author, date published)
Thesis statement/argument about the two sources
Summary/Analysis of Primary Source 1
Who wrote it and when?
What is this source about? Provide a summary.
May provide a direct quote and analysis. Is the author bias? What is the purpose of the piece?
What are some takeaways someone should know about?
Summary/Analysis of Primary Source 2
Who wrote it and when?
What is this source about? Provide a summary.
May provide a direct quote and analysis. Is the author bias? What is the purpose of the piece?
What are some takeaways someone should know about?
Comparison Analysis Paragraph
Do these pieces work together or against each other?
How are they similar and/or different?
May provide a direct quote(s) and analysis. How do these primary sources relate to the material discussed in the textbook?
How do these pieces give historians a better understanding of the past?
Canvas Guides
Submitting Assignments inks to an external site. Please note: This course uses Modules for navigation, scroll down to Submit Assignment for instruction.
Grading
Each Primary Source Analysis is worth 45 points and collectively 25% of your total grade for this class. Late work will be accepted for two weeks after the due date and will receive a 10% markdown. Plagiarism or the use of AI will result in a 0 grade and additional consequences based on the number of occurrences of the offense. PSAs without any citations will result in a 0 grade. See the grading rubric below for more information about how the this assignment will be graded.
Select “Next” to continue
Rubric
Primary Source Analysis Rubric (1)
Primary Source Analysis Rubric (1)
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Summary of Source
10 to >9.0 pts
Excellent
Author shows a solid understanding of the event being discussed and provides an accurate and detailed summary of the sources. The author provides detailed information of the events to help the reader understand what is happening. Provides historical identifies (names, dates, events, treaties, acts).
9 to >7.0 pts
Good
Author shows an understanding of the event being discussed and provides an accurate summary of the sources. The author provides some information of the events to help the reader understand what is happening.
7 to >0.0 pts
Continue Developing
Author should continue to research and reflect on the reading to gain a better understanding of what the sources are discussing and their positioning. Currently, paper does not provide an accurate summary.
0 pts
Not Yet Considered
Author needs to develop the summary aspect of this analysis paper. Either did not turn the assignment in or did not reflect on the actual readings assigned.
10 pts
This criterion is linked to a Learning Outcome Analysis of Source
10 to >9.0 pts
Excellent
Author demonstrates strong critical thinking and analytical skills with the readings. Rather than merely restating encyclopedia information, the author grapples with understanding the causes, affects, significance of an event by reflecting on a wide range of historical viewpoints and perspectives relating to the readings.
9 to >7.0 pts
Good
Author demonstrates sufficient critical thinking and analytical skills based on the reading. Rather than merely restating encyclopedia information, the author considers some of the causes, affects, significance of an event by reflecting on a wide range of historical viewpoints and perspectives. However, more could be added.
7 to >0.0 pts
Continue Developing
Author should continue to develop the critical thinking and analytical aspect of the reading. As it stands, the paper is mostly restating encyclopedia information and would benefit on adding the author’s perspective of the cause, effect, and significance of the event. Reads more of an encyclopedia entry rather than an analysis.
0 pts
Not Yet Considered
Author needs to develop the critical thinking and analytical aspect of this analysis paper. Either did not turn the assignment in or did not reflect on the actual readings assigned.
10 pts
This criterion is linked to a Learning Outcome Quotes and Evidence
10 to >9.0 pts
Excellent
Provides at least two well considered direct quotes from readings. There are also summaries, paraphrasing, or statistical evidence to prove their argument and position. Quotes are properly introduced at the start of the sentence. Sources are cited properly when needed in footnotes.
9 to >7.0 pts
Good
Provides at least two direct quote from readings. There are also summaries, paraphrasing, or statistical evidence to prove their argument and position. Quotes may or may not be properly introduced at the start of the sentence. Sources are cited when needed in footnotes with minor corrections needed.
7 to >0.0 pts
Continue Developing
Little to no direct quotes, summaries, paraphrasing, or statistical evidence to prove their argument and position. Reads too generically without information from the readings.
0 pts
Not Yet Considered
No quotes or evidence is provided. Either did not turn the assignment in or did not reflect on the actual readings assigned.
10 pts
This criterion is linked to a Learning Outcome Chicago Style Formatting
5 to >4.0 pts
Excellent
Strongly follows Chicago Style Formatting. Paper is double-spaced, 12 point Times New Roman font, 1 inch margins, and footnotes are 10 point Times New Roman. Block quotes are flushed and single-spaced. Name and course information listed on the top left.
4 to >3.0 pts
Good
Follows Chicago Style Formatting with only minor corrections needed as mentioned in the “Excellent” section.
3 to >0.0 pts
Continue Developing
Follows Chicago Style Formatting somewhat but has room for significant improvement regarding any of the following: footnote citations, font used, name and course information, margins, etc.
0 pts
Not Yet Considered
Does not Chicago Style Formatting and has significant room for improvement.
5 pts
This criterion is linked to a Learning Outcome Clarity and Flow
5 to >4.0 pts
Excellent
Very easy to read and follow ideas of the author. Ideas are presented in a captivating manner. Paragraphs are well-organized and flow of the paper makes sense. Little to no grammar issues, so it does not hinder flow or assessment of learning historical topics.
4 to >3.0 pts
Good
Easy to read and follow ideas of the author. Paragraphs are well-organized and flow of the paper makes sense with little only minor corrections recommended. Little to no grammar issues, so it does not hinder flow or assessment of learning historical topics.
3 to >0.0 pts
Continue Developing
Difficult to read and follow ideas of the author. Paragraphs are not well-organized and flow of the paper should be edited further. Substantial grammar issues, so it does hinder flow or assessment of learning historical topics.
0 pts
Not Yet Considered
Nothing was submitted yet.
5 pts
This criterion is linked to a Learning Outcome Tone and Word Choice
5 to >4.0 pts
Excellent
Author is consistent in writing in 3rd person (they, scholars, historians, he, she, them). Maintains a professional/academic tone when writing and is conscious of word choice. Uses affirmative and argumentative statements rather than questions.
4 to >3.0 pts
Good
Author is consistent in writing in 3rd person (they, scholars, historians, he, she, them) for the most part. Author tries to maintain a professional/academic tone when writing and is conscious of word choice. Uses affirmative and argumentative statements rather than questions.
3 to >0.0 pts
Continue Developing
Author is consistently goes into 1st (I, me, we, us) or 2nd person (you, your). Does not necessarily have a professional/academic tone when writing and often has a “blog post” like quality. Frequently uses questions rather than argumentative statements.
0 pts
Not Yet Considered
Nothing was submitted yet.
5 pts
Total Points: 45
https://inst-fs-iad-prod.inscloudgate.net/files/d9361fbf-6a2f-4635-bb33-3d80cf95ae63/Boston%20Massacre%20Account.pdf?download=1&token=eyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.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_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.F2KnScl387b9rR1u1-uYdUOWSmdYzRajztedkhOwrVKd-6MrMqjYFFwoj72V-STvIohD_65TqnBJkG9uUaKz7w
Boston King recalls fighting for the British and for his freedom, 1798
Boston Tea Party Satire Poem
On December 16, 1773, a group of men known as the Sons of Liberty dressed up as Mohawks
and threw 340 boxes of tea totaling 92,000lbs into the Boston Harbor. This satirical poem was
published in local newspapers and recounted the events that became known as the Boston Tea
TEA,
DESTROYED BY INDIANS.
YE GLORIOUS SONS OF FREEDOM, brave and bold, That has stood forth — fair LIBERTY to hold ;
Though you were INDIANS, come from distant shores, Like MEN you acted — not like savage Moors. CHORUS.
Bostonian’s SONS keep up your Courage good,
Or Dye, like Martyrs, in fair Free-born Blood.
Our LIBERTY, and LIFE is now invaded.
And FREEDOM’s brightest Charms are darkly shaded; But, we will STAND — and think it noble mirth,
To DART the man that dare oppress the Earth. Bostonian’s SONS keep up your Courage good,
Or Dye, like Martyrs, in fair Free-born Blood.
How grand the Scene ! — (No Tyrant shall oppose) The TEA is sunk in spite of all our foes.
A NOBLE SIGHT — to see th’ accursed TEA
Mingled with MUD — and ever for to be ;
For KING and PRINCE shall know that we are FREE. Bostonian’s SONS keep up your Courage good,
Or Dye, like Martyrs, in far Free-born Blood,
Must we be still — and live on Blood-bought Ground, And not oppose the Tyrants cursed found ?
We Scorn the thought — our views are well refin’d We Scorn those slavish shackles of the Mind,
” We’ve Souls that were not made to be confin’d.” Bostonian’s SONS keep up your Courage good,
Or Dye, like Martyrs, in fair Free-born Blood.
Could our Fore-fathers rise from their cold Graves, And view their Land, with all their Children SLAVES ; What would they say ! how would their Spirits rend, And, Thunder-strucken, to their Graves descend. Bostonian’s SONS keep up your Courage good,
Or Dye, like Martyrs, in fair Free-born Blood.
Let us with hearts of steel now stand the task, Throw off all darksome ways, nor wear a Mask.
Oh ! may our noble Zeal support our frame,
And brand all Tyrants with eternal SHAME. Bostonian’s SONS keep up your Courage good,
And sink all Tyrants in their GUILTY BLOOD.
Transcriipt of video made by my professor of the analysis paper work
Hi everyone, so in this video I wanted to cover what a primary source analysis mini paper looks like and The document that you are seeing here in front of you I’ve also linked it into the modules so you can download the document and read it in its entirety Just so you get an understanding of what I’m looking for for these PSAs For the PSAs they should be rather typically short. They’re only about 500 to 650 words So we’re looking at about two pages double space to their more of a reflection if you will rather than a formal research paper So 500 to 650 words would be you know the target the ideal No less than 500 words that being said some students really really enjoy writing and I have gotten some that are very very long Please keep it under 800 words, okay? I would like it if it was 500 to 650 if you do find yourself writing a little bit more than I’m gonna cap it at 800 words That way you can practice how to write a little bit more concisely But again 500 is the minimum 650 would be ideal and then 800 max, okay? So I wanted to dive into what you’re actually seeing here on this screen So you will be writing your PSAs in Chicago style format as you’re looking here It probably looks very similar to Emily and in many ways it is But when you come down here you probably have not seen this before this is called a foot to note And this is what really brings Chicago and its own style, okay? Are these footnotes and I will show you how to insert footnotes right now in this video In a little bit, but for this very similar to MLA you will put your information up here and then put a title You will put your last name and the page number here, okay? Very similar to MLA. It’s in Times New Roman font and double spaced Right There’s no extra space between paragraphs So in that case very very similar you do not need a title page for these at all You can put a title page on the final project itself. You’re writing a paper and Then again, you can see here. It’s only two pages and then I have my bibliography here Yes, I do want to see a bibliography and yes, I do want to see footnotes The reason why footnotes are really nice is they’re really made for the reader So you can imagine if you’re reading a really really long book and you see a citation in MLA and it’s in the writing and all you get is Last name well now you have to flip to the very back of the book to figure out who wrote it and thus kind of annoying as a reader like having to like bookmarker page and then go over into the bibliography and figure out You know who wrote it Here for the reader all I have to do now is glance at the bottom of the page and that is way nicer as again you reader So you will do that whenever you need to cite something you’ll do these footnotes and Then you will put the bibliography all right The bibliography I’ll cover that in a little bit. It’s Green to be an alphabetical order the formatting is different than MLA in terms of citations and how those look I’ll show you in a little bit where you can go for that But again, this is what it should kind of look like for the PSAs I will give you Different primary sources to read some weeks there might only be two primary sources some weeks there might be four sometimes There might be six and I will say choose two to look at now if I only provide two you’re gonna be looking at those two and you’re gonna be Analyzing those two and Compare and contrast sometimes they’re gonna be very similar to each other sometimes they’re gonna be completely opposite of each other And I want you to analyze how they are similar and or different Now if I give you multiple primary sources that say I give you four six Primary sources you choose which two look the most interesting to you and that way It’s a little bit more tailored learning that way you’re you know getting a little bit more out of this course Then say oh you have to read this and you have to read this that way it’s hopefully providing a little bit more tailored Experience for you and you know your interests given a certain topic So let’s say this is um a primary source. I was given two documents about the Salem witch trials And again, this is just an example um, but let’s say I have two documents. I have one about ticchiba Which was the first woman who was accused of witchcraft. She was an enslaved woman Native American or black we’re not sure Um, but she was just practicing her religion which was not Christianity and she gets accused of witchcraft The other document is about a woman who was pretty wealthy and she gets accused of witchcraft and This is gonna be a core case about her Well, her name is Wilson So what I do here is in this example, I provide a Introduction paragraph. I kind of talk about what the Salem witch trials were um, maybe there’s some information from the book From the textbook that might be helpful So I put just in a couple of sentences provide an overview and then what I like to do is have a couple of sentences noting exactly what Um, sources I’m looking at so in this case I mentioned ticchiba and Sarah Wilson just to give the reader kind of a heads up of hey, these are the two documents. I’m going to be looking at Then I provide a paragraph about the first primary source. So this paragraph is solely on ticchiba and her court case And I’m you know looking at it. I’m providing a quote So I am asking that you use quotes directly from the primary sources in your paper And then I talk about the other piece So this paragraph is all about Sarah Wilson and her experience that she also says that the devil came to her but in this time The shape of a cat instead of a dog So I note that difference in um, the project And then um, I talk about how Wilson is just opposite in many ways to ticchiba so ticchiba is enslaved She does not have much power um And then we have Sarah Wilson who is a very wealthy woman um She ends up marrying a new man I’m getting a lot of property and I talk about how this kind of shows that socio economic Ticch and that’s growing of while if we accuse the wealthy woman of which craft then maybe we get a piece of her wealth once she gets hung All right So one is purely based off of religion and gender Um, and then the other one is based off of wealth So This last paragraph is really where I start talking about that and I compare the two sources Okay, so these two paragraphs are more like summaries So this one about um ticchiba is more of a summary with a little bit of analysis And then here’s the center of Wilson paragraph Again more of a summary a little bit of analysis and then this last paragraph is really where I analyze and compare both of them Okay, and then that that’s it um, so that is going to be The bulk of the writing itself. I did want to show how to insert a footnote. So right here. You’ll see this little one here And what you do is Let’s say I also need to somehow for some reason need to cite this I will put my cursor there so it starts blinking and then I will go to um references If you’re using word And then you’ll just come here to insert footnote As you can see once I say insert footnote this number two automatically pops up And you can see down here it drops me down and puts this number two This is where I will actually put in the citation So Here um, let’s say I am using the exact same source if I’m using the exact same source. I can use this Ibit Which is Latin and then the page number that I got it all right, so that’s If you see that that means that I’m using this document Still to reference and you can put this Ibit Now, let’s say it’s a different document Then I have to put The name of the you know author and things like that. So let’s say EN And then we can say baker and then um, you know Say them which trials
All right, and then let’s say I get it on um History to the history website history channel if you will and then I will put the access date
And let’s say which is pretend it’s the same Let’s say I look at it a few days later Then we’ll put the link and let’s say it’s www.history.com slash Salem Just an example, okay, um, generally you’ll put the first name last name comma the name of the article comma where you got it so this would be a textbook or the website If it’s a website you’ll put the access date in the URL if it’s a book nor an article Then you will put the title of it here If you are given the publisher information and things like that You’ll put that in parentheses and then put the page number And then for the bibliography I do want you to have a bibliography that lists the primary sources that you’re looking at and then also List the textbook you’re using if you reference the textbook for this class, okay Not for this example. I put the American Yop it could be a different textbook though All right, um, I did want to say that these citations for the bibliography are different from These citations in the footnotes I don’t know why it is the most annoying thing to me um, I I don’t understand the purpose of that. I don’t know why they can’t just make it the same But there are some differences. I’m not going to go into this too much because I really I’m not going to be Grading too hard on this But just note that a lot of times instead of commas in the footnotes. It’s going to be periods So like this access date for example if you look here Here in the footnotes is a comma in a lowercase access date and then if you come down here You’ll notice it’s a period with a capital access date I don’t know why they do that. It’s it’s very annoying Um, I don’t understand why it can’t be the same, but just so you know Be wary of that um, I think that is pretty much it in terms of what I want the PSAs to look like again This document is linked in the modules so you can download it and read it in your own time There is one other thing that I would like to show you though. All right, so I wanted to show you Where you can go to help you with citations for Chicago style formatting I do have a page in the modules that says Chicago style formatting, but my favorite place to go is Chicago and then Al Prado You’ll see it comes up right there click on that Click on Al Prado And then it will show you the Chicago manual of style Over here is where you will get the actual like citations So they have info about general formatting if you need to cite books you’ll come here Periodicals this is going to be any sort of like article or newspaper or journal article from a database and then web sources So let’s say you want to look at a web source You’ll come here and you will see this is the formula for the footnote and this is the formula for the bibliography You’ll use that format to help you with the PSAs And that is pretty much it if you have any questions don’t hesitate to reach out to me
Example of what the paperwork should look like https://inst-fs-iad-prod.inscloudgate.net/files/b3498676-dca2-407b-9c05-5ec30b25cda8/PSA%20Example-4.pdf?download=1&token=eyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3MTA3MzQyMjcsInVzZXJfaWQiOiIxMTM2ODAwMDAwMDAxOTY0ODUiLCJyZXNvdXJjZSI6Ii9maWxlcy9iMzQ5ODY3Ni1kY2EyLTQwN2ItOWMwNS01ZWMzMGIyNWNkYTgvUFNBJTIwRXhhbXBsZS00LnBkZiIsImp0aSI6IjZmODk0MGQxLWU0NDctNDg0NS1iMGM4LWIzZTM0MGYzYzRjNiIsImhvc3QiOiJyY2NkLmluc3RydWN0dXJlLmNvbSIsImV4cCI6MTcxMDgyMDYyN30.0cvi24joGk3h8MWqYSwt1JzoZqZfdh-F5qDOLmPeF0zHeTFZlUdipf6tweA4y0RgHD6WdNhDiohiyFgJiq7Hlw