Overview
The first primary source analysis was done incorrectly. Here is the comment professor gave:
I am sorry to tell you that you did not select a primary source to analyze, but instead examined a secondary, scholarly article (as you say in 6). You did not do this assignment correctly.
I wanted you to select a primary source to analyze. So, I graded you based on your efforts. If you want to revise and resubmit this assignment, you may do so. Be sure to select a primary source, and then resubmit. I will be happy to regrade. If you have questions, let me know. The decision to revise and resubmit is entirely yours.
I am "reassigning" this assignment.
make sure to do this one correctly please!!!
Paired Primary Source Analysis Assignment (1831–1865)
Purpose: Why are we doing this?
Historians often compare multiple sources to see how people in the past debated, agreed, or disagreed about important issues. By analyzing two related primary sources from 1831–1865, you will practice comparing perspectives, understanding historical context, and making connections between documents. This skill helps you build stronger historical arguments in essays and discussions.
Task: What do I need to do?
1 Find Two Primary Sources
◦ Select two documents dated between 1831–1865.
◦ Your documents must:
▪ Be related to United States history
▪ Be related to each other (for example: a law and a response to it, two opposing speeches, or a newspaper article and a personal letter about the same event).
◦ Make sure both documents are primary sources, not secondary sources.
▪ Reminder: A primary source is created during the time under study (letters, speeches, laws, maps, newspapers, etc.). A secondary source is written later by someone analyzing the past (textbooks, articles, modern websites).
2 Complete the Analysis Worksheet
◦ Copy and paste the worksheet into your submission.
◦ Answer each question separately for each document.
◦ Do not write in essay format—use the worksheet structure.
Criteria: How will I be graded?
• Source Selection (20%) – Both documents are primary, fall between 1831–1865, and are clearly related to each other.
• Accuracy (30%) – Your answers correctly describe each source and its historical context.
• Depth (30%) – You explain meaning, perspective, and significance, not just surface description.
• Completeness (20%) – You respond thoughtfully to all worksheet questions for both documents.
Support & Resources
• Course Home: [About Primary Source Analysis]
• Reach out if you’re unsure whether your chosen document is primary or secondary—I can help you check before you submit.
👉 Reminder: Choose documents that connect to each other in a meaningful way. This assignment is practice in comparing voices from the past to understand history more deeply.
2 PRIMARY SOURCES
ANALYSIS WORKSHEET
1 TYPES OF DOCUMENTS:
_____NEWSPAPER _____PHOTOGRAPH
_____LETTER _____TELEGRAM
_____CONGRESSIONAL RECORD _____BILL/LAW
_____POLITCAL CARTOON _____PRESS RELEASE
_____DIARY ENTRY _____REPORT
_____OTHER (BE SPECIFIC):
WEB ADDRESS OF DOCUMENT 1:
WEB ADDRESS OF DOCUMENT 2:
2 DATE(S) OF THE DOCUMENTS:
3 AUTHORS (OR CREATORS) OF THE DOCUMENTS:
4 FOR WHAT AUDIENCES WERE THE DOCUMENTS WRITTEN?
5 QUOTE 3 THINGS STATED IN EACH DOCUMENT THAT YOU THINK ARE IMPORTANT AND EXPLAIN WHY EACH IS IMPORTANT:
A.
B.
C.
D.
E.
F.
6. EXPLAIN IN DETAIL WHY YOU THINK THESE DOCUMENTS ARE RELATED:
7. WHAT EVIDENCE IN THE DOCUMENTS HELPED YOU TO KNOW HOW THEY ARE HISTORICALLY CONNECTED?
8. LIST AND EXPLAIN AT LEAST 2 THINGS THE DOCUMENTS, WHEN CONSIDERED TOGETHER, TELL YOU ABOUT LIFE IN THE UNITED STATES AT THE TIME THE DOCUMENTS WERE WRITTEN.
A.
B.
9. WRITE A PARAGRAPH EXPLAINING HOW THESE TWO DOCUMENTS, TOGETHER, SUPPORT A HISTORICAL CONCLUSION.
Two Primary Sources Analysis Worksheet – Grading Rubric
Total: 150 Points
1. Document Identification & Web Addresses (15 points)
• 13–15 pts – Correctly identifies document types, provides full and accurate web addresses, dates, and authors for both sources
• 10–12 pts – Mostly complete; minor errors or missing one element (e.g., date or audience)
• 0–9 pts – Incomplete or inaccurate; missing several key elements
2. Intended Audiences (10 points)
• 9–10 pts – Accurately identifies intended audiences for both documents with thoughtful explanation
• 7–8 pts – General explanation of audiences; may lack detail or clarity
• 0–6 pts – Incomplete, vague, or incorrect audience identification
3. Quoted Evidence & Importance (30 points)
• 27–30 pts – Selects 3 quotes from each document (6 total) and provides strong, well-reasoned explanations for the importance of each
• 21–26 pts – Includes 6 quotes with explanations, though some may be underdeveloped
• 0–20 pts – Fewer than 6 quotes or weak/incomplete explanations
4. Explanation of Connection Between Documents (15 points)
• 13–15 pts – Clearly explains how the two documents are historically related with depth and clarity
• 10–12 pts – Makes a general connection between documents but may lack detail or insight
• 0–9 pts – Weak or missing explanation of how the documents are related
5. Supporting Evidence for Historical Connection (10 points)
• 9–10 pts – Provides clear, specific evidence from both documents to support their connection
• 7–8 pts – Includes some supporting evidence, but explanation may be vague
• 0–6 pts – Minimal or no specific evidence offered
6. Insights into U.S. Life from the Documents (10 points)
• 9–10 pts – Identifies and clearly explains at least two accurate insights about life in the U.S. at the time
• 7–8 pts – Includes two insights but with limited analysis or specificity
• 0–6 pts – One or no insights; vague or historically inaccurate responses
7. Final Paragraph – Historical Conclusion (50 points)
• 46–50 pts – Writes a thoughtful, well-organized paragraph that draws a clear historical conclusion supported by both documents and context
• 40–45 pts – Makes a valid historical conclusion with supporting evidence, though analysis or writing may lack depth or clarity
• 30–39 pts – Attempts a conclusion but lacks clarity, specificity, or sufficient support from the documents
• 0–29 pts – Paragraph is unclear, off-topic, unsupported, or missing
Grading Scale
Points Earned
Letter Grade
Performance Description
135–150 points
A – Excellent
Detailed, insightful, and historically accurate analysis
120–134 points
B – Good
Strong work with minor issues in depth, clarity, or accuracy
105–119 points
C – Adequate
Meets basic expectations but lacks strong analysis
Below 105
Not Passing
Incomplete or insufficient historical understanding
CHAPTER 10 IMPORTANT TERMS
James Madison
John C. Calhoun
James Monroe
McCulloch v. Maryland
Federal Supremacy
Dartmouth v. Woodward
Sanctity of Contracts
Gibbons v. Ogden
Regulation of Interstate Commerce
Monroe Doctrine
Tallmadge Amendment
Henry Clay
Missouri Compromise
Short-Staple Cotton
Cotton Boom
American System of Manufacturing
Indian Removal
Cherokee Nation v. Georgia
Worcester v. Georgia
Andrew Jackson
Removal Act, 1830
Trail of Tears
Seminole Wars