History A170- Library of Congress Primary Source Worksheet
Due: OCC Week 4
Points: 30 points of overall course grade
Historians turn to primary sources to tell us about life in a certain place and time. For this worksheet, you will identify ONE (1) textual primary source from Chapters 3 (British North America), 4 (Colonial Society), or 5 (American Revolution) of the assigned primary source reader (YAWP Reader).
Fill out this worksheet and submit it to TurnItIn via our Canvas website by the end of OCC Week 4 (late submissions will be docked daily). Use the primary source to answer ALL of the following questions:
1. Engaging with Primary Source
A. What is the complete work cited of your source?
_______________, ______________. “____________________.” The American Yawp Reader: A
Author Last Name Author First Name Primary Source Title
Documentary Companion to the American Yawp. Volume 1: through 1876. Stanford University Press, 2019. Web. Available from _____________. Accessed __________________.
Web Link Here Date Accessed Online
B. What is the complete in-text citation for your source?
(____________, Yawp Reader, _______________, ___________).
source author chapter title document #
C. What is this primary source (a diary, newspaper article, speech, etc.)?
D. Who created this primary source (who is the author, not publisher, and what do you know about them)?
E. When was it created?
F. Where does your eye go first?
G. What do you see that you didn’t expect?
H. What powerful words and ideas are expressed?
I. What feelings and thoughts does the primary source trigger in you?
J. What Course Theme(s) does this source address [See Module 1 for a refresher]?
2. Promoting Inquiry
A. Identify the time period of your primary source: Colonial America or Revolutionary America
B. What were 3 things happening during this time period (think larger historical context addressed in YAWP)?
C. What was the author’s purpose in making this primary source?
D. What does the author do to get his or her point across?
E. Who was this primary source’s audience?
F. What biases or stereotypes do you see?
3. Applying Critical Thinking and Analysis Skills (summarizing)
A. Provide evidence from the primary source to support your conclusions above (if you’ve already provided evidence, state “see above”)?
B. Identify questions for further investigation.
Evaluate the role of an individual in the development of an historical phenomenon such as an event, turning point, or trend in the American experience through 1876.
Together, these assessments will build on one another, providing stepping stones toward a more thorough and clear analysis of primary sources. The assessments include:
- Primary Source Analysis Worksheet (due OCC Week 4, Module 4)
- Primary Source Analysis Paper 1 (due OCC Week 6, Module6)
- Primary Source Analysis Paper 2 (due OCC Week 13, Module 13)
16 days ago
Due Date: Week 6 Spring 2024HIST 170: Primary Source Analysis Paper I (50 pts of overall course grade) (lowest grade of 2 papers will be dropped)
Submitted to Turn It In via our Canvas website by 11:59 PM on Sunday, Week 6 (late submissions will be docked daily).
The PromptLinks to an external site.
Historians turn to primary sources to tell us about life in a certain place and time. For this worksheet, you will identify a textual primary source from Chapters 3 (British North AmericaLinks to an external site.), 4 (Colonial SocietyLinks to an external site.), or 5 (American RevolutionLinks to an external site.) of the assigned primary source reader (YAWP Reader).
Using your chosen source and notes from the primary source analysis worksheet, write an essay (2 [full]-3 pages) on the author’s relationship to colonial America or Revolutionary America with the following sections:
- Section 1: An introduction that: A) describes colonial America or Revolutionary America in the context of Chapters 3 and 4 or 5 (Yawp textbook), noting three central or important components of the time period (colonial America or Revolutionary America); B) introduces the primary source and its author; and C) provides a thesis statement (argument) indicating the way in which your analysis will effectively connect the author/primary source to the time period.
- Section 2: A section in which, based on your evaluation of the primary source, you indicate the observer’s understanding of the time period (colonial America or Revolutionary America), supporting your assertions with specific paraphrases/quotes of the text.
Questions to Consider for This Section: how does your author view the time period and its place in American society? Do they focus on a particular topic of the time period? Do they see it as a good thing? A bad thing? A complex thing?
- Section 3: A section addressing the author’s view of the time period (colonial America or Revolutionary America) within the larger historical context. Provide three clear and distinct comparisons (commonalities or disconnects) between the author’s particular observation of the time period and the “reality” of the Era that we have examined in class. Provide support from the primary source and course content to clarify why you arrived at each conclusion.
Questions to Consider for This Section: what material from the Colonial America or Revolutionary America lectures/textbook content does your author reassert/support? What content/problems/people from the Era are off your author’s radar?
- Section 4: A section discussing what larger course theme[s] are prevalent in your primary source. These themes include but are not limited to: Power [who has it?]; Land and Property; Freedom and Liberty; the Power of Place/Region; Individual v. Community v. Nation; Race; Gender; Class; American “Character;” Rhetoric v. Reality. Strong papers will focus on one or two course themes rather than many. Support your assertion with specific paraphrases/quotes from the text.
- Section 5: A conclusion restating the author and source, the three components of the time period (colonial America or Revolutionary America) from section 1 and introducing questions the primary source raised for you [Identifying questions for further investigation].
Additional Information
You should not consult outside sources for this assignment. If you need additional context, turn to the textbook or lecture notes. You MUST cite (in-text citations and work cited) all sources you use, including lecture. The best papers will incorporate and closely analyze quotations.
Follow standard formatting guidelines provided on Canvas. Ensure that you have properly cited throughout your paper (in-text citations) and included a work cited page (which does not count towards the 2-[full] page minimum). You will be expected to cite and format correctly and will lose points if you do not. See our Canvas course page in Week 1’s module for citation support. Note: your paper should not be more than 5 pages.
Your paper must be typed, double-spaced, 12-point Times New Roman (1 margins) and uploaded to TurnItIn (via our Canvas website) by the end of OCC Week 6. Late work will be docked daily.
Your paper will be graded on: 1) the standard requirements (page length, citations, font, etc.), 2) clarity of the content (your ability to follow the above-mentioned sections in a clear and concise manner), and 3) the effectiveness of the analysis/contextualization itself.
Please come to me with any questions you may have! I am here to help and am more than happy to look at drafts if given enough time!
Analysis Paper Checklist
___ 1) Did you choose a text-based primary source from the Yawp Reader, Chapters 3, 4, or 5?
___ 2) Does your paper meet the standard requirements? (between 3 full - 5 pages, double spaced, etc)
___ 3) Does your paper include in-text citations AND a work cited?
___ 4) Did you choose ONE time period in which you analyze your source? (Colonial American or Revolutionary America)
___ 5) Did you clearly complete Sections 1, 2, 3, 4, and 5?
___ 6) Did you provide clear evidence to support your statements?
___ 7) Does Section 1 include a thesis statement?
___ 8) Does section 3 engage the primary source within the time period chosen by providing clear and specific evidence from both the primary source and textbook/lecture/or other primary sources?
___ 9) Did you proofread your paper and confirm it is the correct paper you will submit to TurnItIn?
NOTE: triple check your submission before you turn it in. What I receive is what I grade.
Primary Source Analysis Paper Rubric
Base Points | Hooray! You Turned in a Paper! | 5/5 |
Standard Requirements | Meeting the Standard Requirements Met Above | 10 |
Clarity of Content | 1. Section 1 2. Section 2 3. Section 3 4. Section 4 5. Section 5 | 5 5 5 5 5 |
Effectiveness of Analysis | 10 | |
TOTAL | 50 |
16 days ago
Due Date: OCC Week 6HIST 170: Primary Source Analysis Paper I (50 pts of overall course grade) (lowest grade of 2 papers will be dropped)
Submitted to Turn It In via our Canvas website by the end of OCC Week 6 (late submissions will be docked daily).
The Prompt
Historians turn to primary sources to tell us about life in a certain place and time. For this analysis paper, you will identify ONE (1) textual primary source from Chapters 3 (British North America), 4 (Colonial Society), or 5 (American Revolution) of the assigned primary source reader (YAWP Reader).
Using your chosen source and notes from the primary source analysis worksheet, write an essay (2 [full]-3 pages) on the author’s relationship to colonial America or Revolutionary America with the following sections:
1. Section 1: An introduction that: A) describes colonial America or Revolutionary America in the context of Chapters 3 and 4 or 5 (Yawp textbook), noting three central or important components of the time period (colonial America or Revolutionary America); B) introduces the primary source and its author; and C) provides a thesis statement (argument) indicating the way in which your analysis will effectively connect the author/primary source to the time period.
2. Section 2: A section in which, based on your evaluation of the primary source, you indicate the observer’s understanding of the time period (colonial America or Revolutionary America), supporting your assertions with specific paraphrases/quotes of the text.
Questions to Consider for This Section: how does your author view the time period and its place in American society? Through what lens do they understand the time period in which they live and experience? Is it a good thing? A bad thing? A complex thing? Do they focus on a specific topic of the time period? How do they feel about that topic?
3. Section 3: A section addressing the author’s view of the time period (colonial America or Revolutionary America) within the larger historical context. Provide three clear and distinct comparisons (commonalities or disconnects) between the author’s particular observation of the time period and the “reality” of the Era that we examined in class. Provide support from the primary source and course content to clarify why you arrived at each conclusion.
Questions to Consider for This Section: what material from the Colonial America or Revolutionary America lectures/textbook content does your author reassert/support? What content/problems/people from the Era are off your author’s radar?
4. Section 4: A section discussing what larger course theme[s] are prevalent in your primary source. These themes include but are not limited to: Power [who has it?]; Land and Property; Freedom and Liberty; the Power of Place/Region; Individual v. Community v. Nation; Race; Gender; Class; American “Character;” Rhetoric v. Reality. Strong papers will focus on one or two course themes rather than many. Support your assertion with specific paraphrases/quotes from the text. See Week 1 Module for course themes.
5. Section 5: A conclusion restating the author and source, the three components of the time period (colonial America or Revolutionary America) from section 1 and introducing questions the primary source raised for you [Identifying questions for further investigation].
Additional Information
You should not consult outside sources for this assignment. For additional context, turn to the textbook or lecture notes. You MUST cite (in-text citations and work cited) all sources you use, including lecture. The best papers will incorporate and closely analyze quotations.
Follow standard formatting guidelines provided on Canvas. Ensure that you have properly cited throughout your paper (in-text citations) and included a work cited page (which does not count towards the 2-[full] page minimum). You will be expected to cite and format correctly and will lose points if you do not. See our Canvas course page in Week 1’s module for citation support. Note: your paper should not be more than 5 pages.
Your paper must be typed, double-spaced, 12-point Times New Roman (1 margins) and uploaded to TurnItIn (via our Canvas website) by the end of OCC Week 6. Late work will be docked daily.
Your paper will be graded on: 1) the standard requirements (page length, citations, font, etc.), 2) clarity of the content (your ability to follow the above-mentioned sections in a clear and concise manner), and 3) the effectiveness of the analysis/contextualization itself.
Please come to me with any questions you may have! I am here to help and am more than happy to look at drafts if given enough time!
Analysis Paper Checklist
___ 1) Did you choose a text-based primary source from the Yawp Reader, Chapters 3, 4, or 5?
___ 2) Does your paper meet the standard requirements? (between 2 full - 3 pages, double spaced, etc)
___ 3) Does your paper include in-text citations AND a work cited?
___ 4) Did you choose ONE time period in which you analyze your source? (Colonial America or Revolutionary America)
___ 5) Did you clearly complete Sections 1, 2, 3, 4, and 5?
___ 6) Did you provide clear evidence to support your statements?
___ 7) Does Section 1 include a thesis statement?
___ 8) Does section 3 engage the primary source within the time period chosen by providing clear and specific evidence from both the primary source and textbook/lecture/or other primary sources?
___ 9) Did you proofread your paper and confirm it is the correct paper you will submit to TurnItIn?
PROPER CITATION GUIDELINES
For this course (and more specifically, your primary source analysis papers 1 and 2):
- No outside sources should be utilized in your papers (all material should come from course content - lectures, YAWP, etc.).
- Papers MUST cite all sources utilized to avoid plagiarism and academic dishonesty (including lecture)
- Citations should be used throughout your paper, following direct quotes as well as paraphrased material. IF THE MATERIAL IS NOT YOUR GENERAL KNOWLEDGE, IT SHOULD BE CITED!
- In-text citations are required
- A Work Cited page must be included (and does not count toward your page minimum)
- This course utilizes the MLA citation style. However, if you are more familiar with the APA or Chicago Manual Style, you may choose to utilize one of those.
If you have any questions or concerns at all, please contact me or contact the Student Success CenterLinks to an external site. to avoid plagiarism!
IN-TEXT CITATION EXAMPLES
Primary Source
In his work, Remembering the Civil War, Frederick Douglass addresses the issue of freedom during Reconstruction (Douglass, Yawp Reader, Reconstruction 7).
([source author], Yawp Reader, [chapter title], [document #]).
Textbook
In 1877, a wide-scale railroad strike hit the northern United States. The strike resulted from the financial woes emerging from the financial panic of 1873 (Locke and Wright, Yawp, 16, I).
([Locke and Wright, Yawp, [chapter], [section]).
Lecture
During Reconstruction, the federal government attempted to reunite the nation while simultaneously supporting the newly freed black population (Nguyen, Module 17, Spring 2021).
WORK CITED EXAMPLES
Your Primary Source MLA Work Cited Example:
[Author Last Name], [Author First Name]. “[Primary Source Title].” The American Yawp Reader: A Documentary Companion to the American Yawp. Volume 1: to 1877. Stanford University Press, 2019. Web. Available from [web link here]. Accessed [date accessed online].
Textbook Work Cited Example:
Locke, Joseph L. and Ben Wright. The American Yawp: A Massively Collaborative Open U.S. History Textbook, Eds. Joseph L. Locke and Ben Wright. Volume 1: to 1877. Stanford University Press, 2019. Web. Available from [specific web link here]. Accessed [date accessed online].
Lecture Work Cited Example:
Nguyen, Susan. Module 17 Lecture: Reconstruction. Viewed 10 January 2021.