HIS 330 Primary Source Analysis Guidelines and Rubric Overview “Primary sources are the raw materials of history—original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without firsthand experience.”1 “Primary sources provide first-hand testimony or direct evidence concerning a topic under investigation. They are created by witnesses or recorders who experienced the events or conditions being documented. Often these sources are created at the time when the events or conditions are occurring, but primary sources can also include autobiographies, memoirs, and oral histories recorded later.”2 Why Use Primary Sources? “Primary sources provide a window into the past—unfiltered access to the record of artistic, social, scientific and political thought and achievement during the specific period under study, produced by people who lived during that period.3 Primary sources are our actual contact with history. Students will select a primary source and critically examine this resource and construct a 1–2-page analysis based upon the primary sources utilized in the course. You have the option to select a primary source that will support your narrative research paper. You also have the option to select one of the primary sources assigned in one of the course modules. Note that you are responsible for reading ALL of the assigned primary resources in each module, but you can select from one of those readings to base your source analysis paper upon. Identify the document’s origin, context, and themes, and provide an analysis of these elements in context with the broader themes of the module and course objectives. These papers are not opinion papers and should not contain your opinion on the events, but rather a thorough analysis of the information that addresses the document’s context and purpose, including any questions that remain unanswered by this document. For purposes of this activity, you should confine your resources and citations to the article and your course text. Incorporate citations and references as appropriate to the topic you are discussing. However, you should not be using large “cut and paste” blocks of quotes simply to fill space. You citations should have meaning. Format The primary source analysis paper should follow these formatting guidelines: 1–2 pages, double spacing, 12-point Times New Roman font, one-inch margins, and citations in either Chicago or Turabian format. 1 “Using Primary Sources,” Library of Congress, accessed March 20, 2014, http://www.loc.gov/teachers/usingprimarysources/. 2 “Primary Sources: What Are Primary Sources,” Primary Sources at Yale, 2009, http://www.yale.edu/collections_collaborative/primarysources/primarysources.html. 3 “Why Use Primary Sources,” Library of Congress, accessed March 20 2014, http://www.loc.gov/tearchers/usingprimarysources/whyuse.html. Reliable Sources for Primary Documents The Valley of the Shadow http://jefferson.village.virginia.edu/vshadow2 Documenting the American South http://docsouth.unc.edu/ Primary documents in the national archives http://www.archives.gov/education/lessons/civil-war-reconstruction.html The American Civil War homepage https://web.archive.org/web/20140626122538/http://sunsite.utk.edu/civil-war/warweb.html This website provides a link to primary materials, including documentary records from the Congressional Globe featuring the proceedings of the U.S. Congress from 1833–73. A subject index makes it easy to access a whole range of issues that were the subject of either Senate or House debates in both the pre and postCivil War period. Your paper should take the form of a coherent essay, with a clear introduction, body, and conclusion that addresses the following five questions. The Library of Congress table below provides additional support to critically analyze your primary source and write your essay. 1. 2. 3. 4. 5. What is the name of your source, and when was it produced? (This should be clear in the introduction) Who was the author/creator of this document, and how is he or she related to the event he or she is talking/writing about? How credible is the author on his or her subject, and what are some potential biases he or she may have had? Describe three things in the document that you think are important. Why do you think the document was written? These below questions, from the Library of Congress website, provide an excellent way to analyze primary sources. CRITERIA Author Circumstances Eyewitness Status QUESTIONS TO ASK Who created the source and why? An author who shared in the decision-making process, formulated policy, or was a key participant in the event is a better source than a mere observer. One whose intention is to record the event for those not present is a better source than one who intends to persuade or convince. Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process? The spur-of-the-moment account could be more emotional than accurate. The routine transaction may be accurate but designed to impress superiors. The thoughtful, deliberate process is likely to give the most accurate and detailed account as long as the intent is to record, not persuade. Did the author have firsthand knowledge of the event? Or, did the author report what others saw and heard? The author could be an eyewitness to some aspects of the event, but not to others. The most accurate account will come from firsthand knowledge of all aspects of what was recorded. Objectivity Audience Public or Private Purpose Timeframe Was the author a neutral party, or did the author have opinions or interests that might have influenced what was recorded? An author deeply committed to guiding principles might be ideologically incapable of objectivity. The information could be extremely valuable, but facts need to be checked with more neutral sources. Did the author produce the source for personal use, for one or more individuals, or for a large audience? If the account was for personal use, it is likely to be most accurate. If it was for a small number of individuals, it is likely to be accurate if the motive was not to persuade or impress. The account intended for a large audience is most dependent upon motive. If the intention was to report, it is likely to be accurate. If it was to persuade or impress, it may be distorted or exaggerated. Was the source meant to be public or private? The source intended for private use is more likely to be accurate than one created for public consumption. Did the author wish to inform or persuade others? (Check the words in the source. The words may tell you whether the recorder was trying to be objective or persuasive.) Did the author have reasons to be honest or dishonest? Look for motives. Would the author benefit in some way by distorting or exaggerating the truth? Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time? Information recorded during the event or immediately after the event is most likely to be accurate, if the author was not too emotionally involved in the event. If there was a lapse of time, the larger the lapse of time, the greater the likelihood of memory failures. Rubric Critical Elements Context Application of Course Concepts Organization Integration and Application of Citation/Sources Writing Mechanics Comments: Exemplary All main elements of the source related to the relationship between the source itself and the purpose behind its creation are accurately analyzed (23-25) All of the relevant course concepts are correctly applied (23-25) Organization is sound with clear beginning, middle, and end, and ideas flow logically (18-20) Paraphrases and/or integrates quotes effectively with all citations in accurate format (14-15) No errors related to grammar and style (14-15) Proficient Most main elements of the source related to the relationship between the source itself and the purpose behind its creation are accurately analyzed (20-22) Most of the relevant course concepts are correctly applied (20-22) Organization is easy to follow and ideas are clearly organized, though there may occasionally be some lapse in logical flow (16-17) Mostly paraphrases and/or integrates quotes effectively with all citations in accurate format (12-13) Minor errors related to grammar and style (12-13) Needs Improvement Some main elements of the source related to the relationship between the source itself and the purpose behind its creation are accurately analyzed (18-19) Some of the relevant course concepts are correctly applied (18-19) Organization is difficult to follow at times, and there may be lapse in the logical flow of ideas (14-15) Does not quote effectively and/or most citations lack accurate format Not Evident Few main elements of the source related to the relationship between the source itself and the purpose behind its creation are accurately analyzed (0-17) Does not correctly apply most of the relevant course concepts (0-17) Organization is confused and structure of ideas lacks clarity (11) Some errors related to grammar and style (11) (0-10) Major errors related to grammar and style (0-10) Earned Total (0-13) No citations and/or citations are not cited accurately Value 25 25 20 15 15 100%
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