#1: Analyzing Evidence from Three Types of Sources

#1: Analyzing Evidence from Three Types of Sources

The historical era covered with this assignment is 1450 to 1914.

You must create a title for this project which ties together themes from the sources in the form of a research question. For example, one might investigate: “What was it like to be a physicist in 18th Century France?”

Late projects will receive no more than 50% credit. Prepare ahead.  Last-minute technical difficulties do not excuse late work. If portions of the assignment need clarification ask for such well in advance of the due date.  Do not expect “night-before” assistance.  Expect the assignment to be vetted for originality.

You will use Chicago/Turabian style for documentation.  Full bibliographical entries for each of the three sources (with working links and accession dates) must appear at the top of your work beneath your name and the title you have given the project.  This section is not in the word count.

You will place the words of others in quotation marks and highlight them. Your words must total at least 75% of the writing.  At the bottom of the assignment put a word count for quotes and one for your own words. (“250 quotes/750 my words”) 1,000 words is a minimum for the project.  The maximum is 2,000.

The first three sections may be bulleted or written in prose, however you must separate them: “I, II, III, IV.”

Notice that footnotes have a different appearance than bibliographical entries. Notes are not in the word count.

Section I (suggested 300 words)

You will choose one peer-reviewed historical article found on Supersearch/Galileo.


http://www.bbc.co.uk/programmes/p01dh5yg?  Be sure to discuss Melvin Bragg’s guests as authors.  Include TIMESTAMPS

Access must be free to all students via the school portal.  Each student will study a different paper. Dr. Wannamaker must approve your article. You will post a complete citation, including link, for the article as soon as possible. Do not delay in claiming your article by submitting your choice.

The scholarly article must be analyzed considering the following points:

  1. What was the central research question/issue considered by the author? ONE NOTE
  2. What were the scope of the research (time periods, locations, individuals represented, etc.) and the methodology employed by the author (data, sources, etc.) TWO NOTES
  3. What are the major findings/conclusions of the article? ONE NOTE
  4. What are the author’s credentials and what further questions do you have regarding the findings and how the material has been presented (topics for expanded research, alternative interpretations) TWO NOTES
  5. How does the article have broader connections to another part of the world, another time period (at least a century off) and material presented in the class text? THREE NOTES (yes, pages notes for the text)

Section II (suggested 200 words)

You will find and analyze one textual primary source related to the other two documents. If you use an audio source make sure that the link contains access to a transcript or provide one of your own creation.  The primary source must come from the period under consideration in your title.

The textual primary source must be analyzed considering the following points: Origin, Purpose, Context, Value and Limitations.  You WILL divide this section into O, P, C, V and L.  What is the value to us as historians of the source?  What limitations are presented by the source?

Try to include discussion of the following questions.

  1. Who is the speaker? (position in society, job, ability to see totality of situation)
  2. When were the words written/spoken? (timing in relation to the title theme of project)
  3. To whom were the words originally directed? (consideration of the target audience: insiders, citizens)
  4. What was the document’s purpose? (informative, editorial, bureaucratic, literary, etc.)
  5. Where was the document created? (specify the influence of place of origin)
  6. What words indicate the point of view or bias of the speaker? TWO NOTES (examples)
  7. How does this primary source have broader connections to another part of the world, another time period (at least a century off) and material presented in the class text? THREE NOTES

Section III (suggested 300 words)

You will find and analyze one graphical or audio visual source (primary or secondary) related to the other two sources. (Given that the topic must relate to events before 1914 audio-visual would most likely be secondary.) In this section your notes will also require timestamps for reference points in videos. (“2:46,” for example)  Do not limit yourself to audio-visual materials, however.  Search for works of art, posters, editorial cartoons and artifacts. If you use a video it must be accessible to all without special access.  Any clips you reference must be viewable on campus.  You must analyze at least eleven minutes of footage.  Shorter clips from multiple sources may be combined, however remember that full citations are required for all materials used.  You may not use a podcast here if you used one for Section I.

The graphical/audio-visual source must be analyzed considering the following points:

  1. Who has created the work and when?
  2. What is the purpose of the work? (inform, entertain, build political support, etc.)
  3. What value to us as historians provided with the source? (discuss reliability, evidence of bias, reflection of values from earlier times, etc.)  ONE NOTE
  4. What is a question you would put to the creator of the source in order understand the meaning of a particular element more clearly? ONE NOTE
  5. What are specific examples in the video or features in the graphic which you find to be especially revealing of the message intended by the creator? What stylistic features were used to shape the viewer’s perception of the topic? (shading, irony, labelling, effective editing, music, etc.) THREE NOTES
  6. How does this graphical or audio-visual source have broader connections to another part of the world, another time period (at least a century off) and material presented in the class text? THREE NOTES


Section IV (suggested 200+ words)

You will write a prose paragraph (not bulleted) in which you state what all three documents reveal to us as historians in understanding the period or events you chose for your topic.  Discuss similarities and differences across the three documents. What types of additional documents would enhance the knowledge gained? Conclude by stating how the three sources would influence your telling of the history from the time and place you have studied.  Answer your topic question before ending this paragraph by reflecting on the sources.  Be prepared to discuss the various elements of the documents as well as your conclusions in class.

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