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By the assigned due date, students will respond to the following question on whi
By the assigned due date, students will respond to the following question on which to compose a 5-7 page, double-spaced, 11- or 12-point font essay (not including the mandatory works cited page, which must be included). In addition to using websites, you may also use your textbook or other credible academic sources to help you in your research. You must also some of the sources provided below, but are STRONGLY encouraged to use more than the ones listed below to pass this assignment. Your work must also include the use of at least THREE primary sources, and a works cited page. A primary source is a first-hand account of an event. You can more abut what these types of sources are by viewing this website: http://research.library.gsu.edu/primaryhistory
Textbook Link – https://oer.galileo.usg.edu/history-textbooks/1/
History in the Making: A History of the People of the United States of America to 1877
Also, the links provided below are primary sources which you may find useful. However, you will need to find additional sources on your own.
Choose one of the following prompts to respond to in an essay that is 5-6 pages in length. Your response must include direct reference to at least THREE primary sources (the links to these sources are provided below each prompt. You can use these sources by quoting from them, or better yet, summarizing and analyzing them. You must use at least one of the sources below in your essay, but you will want to find other sources as well to help respond to the topic you have chosen. If you have questions about how to do this, please let me know. In other words, PLEASE BE SURE TO FIND MORE SOURCES THAN THE ONES LISTED BELOW, WHICH ARE JUST SUGGESTED SOURCES TO HELP YOU GET STARTED. You can also get some very useful suggestions and tips for this by accessing this website, Reading and Writing about Primary Sources
Assignments must be written in Times New Roman, 11 or 12-point font. Assignments will be no less than 5 full pages double-spaced. You must have a works cited page (which does not count as one of your 5-6 pages, and you must cite your sources using either footnotes or MLA format. If you have questions about how to cite sources, please let me know. Assignments not meeting these criteria will be deducted 20 points. Assignments will also be graded and assessed on content, spelling, grammar, syntax, and organization.
Prompt Question: What caused the American Revolution? Describe the causes—economic, religious, social and intellectual—that drove the Revolution. What were the key events from 1763 on that played a major role? Was the Revolution inevitable or could it have been avoided? Explain the competing ideas and ideologies that led to Revolution.
Sources to Consider and Refer to:
http://www.history.org/history/teaching/enewsletter/volume7/nov08/primsource.cfmLinks to an external site.Links to an external site.
http://www.smithsoniansource.org/display/primarysource/results.aspx?hId=1004Links to an external site.
https://www.amrevmuseum.org/big-idea-4-a-womens-warLinks to an external site.
Samuel Adams: The Rights of the ColonistsLinks to an external site., 1772
Mecklenberg Declaration of IndependenceLinks to an external site., May 1775
Thomas Paine (1737-1809): Common SenseLinks to an external site., full text
http://www.history.org/history/teaching/enewsletter/volume7/nov08/primsource.cfmLinks to an external site.
http://www.smithsoniansource.org/display/primarysource/results.aspx?hId=1004Links to an external site.
http://historymatters.gmu.edu/d/5717Links to an external site.
http://historymatters.gmu.edu/d/5799Links to an external site.
http://historymatters.gmu.edu/d/5819Links to an external site.
http://historymatters.gmu.edu/d/5825Links to an external site.
http://historymatters.gmu.edu/d/5833Links to an external site.
http://historymatters.gmu.edu/d/5796Links to an external site.
http://historymatters.gmu.edu/d/6475Links to an external site.
http://historymatters.gmu.edu/d/5815Links to an external site.
http://historymatters.gmu.edu/d/6597Links to an external site.
http://historymatters.gmu.edu/d/5823Links to an external site.
http://historymatters.gmu.edu/d/6624Links to an external site.
http://historymatters.gmu.edu/d/6236Links to an external site.
http://www.gilderlehrman.org/history-by-era/religion-and-eighteenth-century-revivalismreligion/resources/religion-and-american-reLinks to an external site.
How to Analyze a Primary Source
When you analyze a primary source, you are undertaking the most important job of the historian. There is no better way to understand events in the past than by examining the sources–whether journals, newspaper articles, letters, court case records, novels, artworks, music or autobiographies–that people from that period left behind.
Each historian, including you, will approach a source with a different set of experiences and skills, and will therefore interpret the document differently. Remember that there is no one right interpretation. However, if you do not do a careful and thorough job, you might arrive at a wrong interpretation.
In order to analyze a primary source, you need information about two things: the document itself, and the era from which it comes. You can base your information about the time period on the readings you do in class and on lectures. On your own you need to think about the document itself. The following questions may be helpful to you as you begin to analyze the sources:
1. Look at the physical nature of your source. This is particularly important and powerful if you are dealing with an original source (i.e., an actual old letter, rather than a transcribed and published version of the same letter). What can you learn from the form of the source? (Was it written on fancy paper in elegant handwriting, or on scrap-paper, scribbled in pencil?) What does this tell you?
2. Think about the purpose of the source. What was the author’s message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well?
3. How does the author try to get the message across? What methods does he/she use?
4. What do you know about the author? Race, sex, class, occupation, religion, age, region, political beliefs? Does any of this matter? How?
5. Who constituted the intended audience? Was this source meant for one person’s eyes, or for the public? How does that affect the source?
6. What can a careful reading of the text (even if it is an object) tell you? How does the language work? What are the important metaphors or symbols? What can the author’s choice of words tell you? What about the silences–what does the author choose NOT to talk about?
Now you can evaluate the source as historical evidence.
1. Is it prescriiptive–telling you what people thought should happen–or descriiptive–telling you what people thought did happen?
2. Does it describe ideology and/or behavior?
3. Does it tell you about the beliefs/actions of the elite, or of “ordinary” people? From whose perspective?
4. What historical questions can you answer using this source? What are the benefits of using this kind of source?
5. What questions can this source NOT help you answer? What are the limitations of this type of source?
6. If we have read other historians’ interpretations of this source or sources like this one, how does your analysis fit with theirs? In your opinion, does this source support or challenge their argument?
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