I have attached the Template that must be used to write in.
Directions
Step 1: Choose Two Primary Sources
Review the U.S. History I Touchstone Primary Sources List and select two primary sources from the list for your assignment. The primary sources you choose should come from different time periods. Submissions that analyze primary sources that are not on the provided list will be returned ungraded.
Step 2: Read and Analyze Each Source
Read and analyze each source by following the instructions outlined below. Record your responses in the Touchstone 4: Analyzing Primary Sources Template.
Part 1: Meet the Primary Source
What type of primary source is this?
Types could include a letter, speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc.
Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t see it.
For example, you might describe its physical appearance, its formal title (if it has one), its type of language, its size or length, or anything else in particular that stands out to you.
Part 2: Observe its Parts
Who wrote it or created it? Was it one person, or was it a group, like an organization?
When was it written or otherwise created?
What are two things you know about the personal background or beliefs of the person or group who created it?
Was the source meant to be public or private? If public, who do you think was the intended audience?
HINT
You may need to use the internet to help you research these questions.
Part 3: Interpret its Meaning: Historical Context
Describe two other things that were happening at the time the source was created.
Careful! In some cases, this could be different from the time the source describes or portrays.
How does that context (or background information) help you understand why it was created?
HINT
If needed, revisit the U.S. History I tutorials. The four time periods in the Primary Source List correspond to the four Units of the course. Navigate to the most relevant course unit and explore tutorials. Then find information to relate each primary source to its specific historical context.
Part 4: Interpret its Meaning: Main Point and Purpose
What is the main idea or point of the source? Use specific evidence from the source itself to support your answer.
Why do you think this primary source was made? Provide evidence from your prior responses to support your answer.
For example, was its purpose simply to inform? To persuade? To sensationalize? Or something else?
Part 5: Use it as Historical Evidence
What are two historical questions this source could help you to answer?
What are two pieces of information the source presents that you should “fact check” (verify as true) by checking other primary or secondary sources?
This primary source shows one perspective on this event or topic. What are two other perspectives you should get to better understand this event or topic, and why?
Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Did you select two primary sources from the Touchstone 4: Primary Source List?
❒ Did you select sources from different time periods?
❒ Did you complete all sections of the template for both sources?
❒ Did you review the grading rubric and compare it to your responses?
❒ Did you review the sample to see an example of a completed assignment?
❒ Did you proofread your work for proper grammar, punctuation, spelling, and capitalization?
B. Rubric
Advanced (100%) Proficient (85%) Acceptable (75%) Needs Improvement (50%) Non-Performance (0%)
Meeting the Primary Source
Identifies and describes the source. (8%)
Shows a detailed understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources. Shows a general understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources. For one or both sources, shows a limited understanding what type of primary source has been selected, but still provides a description of one aspect of both sources. Shows little to no understanding of what types of primary sources have been selected, and/or the descriptions of the sources are inaccurate or confused. Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Observation of its Parts
Identifies the author, date, and audience. (17%)
Author, date, and likely intended audience are fully and accurately identified for both sources. Two insights into the author’s background are provided or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Most of the elements are met for both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Some of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Few of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Interpreting Meaning: Historical Context
Interprets the historical context of the source. (17%)
Demonstrates in-depth knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context. Demonstrates general knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context. For one or both sources, demonstrates general knowledge of the time period in which the source was written, but may not relate the primary source to its specific historical context. For one or both sources, demonstrates very limited knowledge of the time period in which the source was written and therefore cannot relate the primary source to its specific historical context. For both sources, completely misidentifies the historical context, or so little work has been submitted that no points can be given.
Interpreting Meaning: Main Point
Interprets the main point of the source. (17%)
Clearly interprets the main idea or point of both sources using specific evidence from the sources themselves to support the interpretation. Clearly interprets the main idea or point of the sources using specific evidence from the sources themselves to support the interpretation, but the interpretation of one source may be stronger than the other. Interprets the main idea or point of both sources, but one or both interpretations may show a more limited understanding of the sources or lack specific evidence to support the interpretation. Attempts to interpret the main idea or point of both sources, but one or both interpretations show substantial misunderstanding or incompleteness. Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Interpreting Meaning: Purpose
Interprets the purpose of the source. (17%)
Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context. Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context, but the interpretation of one source may be stronger than the other. Interprets the purpose of both sources by drawing general connections to other aspects of the source such as author, audience, or historical context, but one or both interpretations may show a more limited understanding of the sources. Attempts to interpret the purpose of both sources, but one or both interpretations show substantial misunderstanding or incompleteness. Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Use as Historical Evidence
Identifies historical evidence for the source. (17%)
For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates thoughtful reflection and a strong understanding of how to use primary sources as historical evidence. For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a general understanding of how to use primary sources as historical evidence. Most of the elements are met for both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a more limited understanding of how to use primary sources as historical evidence. Few of the elements are met for one or both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a very limited understanding of how to use primary sources as historical evidence. Response shows little to no understanding how to use primary sources as historical evidence, or so little work has been submitted that no points can be given.
Conventions
Submission follows conventions for standard written English and meets requirements. (7%)
There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met. There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met. There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met. There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met. Submission does not meet the minimum threshold for points to be awarded.
C. Requirements
The following requirements must be met for your submission to be graded:
Choose primary sources only from the provided list.
Use a readable 11- or 12-point font.
Composition must be original and written for this assignment and all writing must be appropriate for an academic context.
Plagiarism of any kind is strictly prohibited.
Submission must include your name and the date.
Include all of the assignment components in a single .doc or .docx file.
