Q Introduction For your primary source analyses, you will be given a document or image to review. The first step is confirm what kind of document or artifact you are working with, summarize the content, and then begin to analyze its meaning. This assignment is designed to be written out in full sentence and full paragraph format, in 1-2 pages in in 700 words (include word count at the end of your analysis). The first part of your submission will answer the first ten questions below, under "Working with Written (or Visual) Sources" below. You will also address questions 2 and 3 under the Specific Instructions. Keep in mind that these kinds of analysis help us contextualize documents and artifacts in their specific time and place as well as addressing who created them, and also help us empathize or better understand historical actors and actions. Document under Analysis for PSA 1: Choose ONE of the three letters found in the "letters" section, pps. 88-90, either by Eliza Lucas Pinckney OR Elizabeth Sprigs. Specific Instructions For each of your analysis submissions, you should submit the following for full credit on the assignment: 1. Answers to all ten questions for either a written document or visual document (found below); 2. A brief discussion of the connections you make using this evidence: to what other things that you know or have learned can you link this source? This can be people, ideas, events, etc. Be as thorough as possible; 3. A brief reflection that answers what the source reveals to you personally about the past (that may be different from your analysis in parts 1 & 2), and if you recommend this evidence as critical to understanding – or not! – and why. 4. 1. Each submission should be a minimum of 700 words (include word count at the end of your analysis), typed, 12pt font, and should include the title of the source you analyze. Follow this example at the top of your submission: Author Last Name, Author First Name. “Title of source.” Title of Additional source in which the primary source is located or where you found it. Publishing location or publisher, date/year of publication. Working with Written Sources Begin with the Basics - understanding: 1. Who wrote the document? 2. When and where was it written? 3. What type of document is it? (letter to a friend, political decree, exposition or essay on a particular topic – this information is found in the textbook. If it is unclear and you use an outside source to assist you, you must cite the source.) Dig Deeper – higher level understanding: 4. Why was the document written, for what audience, and under what circumstances? 5. What point of view does it reflect? What is the perspective of the author? What is the author’s possible bias, or what opinion does the author represent? What other views or opinions is the document or author arguing against? Third Level – critical examination: 6. What material in the document is believable and what is not? THINK CREATIVELY ABOUT THIS QUESTION. Just because something is written, does not make it true. This question asks you to consider the author’s background and status, and consider WHY they might say certain things, omit other details, or portray others they way they do. If an author says “everything was perfect and no one ever lied in Kings Landing,” you will ask yourself: a) does that sound possible? b) why might this person say that? c) who is reading this that might benefit from the author stating this? The answers to these questions ask you to be a little creative in your thinking 7. What might historians learn from this document? 8. What can the document tell us about the individual who produced it and the society from which he or she came? 9. How might this document have been understood at the time it was produced compared to a modern understanding? 10. Is there an additional meaning the author may not have intended to convey? Working with Visual Sources Begin with the Basics - understanding: 1. When and where was the image/artifact created? 2. Who made the image or artifact? Who paid for or commissioned it? For what audience(s) was it intended? 3. Where was the original image/artifact originally displayed or used? (This information is found in the textbook. If it is unclear and you use an outside source to assist you, you must cite the source.) Description – higher level understanding: 4. If the source is an image – who or what is depicted? What activities are shown? How might you describe the positioning of figures, their clothing, hairstyles, and other visual cues? 5. If the source is an object or building – how would you describe its major features? Third Level – interpretation (based on context): 6. What likely purpose or function did the image or artifact serve? 7. What message(s) does it seek to convey? 8. How could it be interpreted differently depending on who viewed it or used it? 9. What are the meanings of any symbols or other abstract features in the visual source? 10. What can the image or artifact tell us about the society that produced it and the time period in which it was created? Still a little unsure of what this completed assignment looks like? Here's ONE example of how to do it - you by no means have to organize your analysis in this way, but it works for this student. Primary Source Example 2.pdf Download Primary Source Example 2.pdf Minimize File Preview Begin with the Basics - understanding