primary-source analysis paper that uses at least three primary-source documents

by

Humanities

  1. You will write a five-page primary-source analysis paper that uses at least three primary-source documents to construct an argument on one of the following topics related to our course objectives:
    • The principal cause of the American Revolution. Was the revolution essentially a tax revolt?
    • The formation of political parties. Which president governed more closely to the political ideals of his party: John Adams (the first Federalist president) or Thomas Jefferson (the first Democratic Republican president)?
    • The impact of the domestic slave trade on the abolition movement. Did the slave trade strengthen antebellum slavery or ultimately lead to its demise?
    • The evolving role of women in the new republic. Why were women attracted to the reform movements of the antebellum era?
    • Motivation for the U.S. war with Mexico in 1846. Should the actions of the Polk administration be considered an invasion?
    • Your primary-source analysis paper will require a nuanced understanding of the way that historians construct questions about the past. Your paper must develop a thesis (make an argument) based on your interpretation of the selected primary sources. Your argument should identify and analyze a central conflict or tension that your documents reveal about your topic. What information does each document provide, and what information is still missing? In what ways do the documents support each other or, in some cases, contradict each other? To construct an effective argument, you will need to draw on other resources from class, including lecture, discussion, videos, and course readings. Make sure you support your argument with specific evidence from the documents, including quotes. Do not quote from secondary or tertiary sources (such as Give Me Liberty), since the wording in these texts does not provide first-hand knowledge of an event or issue as primary-source material does. Remember, historical arguments must demonstrate an understanding of chronology, change over time, and cause and effect. In your conclusion, analyze the significance of your argument.Your essays must be typed, double-spaced, and carefully proofread. Please use one-inch margins and 12 pt., Times New Roman font. You will not need a title page. The final papers you turn in should be polished essays, not rough drafts. They should be thoughtfully organized and free of basic grammatical and spelling errors. If you need writing assistance, please see me or consider making an appointment with the Learning Center in Room 229 in Frick Center. Contact Mrs. Susan Roach at susan.roach@elmhurst.edu or call 630-617-3155. In addition, the Writing Center of the University of North Carolina has a valuable website with on-line resources that are available to all. If you are having trouble with the writing process, use the following URL to access and print one or more of their handouts, which cover every stage of the writing process from developing a thesis statement to editing the final paper: https://writingcenter.unc.edu/tips-and-tools/Your paper will be graded according to the following rubric:A: The paper exceeds expectations and demonstrates an exceptional grasp of the primary-source documents and other relevant course material. The content of the paper is historically accurate and reveals an excellent understanding of the themes, topics, and events covered by the course and of historical concepts such as change over time, chronological thinking, and cause and effect. The paper develops a compelling argument that is supported by solid evidence from the documents. It is well organized: the introduction clearly states the thesis, topic sentences refer back to the overall argument and provide transition between paragraphs, and the conclusion explores the long-term impact of events. The project offers original insights into the topic. It is polished and free of grammatical and spelling errors.B: The paper exceeds expectations and demonstrates a very good grasp of the primary-source documents and other relevant course material. The content of the paper is historically accurate and reveals a capable understanding of the themes, topics, and events covered by the course and of historical concepts such as change over time, chronological thinking, and cause and effect. The paper develops an effective argument that is supported by evidence from the documents. It is well organized: the introduction states the thesis, topic sentences refer back to the overall argument and provide transition between paragraphs, and the conclusion explores the long-term impact of events. The project is well written and, for the most part, free of grammatical and spelling errors.C: The paper meets expectations and demonstrates an adequate grasp of the primary-source documents and other relevant course material. The content of the paper is historically accurate, with few errors, and reveals a competent understanding of the themes, topics, and events covered by the course and of historical concepts such as change over time, chronological thinking, and cause and effect. The paper develops an argument supported by evidence from the documents. It has an introduction that states the thesis and an identifiable conclusion. The project is nicely written and contains few grammatical mistakes.D: The paper is below expectations and demonstrates an inadequate grasp of the primary-source documents and other relevant course material. It displays little understanding of historical concepts such as change over time, chronological thinking, and cause and effect, and it contains historical inaccuracies. The paper fails to develop an argument supported by evidence from the documents. It is not well organized: it lacks either an introduction or a conclusion, and the paragraphs are not organized under topic sentences that logically flow from one to the next. The paper is not grammatically correct and needs to be edited.F: The paper is unacceptable and shows little grasp of the documents and other relevant course material. Historical concepts such as change over time, chronological thinking, and cause and effect are missing from the paper, which also contains major historical inaccuracies. The paper has no argument, contains no quotations from the documents, and it lacks structure. It is not grammatically correct and needs to be edited.

    Points will be determined by the following rubric: 1) Content: 50/100 points (The essay effectively places the primary documents in historical context. The argument is convincing and supported by appropriate evidence. The content is accurate, complete, appropriate, culturally sensitive, and clear.)2) Organization: 30/100 points (The introduction has a strong thesis statement, and the topic sentences refer back to the argument and provide transition between paragraphs. The conclusion answers the “so what?” question.)3) Editing: 20/100 points (The essay is polished and free of grammatical and spelling errors.)