Analytical Essay on Primary Sources

• Week Four Assignment – Analytical Essay on Primary Sources

This 5-page essay is a continuation of the Draft Analytical Essay on Primary Sources that you submitted at the end of Week 2. It was an early installment on this final essay. In this final essay you will develop your ideas based on my feedback on your draft essay and deepen and extend your analysis of that single primary source.

SELECTION

In this 5-page draft Analytical Essay on Primary Sources you will continue to analyze one primary source from the primary sources in one of the Discussion Boards in Weeks 2-4. The topics of those Discussion Boards are: Hammurabi’s Law Code, Zoroastrianism, Classical Greece, and China and Rome (Week 2), the Silk Road, the Abbasid Caliphate, the Song Dynasty, and Medieval European Towns (Week 3), and Empires of Western Africa and the Aztec Empire (Week 4). For your final Analytical Essay on Primary Sources you will deepen and extend your analysis of the single primary source you chose. You may not write on Cave Arts, Venus Figurines, Çatal Höyük, or Stick Charts for this assignment. To help you verify that you have chosen an eligible primary source, please review the list of eligible primary sources for this assignment a the link below.

• List of Primary Sources in HIS 233 Eligible for Analytical Essay Assignments  List of Primary Sources in HIS 233 Eligible for Analytical Essay Assignments – Alternative Formats – PDF (107 KB)

ANALYSIS

You begin this assignment by reading or viewing the one primary source you chose and analyze its meaning by making notes on your answers to the questions below:

2. What kind of primary source is it?
3. Who is the author or creator (if known)?
4. Can you tell why was it written or created?
5. What is the primary source’s tone? What words and phrases (and/or scenes and visual perspectives) convey it?
6. What are the author’s or creator’s values and assumptions are? Is there visible bias? Explain your answers.
7. What information does it relate? Did the author or creator have first-hand knowledge of the subject or did s/he report what others saw and heard?
8. What issues does it address?
9. What is your overall assessment of the primary source and its usefulness/significance for the historical study of your topic?

You can only use sources from the course (required readings from the textbook and websites) for the Analytical Essay on Primary Sources. No sources from outside the course are allowed. U se of or reference to material outside the course is not allowed and will result in a failing grade for the assignment .

Make sure that the ideas and words in your essay are your own. All paraphrases and quotations must have full citations. Be sure to read this PDF on

• Plagiarism  Plagiarism – Alternative Formats – PDF (105 KB)

ESSAY COMPOSITION

Once you have analyzed the primary source by answering the questions, compose your essay using the information and insights from your analysis that you recorded in your notes. Your task in this essay is to summarize and interpret the primary source. Your task is not to argue with or endorse its ideas. Try to maintain an impartial tone. To complete the assignment successfully you need to read the source carefully and analyze its contents. We will practice these analytical skills in the discussion boards and here are some steps to follow as you put your ideas into writing this essay.

Start your essay with your overall impression of the primary sources. Tell the reader what kind of sources they are (images, legal codes, literary texts, travelogues, memoirs, architecture, etc.). Express in your best possible prose the stated or implied main point of each source and try to surmise from clues in the text (tone, topics, values, etc.) the sources’ purpose. Finish your introduction with your thesis statement which should be your answer to prompt 8. Engage the reader’s interest by using active verbs and active voice.

Next, provide a historical context for the documents. In what kind of society did the primary sources’ creators live? What were the dominant cultural assumptions of the period? How might the sources’ creators fit into this larger background? Do not limit yourself to these questions. Your goal is to present an accurate and concise two- to three-paragraph sketch that places the primary source in its historical context and gives an appropriate factual and thematic background to the specific points you will discuss in the next part of the essay. To provide this context, please consult the course textbook and supplemental web materials that accompany the primary sources in the course.

The next section of the essay should state what you take to be the tone of the primary source, the key issues the source raises, and the information it provides. Be sure to give examples to support your claims about tone and issues. Summarize the source’s main points in detail as you relate them to those issues. Express your ideas as clearly and forcefully as possible and be sure that similar ideas are grouped together around a central issue for each paragraph. Each paragraph must develop one, and only one, identifiable idea. Make sure that your ideas flow easily from one paragraph to another by means of clear transitions.

After summarizing the primary source it is now time to analyze the values and assumptions it contains. This part of the essay calls for you to make some inferences from the source since values and assumptions are more often hidden and implicit rather than open and explicit. They are the unspoken foundations on which a source rests and they often give it its meaning. Be sure to present those pieces of evidence upon which you make your assessment.

In the conclusion, summarize your main points, discuss the significance of the primary source, and leave the reader with an idea to ponder. Your conclusion should pull your ideas together and flow naturally from the body of the essay.

Remember, always keep the coherence of your essay in mind. Every statement should have a clear relationship to what came before it and what comes after it. Proofread carefully for spelling and grammatical errors and try to leave the reader with a striking final image or impression.

Your essay will receive a grade based on how well it follows the assignment, how thoroughly it answers each question, how well it identifies and differentiates the various elements of the primary source (e.g., tone from value and value from assumption, etc.), how clearly it expresses your ideas, and how well it is written and organized.

I am willing to answer any questions you may have about the assignment or look at rough drafts anytime.

Check the Course Due Dates for the exact date when the Draft Analytical Essay on Primary Sources is due. It will be evaluated using the rubrics for the

• Essay Evaluation Rubrics  Essay Evaluation Rubrics – Alternative Formats – PDF (341 KB)

FORMAT

Your essay should be no less than 5 double-spaced typed pages in 12-point Times New Roman font with 1-inch margins on all sides. It can be longer, however, Title, Bibliography, and Works Cited pages are not part of the required page count.

The formatting of the essay and all citations need to follow Chicago Manual of Style format. Chicago is the citation and bibliographic style used by historians. Click on the website links below for Chicago-style guides and examples of humanities and author-date citation styles. You may use either humanities or author-date citation styles but use only one of these styles in your work. The author-date citation style is very close to MLA and APA styles. A modified MLA or APA format that provides page numbers from a hard copy of the textbook may be allowed. Check with your instructor. If you are using an e-book version of the textbook, identify passages by citing the chapter, section, and paragraph number.

The website below opens with examples in Notes and Bibliography style (a note [N], followed by a bibliographic entry [B]). If you click on the tab the page will show Author-Date style (an in-text citation [T], followed by a reference-list entry [R]).

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The PDF at the link below has an example of Chicago-style citation and essay formatting. If you scroll to the middle, you will find an example of Chicago-Style essay formatting.

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Click on the “Week Four Assignment – Analytical Essay on Primary Sources” link above when you are ready to submit the assignment.

Week Four Final Exam

Write an essay that answers ONE of the following questions after consulting the

• Suggestions for Essay Exam Writing  Suggestions for Essay Exam Writing – Alternative Formats – PDF (92 KB)
  1. Historians are always trying to understand causes and consequences. Causes tell us how things happened (or changed) and consequences indicate the size and scope of the change. One would expect the biggest changes to have the biggest consequences. What would you say were the three most important changes that occurred from 8000 BCE to 1450 CE? Why were they the most important changes? What were their consequences or effects (up to 1450 CE)? What were their origins or causes?
  2. The great classical cultures of Eurasia created separate identities but each of these cultures also contained important elements that other peoples adopted. In the classical and post-classical periods (600 BCE to 1450 CE), the peoples and cultures of this vast area had consistent and enduring interactions. What were three main causes or sources of this new integration of Eurasia? What were three important consequences or effects? What made these causes or sources and consequences or effects so important?
  3. Three large parts of the world remained separate from the Afro-Eurasian network. Each had their own experiences and formed their own networks. In what specific ways did the worlds of Inner Africa, the Americas, and the Pacific follow or diverge from three broad patterns of Afro-Eurasian history from 8000 BCE to 1450 CE? What three things can we learn from the different experiences of parallel worlds?

Since this exam is meant to show how well you have mastered the course materials, use of or reference to material outside the course is not allowed and will result in a failing grade for the assignment.

Please note: when you discuss the important consequences or effects of developments you identify or what we can learn from parallel worlds, do not extend your discussion beyond the year 1450. For instance do not discuss their significance for life today. The shape of the current world is beyond the scope of this class. The Final Exam in HIS 233 tests your mastery of course content and this course ends around the year 1450, so your discussion of important consequences or “take-aways” needs to end around that year as well. The nearly 570 years since 1450 (which is the time period covered by HIS 234) have had more impact on the nature of the modern world in any case.

The Final Exam is due the last day of class and will be evaluated using the

• Final Exam Evaluation Rubric  Final Exam Evaluation Rubric – Alternative Formats – PDF (340 KB)

You can only use sources from the course (required readings from the textbook and websites) for the Final Exam. The exam provides you with the opportunity to demonstrate your ability to integrate, into a coherent whole, course materials (textbook and website readings) on a topic or theme in the course.

Make sure that the ideas and words in your essay are your own. All paraphrases and quotations must have full citations. Be sure to read this PDF on

• Plagiarism  Plagiarism – Alternative Formats – PDF (105 KB)

Your exam should be no less than 5 double-spaced typed pages in 12-point Times New Roman font with 1-inch margins on all sides. It can be longer, however, Title, Bibliography, and Works Cited pages are not part of the required page count.

The formatting of the essay and all citations need to follow Chicago Manual of Style format. Chicago is the citation and bibliographic style used by historians. Click on the website links below for Chicago-style guides and examples of humanities and author-date citation styles. You may use either humanities or author-date citation styles but use only one of these styles in your work. The author-date citation style is very close to MLA and APA styles. A modified MLA or APA format that provides page numbers from a hard copy of the textbook may be allowed. Check with your instructor. If you are using an e-book version of the textbook, identify passages by citing the chapter, section, and paragraph number.

The website below opens with examples in Notes and Bibliography style (a note [N], followed by a bibliographic entry [B]). If you click on the tab the page will show Author-Date style (an in-text citation [T], followed by a reference-list entry [R]).

• org

 

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