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U.S. History ITouchstone 4: Analyzing Primary Sources
ASSIGNMENT: You have learned that the historian’s craft involves using
evidence from the past to learn and write about what happened. This evidence
comes in the form of primary sources, or first-hand accounts or artifacts from the
time period that the historian is writing about or studying. These sources provide
the foundation for any historical narrative. Throughout this course, we have
introduced you to the skill of Analyzing Primary Sources and to numerous
primary sources that professional historians have used to develop a narrative of
U.S. history. Now, you will have the opportunity to practice the historian’s craft by
reading and analyzing two primary sources yourself.
Keep in mind that the same skills you use to read and analyze historical sources
can also be applied to current sources of information, such as newspaper
articles, social media posts, television reports, and commercial advertisements.
By practicing these skills now, you will not only develop your ability to perform
historical research and think like a historian, you will also become a more skilled
consumer of information in general.
To complete this assignment, download the submission template below. You will
return the completed template as your Touchstone submission.
Touchstone 4: Analyzing Primary Sources Template
Touchstone 4: Analyzing Primary Sources Sample
In order to foster learning and growth, all work you submit must be newly written
specifically for this course. Any recycled work will be sent back with a 0, and you will
be given one attempt to redo the Touchstone.
A. Directions
Step 1: Choose Two Primary Sources
Review the Touchstone 4: Primary Source List and select two primary
sources for your assignment. The primary sources you choose should come
from different time periods.
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 different time periods?
❒ Did you complete all sections of the Analyze Primary Sources template for
both sources?
❒ Did you review the grading rubric and compare it to your response?
❒ Did you review the example Analyze Primary Sources submission 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%)
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
primary source has been selecte
but still provides a description o
one aspect of both sources.
Identifies the
author, date, and
audience.
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 fo
one or both sources: author, date
and likely intended audience are
accurately identified; two insigh
into the author’s background are
provided; or, if the author is
anonymous or unidentifiable,
speculation is made about the lik
background of the source’s auth
Interpreting
Meaning:
Historical
Context (15
points)
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 knowledg
the time period in which the sou
was written, but may not relate t
primary source to its specific
historical context.
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 poin
both sources, but one or both
interpretations may show a mor
limited understanding of the
sources or lack specific evidence
support the interpretation.
Meeting the
Primary Source
(10 points)
Identifies and
describes the
source.
Observation of
its Parts (15
points)
Interprets the
historical context of
the source.
Interpreting
Meaning: Main
Point (15
points)
Interprets the main
point of the source.
Interpreting
Meaning:
Purpose (15
points)
Interprets the
purpose of the
source.
Use as
Historical
Evidence (20
points)
Identifies historical
evidence for the
source.
Conventions
(10 points)
Submission follows
conventions for
standard written
English and meets
requirements.
Advanced (100%)
Proficient (85%)
Acceptable (75%)
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 t
source such as author, audience,
historical context, but one or bot
interpretations may show a mor
limited understanding of the
sources.
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
information to fact check, and tw
other needed perspectives are
identified. Response demonstrat
a more limited understanding of
how to use primary sources as
historical evidence.
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,
capitalization that somewhat
impede readability; length and
formatting requirements are nea
met.
C. Requirements
The following requirements must be met for your submission to be graded:
•
•
•
•
•
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.
Adapted from Understanding Perspectives in Primary Sources, The National
Archives
