Throughout The Syllabus Are Primary Sources With Asterisks

Throughout The Syllabus Are Primary Sources With Asterisks In Front Of

Throughout the syllabus are primary sources with asterisks in front of them. You must select ONE of these sources to analyze in a word (2-3 page, 12 pt font, double-spaced) essay, due on the day that primary source will be discussed. The easiest way to approach these texts is to analyze them in a step-by-step manner that takes you through progressive levels of analysis.

1. Read for the literal meaning of the text. What is going on? Who are the characters or people involved, and what is the situation or conflict? What is the author describing?

2. Examine the larger meaning of the text. What is the author trying to communicate to his audience? What is his/her approach? Why do you think he/she chose this way of getting his point across?

3. Dig for the historical significance of the text. What can we tell about the cultural milieu that produced this work? About the attitudes and biases of the person who wrote it? Are there any details that give us insight into particular aspects of that society - values, activities, personal lives, relationships, even things like types of clothing and what they ate?

4. Once you can answer these types of questions regarding the text, you are ready to critically analyze its usefulness as a historical document. What are the benefits of using the text you are reading as a historical document? What are the drawbacks? Do the plusses outweigh the minuses? What other types of documents or sources might be helpful in comparison with the text you are examining to help determine its validity?

Paper For Above instruction

The assignment requires selecting one primary source marked with an asterisk from the syllabus and conducting a detailed analysis that spans 2-3 pages, double-spaced, using 12-point font. The process begins with a straightforward reading of the text to understand its literal content—identifying characters, setting, and conflicts. This initial step aims to grasp what is happening on the surface level of the document. For instance, when analyzing a personal letter or official report, it is crucial to understand who is involved and what events or issues are being described.

Following this, the analysis delves into the broader meaning of the text, exploring what the author seeks to communicate and examining the stylistic or rhetorical approaches employed. This may involve considering the author's tone, language choices, or intended audience, which reflect their perspective and objectives. For example, a political speech might aim to persuade, while a diary entry could reveal personal feelings or biases. Understanding the author's approach facilitates interpreting the document’s underlying messages and purpose.

The third analytical layer involves assessing the historical significance of the source. This requires situating the document within its cultural, social, and political context. Questions to explore include what the text reveals about societal values, common practices, or attitudes of the time. For example, clothing descriptions or references to daily activities provide clues about cultural norms. Recognizing the biases or perspectives of the author aids in evaluating the document’s reliability and completeness. This step enhances understanding of how the source reflects or distorts historical realities.

Finally, the analysis considers the document's usefulness as a historical source. This involves weighing its strengths—such as authenticity, detailed insights, or unique perspectives—against limitations, like potential biases, incomplete information, or contextual misunderstandings. Comparing the primary source with other types of documents, such as secondary accounts or archaeological evidence, can help validate or challenge its interpretations. Recognizing the source’s advantages and limitations ensures a nuanced and critical use of the document in reconstructing history.

References

• Burke, P. (2010). A Social History of Knowledge: From Gutenberg to Dtera. Polity Press.
• Fassin, D. (2013). When Bodies Remember: Experiences and Politics of Imagination. Routledge.
• Foucault, M. (1977). Discipline and Punish: The Birth of the Prison. Pantheon Books.
• Gordon, L. (2008). Keeping Good Time: Reflections on Knowledge, Power, and People. Routledge.
• Levi-Strauss, C. (1966). The Savage Mind. University of Chicago Press.
• Lempert, R. (2014). The International Politics of Technology Transfer. Routledge.
• Miller, D. (2013). Cultural Anthropology: A Guide to Practical Field Work. Routledge.
• Schwartz, B. (1998). The Culture of the New Capitalism. Beacon Press.
• Shklar, J. N. (1990). The Faces of Injustice. Yale University Press.
• Woolgar, S. (1990). The Turn to Technology in Social Theory. Routledge.