Category: History homework help

Primary Source Evaluation Template
Evaluation Element
Answer
Additional Notes or Explanation (optional)
Identifying Information (Author/Time Period/What Type of Source)
Perspective/Positionality of the author (3-5 sentences)
Intended Audience
Significance of Source (3-5 sentences)
Limitations of Source (What do you not know after reading)
Context (Describe in 3-5 sentences what is going on in the country or locality when this was created)
Connections (Link this primary source to other things that you already know or have learned about in 3-5 sentences)
Conclusions (How does the primary source contribute to our understanding of history? Make a historical argument based upon this evidence.)

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Structuring and Writing Your Paper

1. Start with Identifying Information:

   • In this first section, clearly note the author and time period of the primary source. For example, if you’re evaluating a letter from the 1800s, note who wrote it and in what context it was written.
   • Consider what type of source it is: Is it a letter, speech, article, etc.? Providing this foundational info will give context to the rest of your evaluation.

2. Analyze the Perspective/Positionality of the Author:

   • Take 3-5 sentences to describe the author’s perspective. Reflect on the background and potential biases of the author. What do you know about the author’s position or their beliefs, and how might these affect the way the source was written or presented?
   • Keep in mind that historical sources often reflect the biases and attitudes of their time, so be sure to evaluate this aspect carefully.

3. Define the Intended Audience:

   • Who was the author addressing when writing this source? Was it meant for a general audience, a specific group, or perhaps someone important (like a political leader)?
   • This section will help you understand the context of the source and why it was created in the first place.

4. Evaluate the Significance of the Source:

   • Spend 3-5 sentences discussing the importance of the source. Why is it valuable? What does it tell us about the time period, or the specific events it addresses?
   • This section shows you can think critically about the source and its broader historical importance.

5. List Limitations of the Source:

   • Consider what is not addressed in the source. What questions remain unanswered after reading it? Is there any missing information that might help with further analysis?
   • Being critical about the limitations of the source shows that you understand the complexities of historical evidence and that you are aware of the potential gaps in your research.

6. Analyze the Context:

   • Describe the historical context surrounding the creation of this source. Was it created during a time of war, political upheaval, or social change?
   • Use 3-5 sentences to explain the state of the country or locality at the time the source was created. This will help you better understand the reasons behind the source and its intended impact.

7. Make Connections:

   • Link this source to other historical events, sources, or ideas you’ve already studied. How does this source relate to what you already know about the time period or the subject matter?
   • Connecting primary sources with existing knowledge is essential for showing the relationships between different historical events and developments.

8. Draw Conclusions:

   • Finally, write a conclusion that discusses how this primary source contributes to our understanding of history. Based on the evidence, make a historical argument about its significance.
   • This is your opportunity to demonstrate the source’s value in shedding light on past events, and to position it within the broader historical narrative.

By following these steps, you’ll have a structured, clear, and well-supported analysis of your primary source. Make sure each section is thoughtful, direct, and concise, with an emphasis on how the source contributes to your understanding of history. Good luck, and remember—tackling one section at a time will make this assignment much easier!

Section A: minimum of 150 words
Section B: minimum of 150 words
(Section A and B questions are attached)
Attach turn it in report
References:
https://www.usni.org/magazines/naval-history-magazine/2010/april/peleliu-death-trap
https://www.history.navy.mil/content/history/nhhc/browse-by-topic/wars-conflicts-and-operations/world-war-ii/1944/port-chicago.html
https://www.history.navy.mil/research/library/online-reading-room/title-list-alphabetically/p/port-chicago-ca-explosion/online-documents/war-diary.html
Pamphlet, “Mutiny?: The real story of how the Navy branded 50 fearshocked sailors as mutineers” (excerpt), 1945 
https://www.nationalww2museum.org/war/articles/douglas-munro-coast-guard-medal-of-honor

 other resources:
America, Sea Power, and the World1 (Chapters available in RedShelf):
Chapter 13: Finding Certainty in Uncertain Time: The Navy in the Interwar Years
Chapter 14: World War II in the Atlantic and Mediterranean
Multimedia – Coast Guard in WWII:

Prompt:
Section A: For All Students (80% of the non Engagement/Teamwork discussion grade)
Select and answer one (1) of the following questions related to the history of the Naval Service covered in Module 3. Be sure to answer all parts of the question you select and clarify which question you are answering. 
The role of the Naval Service in defeating Germany and fascist Italy was an outgrowth of various interwar developments in areas such as strategy, technology, operations, tactics, personnel, etc. As a historian, identify which one (or two) you consider essential to the successful performance of the Naval Service and why.
The Washington Naval Conferences and other post-World War One agreements limited new naval ship construction scrapped existing naval vessels, and prevented the fortification of possessions in the Pacific. While those things could be seen as negatives, what were some positive outcomes of these agreements for the U.S. Naval Service? 
Section B Service-Specific Question (20% of the non Engagement/Team discussion grade)
Select and answer the question for your Service. In writing your answer, draw upon the Service-specific readings assigned in Module 3. Be sure to answer all parts of the question you select.
U.S. Navy and U.S. Coast Guard Students
What was the most important development during the interwar period for Naval Aviation? 

 
In “Bushman’s Secret,” the Khomani San community faces challenges due to historical colonial exploitation and modern commercialization of their cultural practices. How does this documentary illustrate the impact of these factors on the community’s traditional way of life, and what lessons can be learned about the preservation of indigenous knowledge in today’s globalized world? Feel free to connect this with some of the issues we have been discussing for the past 3 weeks. (800-1000 words)
“Bushman’s Secret,”

 
In “Bushman’s Secret,” the Khomani San community faces challenges due to historical colonial exploitation and modern commercialization of their cultural practices. How does this documentary illustrate the impact of these factors on the community’s traditional way of life, and what lessons can be learned about the preservation of indigenous knowledge in today’s globalized world? Feel free to connect this with some of the issues we have been discussing for the past 3 weeks. (800-1000 words)
“Bushman’s Secret,”

 Read Chapter 11
 Find a thread, topic or hashtag on Twitter, Instagram or Facebook (or other social media site) in which there appears to be dominant political opinions or trends. In a discussion post, analyze those trends, look at broader public opinions on the issue, and analyze the differences between the two (the thread, topic or hashtag and the broader public opinions) based on what research has found. 
3 Paragraphs
500 words
Cite Articles and CH. 11

 1. Read through the Negative Confessions and note what situations are confessed. Is the
religious concern cultic (having to do with sacrifices to the god or gods) or something else?
Illustrate with examples.
2. The last pharaoh of the Old Kingdom was Pepi II. What weaknesses does Pepi II’s reign
reveal about a system of government which centers on an absolute monarch (or dictator)?
3. Compare Ishtar, the Mesopotamian goddess of love and war, to either Isis or Sekhmet and
their relations with people. Why do the Egyptian gods appear (at least in the long run) much
friendlier to people than the Mesopotamian gods and goddesses? Do research on this and
read the article and think about it before responding!
4. Compare the develop of cuneiform to Egyptian hieroglyphics. In the comparison make sure
you consider the materials used for making texts, and how the writing changes over time.
(Hint: also consider how pictures developed into Bildzeichen, which you learned about in
the Ted talk earlier this semester.) 

 150 words for section A and 150 words for section B.
Section A:
Select and answer one (1) of the following questions related to the history of the Naval Service covered in Module 2. Be sure to answer all parts of the question you select and clarify which question you are answering. 
Historians make choices of emphasis and causation in the histories they write. If you were writing a history of the material covered in Module 2, which would you consider the most influential and why?
Historians make choices of emphasis and causation in the histories they write. If you were writing a history of the material covered in Module 2, which would you consider the most significant technological and political issues covered and why?
Section B:
Select and answer the question for your Service. In writing your answer, draw upon the Service-specific readings assigned in Module 2. Be sure to answer all parts of the question you select.
U.S. Navy and U.S. Coast Guard Students
How did World War One show the link between navies and economics (especially in longer wars)?
Other sources:
https://www.history.navy.mil/browse-by-topic/wars-conflicts-and-operations/world-war-i/history/terrifying-experience.html

The Importance of the Battle of Belleau Wood

Create a bibliography with atleast 8 to 10 sources from the websites that are attached regarding the topic.
submit turnitin report when complete.
https://libguides.usna.edu/HH104
https://www.history.uscg.mil/
https://www.usmcu.edu/Research/History-Division/
https://www.history.navy.mil/
https://libguides.usna.edu/c.php?g=410490&p=2796749
https://libguides.usna.edu/c.php?g=410490&p=2796740

 1. The textbook on page 38 of the text (note that the page numbers of the PDF are different by
about nine pages, since the PDF counts the cover of the book and blank pages as pages)
states the following: “Starting with the Akkadian Empire, four empires controlled vast
territories in Mesopotamia and the Fertile Crescent. Over a period of almost 1800 years,
these empires brought together diverse communities, often by military conquest and force.
The empires facilitated trade and spread ideas and culture. Their rulers developed
administrative, military, and other techniques to try to ensure compliance and recognition
of their authority.” Looking at the Assyrian Empire, why is the use of force to ensure
compliance often ultimately a failure? (Hint: the best response finds an outside source that
discusses a specific example of the failure of Assyria to maintain control!)
2. Why does Gilgamesh treat the goddess Ishtar with such anger and disrespect? (Do research
in scholarly sources, not blogs, textbooks, Wikipedia, or encyclopedias – find article using
JSTOR and READ the source! Do not just give your opinion, since you need to know and
understand the background to answer the question fully!)
3. Hammurabi’s Code was written for a large urban area. Why would such a setting require
more severe law codes than smaller towns?
4. The article on Hammurabi’s Code mentions that there are two types of punishment in the
code: retributive and restitutive. Explain the difference between the two.