help with analysis due in 36 hours

due in 36 hours

attached

Poster Analysis Worksheet

1.

What are the main colors used in the poster?

2.

What symbols (if any) are used in the poster?

3.

If a symbol is used, is it

a. clear (easy to interpret)?

b. memorable?

c. dramatic?

4.

Are the messages in the poster primarily visual, verbal, or both?

5.

Who do you think is the intended audience for the poster?

6.

What does the creator of the poster hope the audience will do?

7.

What purpose(s) is served by the poster?

8.

The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?

Designed and developed by the

Education Staff, National Archives and Records Administration, Washington, DC 20408

(
People
Objects
Activities
)Photo Analysis Worksheet

Step 1. Observation

A.

Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible.

B.

Use the chart below to list people, objects, and activities in the photograph.

Step 2. Inference

Based on what you have observed above, list three things you might infer from this photograph.

Step 3. Questions

A.

What questions does this photograph raise in your mind?

B.

Where could you find answers to them?

Designed and developed by the

Education Staff, National Archives and Records Administration, Washington, DC 20408

Cartoon Analysis Worksheet

Level 1

Visuals

Words (not all cartoons include words)

1. List the objects or people you see in the cartoon.

1. Identify the cartoon caption and/or title.

2. Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon.

3. Record any important dates or numbers that appear in the cartoon.

Level 2

Visuals

Words

2. Which of the objects on your list are symbols?

3. What do you think each symbol means?

4. Which words or phrases in the cartoon appear to be the most significant? Why do you think so?

5. List adjectives that describe the emotions portrayed in the cartoon.

Level 3

A. Describe the action taking place in the cartoon.

B. Explain how the words in the cartoon clarify the symbols.

C. Explain the message of the cartoon.

D. What special interest groups would agree/disagree with the cartoon’s message? Why?

Designed and developed by the

Education Staff, National Archives and Records Administration, Washington, DC 20408

Written Document Analysis Worksheet

1.

TYPE OF DOCUMENT (Check one):

Newspaper Map Advertisement

Letter Telegram Congressional Record Patent Press Release Census Report Memorandum Report Other

2.

UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):

Interesting Letterhead Notations Handwritten “RECEIVED” stamp Typed Other
Seals

3.

DATE(S) OF DOCUMENT:

4.

AUTHOR (OR CREATOR) OF THE DOCUMENT: POSITION (TITLE):

5.

FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?

6.

DOCUMENT INFORMATION (There are many possible ways to answer A-E.) A. List three things the author said that you think are important:

B. Why do you think this document was written?

C. What evidence in the document helps you know why it was written? Quote from the document.

D. List two things the document tells you about life in the United States at the time it was written.

E. Write a question to the author that is left unanswered by the document:

Designed and developed by the

Education Staff, National Archives and Records Administration, Washington, DC 20408

Map Analysis Worksheet

1.

TYPE OF MAP (Check one):

Raised Relief map Bird’s-eye map

Topographic map Artifact map

Political map Satellite photograph/mosaic

Contour-line map Pictograph Natural resource map Weather map Military map Other

2.

UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more): Compass Name of mapmaker Handwritten Title
Date Legend (key)

Notations Other

Scale

3.

DATE OF MAP:

4.

CREATOR OF THE MAP:

5.

WHERE WAS THE MAP PRODUCED?

6.

MAP INFORMATION

A. List three things in this map that you think are important.

1.

2.

3.

B. Why do you think this map was drawn?

C. What evidence in the map suggests why it was drawn?

D.. What information does this map add to the textbook’s account of this event?

E. Does the information in this map support or contradict information that you have read about this event? Explain.

F. Write a question to the mapmaker that is left unanswered by this map.

Designed and developed by the

Education Staff, National Archives and Records Administration, Washington, DC 20408

Artifact Analysis Worksheet

1.

TYPE OF ARTIFACT
Describe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton, plastic, other material.

2.

SPECIAL QUALITIES OF THE ARTIFACT
Describe how it looks and feels: shape, color, texture, size, weight, movable parts, anything printed, stamped or written on it.

3.

USES OF THE ARTIFACT

A. What might it have been used for?
B. Who might have used it?
C. Where might it have been used?
D. When might it have been used?

4.

WHAT DOES THE ARTIFACT TELL US?

A. What does it tell us about technology of the time in which it was made and used?
B. What does it tell us about the life and times of the people who made it and used it? C. Can you name a similar item today?

5.

BRING A SKETCH, A PHOTOGRAPH, OR THE ARTIFACT LISTED IN 4C ABOVE TO CLASS.

Designed and developed by the

Education Staff, National Archives and Records Administration, Washington, DC 20408

Primary Source Analysis

Instructions

Primary Source Analysis (100 points towards Final Grade) – Due Week 4:

Assignment Expectations: As part of your Research Project, the third assignment requirement expects students to complete a Primary Source Analysis Assignment of TWO primary sources on your chosen topic. For this assignment, you will do a search for two (2) primary sources from an appropriate database that houses primary sources related to your topic (further details below). Once students select two primary sources, they should complete the appropriate Primary Source Analysis Worksheet. Finally, after reading and analyzing these two sources, students will write a 250-word Primary Source Analysis Narrative for each primary source. Once again, for each primary source, students will submit a Primary Source Analysis Worksheet and a 250-word Primary Source Analysis Narrative. Keep reading to find out more about where to find sources for this assignment and what your analysis should include. As always, if you have questions, please feel free to reach out to your instructor.

But First, What Exactly is a Primary Source? Primary Sources are original records of the political, economic, artistic, scientific, social and intellectual thoughts and achievements of specific historical periods. They are produced by the people who participated in and witnessed the past. Primary sources offer a variety of points of view and perspectives of events, issues, people and places. These original sources were used or created by someone with firsthand experience of an event and these records can be found anywhere – i.e. at home or in government archives. Moving forward, if you still have questions about primary sources, please email me with questions. If you prefer further verification, please feel free to email me the sources that you plan to use.

National Archives: Primary Source Analysis Worksheets – The National Archives has created analysis worksheets to help you work with primary sources. Copies of these worksheets are provided as attachments in the Primary Source Analysis assignment. The worksheets consist of a combination of checklists and short-answer questions that will help you focus on the most important elements of many different types of historical documents. You will need the worksheets to complete the Primary Source Analysis assignment

Where can you find Primary Sources? Where should students look for primary sources?? Well, the UMGC LIBRARY, of course!! Why, you ask? Well, the UMGC library subscribes to many databases that contain such resources and are available to you in full-text and electronic format. Additionally, students can find sources through the Library of Congress, National Archives or University Libraries and Archives.

Here are some helpful links to get started with the research process.

What are Primary Sources??

Library of Congress: Teaching with Primary Sources (video and transcript) – definition of primary and secondary sources and why use primary sources http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6632

Library of Congress: Why Use Primary Sources http://www.loc.gov/teachers/usingprimarysources/whyuse.html

Finding Primary Sources

Library of Congress: Finding Primary Sources http://www.loc.gov/teachers/usingprimarysources/finding.html

National Archives: Finding Primary Sources http://www.archives.gov/education/research/primary-sources.html

About UMGC Library OneSearch https://sites.umgc.edu/library/libhow/onesearch.cfm

UMGC Database Searching Basics https://sites.umgc.edu/library/libhow/searchingbasics.cfm

UMGC Research Guide for History: Primary Sources https://libguides.umgc.edu/c.php?g=318018&p=2163050

How to Cite Primary Sources

Library of Congress: Citing Primary Sources – Chicago style http://www.loc.gov/teachers/usingprimarysources/chicago.html

How do I Analyze Primary Sources?

Library of Congress: Analyzing a Primary Source (video and transcript) http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=6633

Please do not hesitate to reach out to me with questions about finding appropriate primary sources for your research. Do not use resources from history.org, Britannica.com, online encyclopedias or similar tertiary sources. While these tertiary sources are useful for general knowledge, they are not primary sources. Should students use one or more of these sites, then they will not receive credit and the instructor will ask you to redo this assignment.

Assignment Directions: After selecting, reading and analyzing your primary source(s), please make sure that both analyses follow the format below and includes the following information. Please note, students must submit a Primary Source Analysis Worksheet for each source AND a Primary Source Analysis Narrative for each source. If possible, please save all of your work in one PDF or Word document file to submit to your instructor for review.

Complete a Primary Source Analysis Worksheet for each primary source. Please make sure to elaborate with your answers. The more information, the better!

Format: Each Primary Source Analysis Narrative should be typed in a word document, with 1-inch margins, double spaced, and include no less than 250 words.

Bibliography: At the top of each Primary Source Analysis Narrative, students should provide a complete bibliographic entry. This complete bibliographic entry should include a formal citation, including the URL and your date of access. How should you cite your primary source?? Check out the link below.

Library of Congress: Citing Primary Sources – Chicago Style http://www.loc.gov/teachers/usingprimarysources/chicago.html

Analysis and Content: Each Primary Source Analysis Narrative should include a detailed summary of the source– in your own words. Ultimately, this should be written within the first two paragraphs of your analysis and should:

Identify the type of source, author, when and where the source was produced, and any unique quality or characteristics

Summary of source

Strengths and Weaknesses of source; any unanswered questions

What the source indicates about the time period it was produced and how the source defined, influenced and/or shaped history within the time frame of the course and possibly on a global scale.

Each primary source should explain how the article pertains to your research

Ideally this information would be stated at the end of your analysis

It is important that students share more than a simple sentence in this analysis. I would like to see a paragraph dedicated to this portion of the assignment.

Submitting Your Work: Students can submit their work under the Primary Source Assignment directions. Click on this assignment, scroll to the bottom of the page where you see “Add Attachments,” and then attach assignment here. Students can also submit this assignment through the Assignment tab. Students will also see the rubric attached to this assignment. Please make sure to review the rubric before submitting your final draft.