Primary and Secondary Source Analyses
The purpose of these three assignments is introduce you to the basics of finding and assessing primary and secondary sources. Primary sources give you direct access to the past; secondary sources tell you what other people have thought about it. Both are necessary in historical work; research involves learning what other people already know, what they think about it, and how you can contribute to the discussion.
Important Dates:
21 SEPTEMBER: Completed Analysis Due -- Secondary SourceThe Essentials:12 OCTOBER: Completed Analysis Due -- Primary Source 1
NEW DUE DATE: 24 OCTOBER!2 NOVEMBER: Completed Analysis Due -- Primary Source 2
NEW DUE DATE: 13 NOVEMBER!
Choose a Source:Format:Secondary Source: This analysis is in two parts. First, you will find a book in the library on Jesse James and/or Northfield. Second, you will find a web page that deals with Jesse James and his defeat in Northfield. You will work in a group of 3-4 students to find, select and discuss your choices, then write individual analyses of them.Describe and Summarize the Source and Place It in Context:Primary Source 1: This must be a text-based source on Jesse James, his gang, and/or Northfield, possibly including the Defeat of Jesse James Days itself. The source must be at least 10 years old. Possibilities: newspaper articles, letters, journals, government documents…
Primary Source 2: This must be a non-textual source on Jesse James, his gang, and/or Northfield, possibly including the Defeat of Jesse James Days itself. The source must be at least 10 years old, unless it is an interview. Possibilities: recorded or performed music, film, photographs, maps, sculptures, interviews, video-recordings...
CORRECTION: The second Primary Source analysis can be on ANY topic in Western history, and is no longer limited to non-textual sources.If you are not sure where to begin looking for appropriate and interesting primary sources, please see me, a reference librarian, or one of the campus archivists. We are all willing to help! Also, as the semester progresses, we will have the opportunity to talk with the Northfield Historical Society and perhaps use their archives as well.
What is this source? Is it a book/film/letter/journal? What does it look like? What is it about? Where did it come from? (“The library” is only a partial answer to this.) Who produced it? Is it a government document? A private publication? Why was it produced, if you know? You must also include a full citation -- this helps readers find the source if they want to examine it themselves. In short, tell your readers as much about this source and origins as you can, and why you chose it. The goal is to give your readers a good sense of what this thing IS or WAS.Explain What It Can (or Cannot) Tell Us:This will require some careful thought on your part. I recommend beginning by looking at what it obviously tells us -- most sources are produced to convey information of some sort, so ask, “why was it made?” Tables of contents, introductions, prefaces and mission statements are all good places to start with text-based sources; you may have to be more creative with other types. With secondary sources you should pay particular attention to who the author is, and when the work was produced. With web pages, you should be particularly careful, because just about anyone can put just about anything on the web. Try to figure out whether the web page is trustworthy or not before accepting its information at face value.Include a Copy of Primary Sources:The next stage is somewhat trickier; here, you want to figure out what it can tell us in addition to what it was meant to say or do. For example, if you look at an old photo album, you might note that there are no color pictures. You can infer several possible explanations: that color photography was not invented, or was too expensive, or the owner of the album preferred black and white -- the best guess will, of course, depend on other clues. Another example: looking at the pictures might reveal things about the subjects not mentioned in the captions. Knowing something about the person or organization that produced the source can also be helpful.
The third stage is trickier still -- now you ask how the source can’t help you. In the album example, for instance, the album can’t tell you if color photography existed -- all the evidence is negative. Some limits relate to the producer of the document; nobody knows everything, and all people have agendas that encourage them to distort what they do know or say. Some relate to the physical form or content of the object itself -- maybe it is missing parts or can’t be easily accessed with modern technology, or is in a language you don't know.
Attach a copy to your completed paper. This requires you to pay attention to the form and fragility of your source. Some sources can’t be copied -- find out first! Others, like film or music, are tricky to attach, and will thus require different treatment. If you have questions, see me.Personal Reaction (optional):You may, if you wish, include a paragraph giving your personal reaction to this source. This section will not be graded, and does not count toward the page total.
The basic format is a 2-3 page paper (1 inch margins, 12-point font, double-spaced). For the Secondary Source paper, both sources are included. (In other words, it is 2-3 pages for both, not 2-3 pages each.)
Your name, the course title, and the date should be on the top of the first page. You must have a title; it should reflect the contents of the paper. All pages should be numbered. Do not place the paper in a binder; a staple is sufficient. When you provide the citation for your source, use the Chicago Style (footnotes/endnotes, not parenthetical). If you are unfamiliar with this style, see me.
Practical Considerations:
First, finished work must be neat, organized and thoughtful.
Second, finished work will be assessed on its effectiveness and thoughtfulness rather than the effort required to complete it. Writing and revising a draft version or two is recommended. I am happy to read drafts, given a week’s advance notice. The student writing center is also very helpful!
Third, keep the limits of technology in mind. If you have supporting materials that require sophisticated equipment to render them intelligible, check first to ensure that they are compatible with my equipment. Similarly, expect printers to break, computers to crash, and discs to land in mud puddles, and take the necessary steps to prevent disaster.
Fourth, you may look for sources with a partner or small group, if this is helpful to you. Indeed, for the secondary source paper, you must work in a small group. In any case, everyone in the group must be involved in finding the source (you can't draft one person to do all the work!) and everyone must write his or her own analysis. You can ask for assistance with things like grammar and editing (I'm happy to read drafts with a week's notice, and the student writing center is another helpful resource), but the ideas must be your own.
If you have any questions or specific concerns, please talk with me about them as soon as they arise. In any case, I’m happy to talk with you about your ideas and your work -- no problems required!