HIS 240Analysis Paper Guidelines and Rubric

Overview: Throughout this course,you will critically examine primary sources.Be sure to read each source you choose to use fully, reading it a first time, then a second, and even a third if necessary.As you review each source, ask yourself questions about the source:

• Who is the author, and what is his or her place in society?
• What is the purpose of the piece?Why was it written?
• What values or ideas are behind the content in the source?How are they different from my own?
• Is the piece credible?Why or why not?
• Can the piece be used to support a historical debate?Why or why not?

Your analysis will not directly answer all these questions.However, the picture that is painted by YOUR response to these questions is essential in constructing your analysis of the source.You will apply these skills in developing two analysis papers in this course.Post any questions you have on the analysis papers to the General Questions discussion forum.Note that you may use any of the sources you used for your analysis papers to support your Annotated Bibliography and Narrative Paper.However, if you elect to use these,the sources must specifically support your topic.

Prompt: Your analysis papers will demonstrate your ability to investigate:

• The main issue or idea behind the assigned source(s)
• The strength and weaknesses of the source (origin, author, purpose)
• The meaning and significance of the issue upon which the sources focus, answering the “why” and the “because”

It is important to note that your analysis paper is not an opinion paper and should not contain your opinion on the events, but rather a thorough analysis of the information and historical context specific to the assignment instructions.You will support your analysis with appropriate secondary sources (research and citation), but the analysis should be your own and not reflect others’ interpretation of your selected source(s).Refer to the SNHU Shapiro Library History Guide to assist you in not only researching the author and the period of history in which the assigned source was constructed, but searching for and qualifying your supporting resources.

Analysis Paper #1 (Assignment begins and source selection journal entry is due in Module One;completed paper isdue in Module Two)

Your first analysis paper will address the conditions of World War I. The conditions of World War I are often described as “inhumane.” How did national/ethnic identities and animosities (as evidenced in propaganda campaigns) combine with technological development in the early stages of the war to create such a bitter, inhumane experience? Conduct research and select at least one primary source that either supports or refutes the topic. Remember, you should be using at least two other resources (primary or secondary) to support your analysis. This means your completed paper will have a total of three resources, at least one of them a primary resource.

Analysis Paper #2 (Assignment begins and source selection journal entry is duein Module Three;completed paper isdue in Module Four)

Analysis Paper #2 requires two primary sources and focuses on leadership. Use your sources to focus on one military leader and one political leader, each of your own choosing. Discuss the importance of leadership—both military and political—in determining the course of events in World War I. How and why did some succeed and some fail the test presented by World War? Remember, you should be using at least two other resources (primary or secondary) to support your analysis. This means that your completed paper will have a total of four resources, at least two of them a primary resource.

Rubric

Guidelines for Submission: Analysis paper assignments should follow these formatting guidelines: 2–3 pages, double spacing, 12-point Times New Roman font, one-inch margins, and citations in Turabian format.

Critical Elements	Exemplary	Proficient	Needs Improvement	Not Evident	Value
Analysis of the Argument What is the issue?	Fully explains the historical debate,accurately distinguishing between fact and opinion in key pointswhilethoroughly exploring the reliability of author(s) (23-25)	Explainshistorical debate with mostly accurate distinctions between fact and opinion in key points while examining reliability of author   (20-22)	Explains historical debate but with gaps related to accurate distinctions between fact and interpreted opinion in key points and reliability of author   (18-19)	Summarizes historical debate but does not offer any analysis related to distinctions between facts and opinions in key points and/orreliability of author   (0-17)	25
Historical Context What is the significance of this issue?	Relates selected primary source to specific historical context in which it was written with specific supporting details (23-25)	Relates selected primary source to specific historical context in which it was written with some details (20-22)	Relates selected primary source to specific historical context in which it was written but with no detail (18-19)	Does not relate selected primary source to specific historical context in which it was written (0-17)	25
Research In addition to assigned source(s)	Assembles and explains two or morerelevantresourcesthatclearly support learner’s analysis of the argument and interpretation of the historical context (18-20)	Assembles and explains at least two relevant resources that support most of learner’s analysis of the argument and interpretation of the historical context (16-17)	Assembles at least one additional relevant resource, but it does not sufficiently supportlearner’s analysis of the argument and interpretation of the historical context (14-15)	No additional research, or sources used do not support learner’s analysis of the argument and interpretation of the historical context   (0-13)	20
Citation Quotes, paraphrases, bibliography	All citations and sources are integrated and formatted accurately (14-15)	At least 80% citations and sources are integrated and formatted accurately (12-13)	At least 70% citations and sources are integrated and formatted accurately (11)	Less than 70% citations and sourcesare integrated and formatted accurately (0-10)	15
Writing Mechanics	No errors related to grammar ororganization     (14-15)	Errors of grammar and organization are marginal and rarely interrupt the flow   (12-13)	Errors of grammar and organization are limited enough that the paper is still able to be understood (11)	Errors of grammar and organization make the paper difficult to understand   (0-10)	15
Earned Total Comments:	100%

 

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Milestone Three

Milestone 3

Thesis: The Underground Railroad was an act of resistance because of the sordid slavery system in the South, the racial intolerance and injustice of society and the nature of the risk associated with traveling on the “Underground Railroad”.

The Underground Railroad was an act of resistance due to the sordid slavery system in the South. The well-being of the slaves was constantly undermined by the white slave master who under the law, were given the rights own slaves. This resulted in the slaves resisting by running away in pursuit of freedom from the unfair slave system, that did not only demoralize them of basic human rights, but also put their lives at risk. An example of the sordid slavery system that forced the slaves to rebel was written as an entry in William Still’s Journal, it spoke of the case of one Henry Stewart who arrived in Norfolk on June 19^th 1855 and recounted on how he worked for one James Monroe. The slave agreement between the two parties was that the former was to be paid $182 dollars per year for his labor. Although, he was a hard worker, his employer failed to pay him even a cent thereby forcing him to flee to Norfolk leaving his wife and children behind. (Still, 1855). Another piece of evidence, that shows that the Underground Railroad was an act of resistance to the slavery system was a wanted poster offering a $150 reward for the capture of a runaway slave by the name of Henry May. The illustration provides an explanation of how the slave owners operated exercised their power and authority to their advantage by mistreating the slaves.

            Secondly, the Underground Railroad was an act of resistance due to the simple fact that the owners were not in favor of the slaves having the same rights and privileges that they had in society. This feeling from the slave owners fueled the racial injustice that were imposed on the slaves by society. Slave owners denied the slaves the basics social amenities because of the color of their skin. Basic needs such as decent shelter and clothing was hard to come by as white slave owners discriminated slaves as people of color who deserved the least. In addition, the slave owners used flogging as a means of punishment to black slaves as they believed the blacks were lesser beings. William Still’s Journal provides numerous examples of different case of mistreatment that many of the runaway slaves he assisted on the Underground Railroad endured by their masters. One example that supports the above claim was that of Mrs. Maria Joiner, she arrived in Norfolk on 23^rd June 1855. she recounts how her master Capt. F was very abusive. After his death, the captain’s daughter was given ownership and the abuse and violence towards her continued as she was viewed as a lesser being. (Still, 1855)

            The third reason as to why the Underground Railroad was an act of resistance was that the risky nature of an escape for everyone involved. Nilgun Anadolu Okur describe in the Underground Railroad in Philadelphia, 1830-1860, that the Underground Railroad was a “railroad made up of loosely knit network of stations located a points a day’s journey apart.” (Okur,1995) To get to these points they would operate at night and it involved walking on foot for long distances in their pursuit for freedom. They used the North Star as a guide and traveled through bushes, risked their lives in waterways that also had the high probability of killing them. Okur, provides some examples of the conditions associated with northbound travel on the Underground Railroad. She explained that “during the day the fugitive would be concealed in a barn, cave, sail loft or hay rick and that most houses that were stations had secret passages and chambers to facilitate hiding and escaping.” (Okur,1995) Even the name ‘fugitives’ that was used to describe the runaway slaves illustrates the level of resistance and urgency in which the slave routes were identified.

References

Still, W. (1872). The Underground Railroad. Retrieved from http://digitalhistory.hsp.org/pafrm/doc/journalc

 

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