Indicate your chosen primary source at the top of the first page.
HIST 110 – Fall 2019
Primary Source Analysis Paper B
Due Date: Friday, October 18 at 11:59 pm.
1) Choose a primary source to analyze from the list below.
a. Ida B. Wells-Barnett, “Lynch Law in America,” 1900
b. Hiram Evans, “The Klan’s Fight for Americanism,” 1926
c. William McKinley on American Expansionism, 1903
d. Rudyard Kipling, “The White Man’s Burden,” 1899
e. “School Begins” Political Cartoon, 1899
f. James D. Phelan, “Why the Chinese Should Be Excluded,” 1901
g. Documents from Citizenship Case of Timoteo Andrade, 1935 and 1936
h. “The Americanese Wall—As Congressman Burnett Would Build It,” Political
Cartoon, 1916
i. Alice Stone Blackwell, Answering Objections to Women’s Suffrage, 1917
j. Peral Idelia Ellis, Americanization through Homemaking, 1929
k. Excerpts from Indian Babies: How to Keep Them Well, 1916
l. Marcus Garvey, Explanation of the Objects of the Universal Negro Improvement
Association, 1921
m. Emma Goldman on Patriotism (1917)
n. Alan Seeger on WWI (1914; 1916)
o. Crystal Eastman, “Now We Can Begin” (1920)
p. Photoplay Advertisements (1924)
q. “Migrant Mother” Images (1936)
2) Put the source into historical context. (Length: 0.5 page, double-spaced)
Utilize at least one of the following secondary sources from the syllabus to help establish the
context for your chosen source.
a. Matthew Wills, “Racial Violence as Impetus for the Great Migration,” JSTOR
Daily
b. Matthew Wills, “The Ugly Origins of America’s Involvement in the Philippines,”
JSTOR Daily
c. Suzanne Enzerink, “The 1917 Immigration Act that Presaged Trump’s Muslim
Ban,” JSTOR Daily
d. Matthew Wills, “The Strange Story Behind Your Breakfast Cereal,” JSTOR Daily
e. Maria Popova, “W.E.B. DuBois’s Little-Known, Arresting Modernist Data
Visualizations of Black Life for the World’s Fair of 1900,” Brain Pickings
f. Mohammed Elnaiem, “Black Radicalism’s Complex Relationship with Japanese
Empire,” JSTOR Daily
g. Matthew Wills, “The First School Gardens,” JSTOR Daily
h. Erin Blakemore, “How Prohibition Encouraged Women to Drink,” JSTOR Daily
i. Memory Palace Podcast, Episode 116, “Hoover”
j. “Exploring Contexts: Migrant Mother,” Library of Congress American Memory
k. American Yawp reference chapters (Ch 18, Ch 19, Ch 20, Ch 21, Ch 22, Ch 23)
In a succinct, complete paragraph, establish key details about the setting and time period of your
chosen source. In order to construct this paragraph, you may consider answering the questions
below. However, these should be complete paragraphs, NOT bullet points. (Length: 0.5-1 page,
double-spaced)
• Time: What do you know about the time period in which the source was written? What
were the relevant conflicts, events, and/or trends taking place at the time?
• Place: What region does the source originate from? What do you know about the region?
Are there any unique characteristics of the region we’ve covered in lecture or mentioned
in your textbook?
• What background information is most necessary to fully understand the
significance of your chosen source?
3) Analyze the source itself. In two complete, succinct paragraphs, analyze your source in
detail. In these paragraphs, you are exploring why this particular source is significant and
what it specifically reveals about the historical context in which it was written. You may
use the questions below to guide your analysis. Pick which question or questions you
think will help you highlight the most interesting aspects of your source, and build your
analysis from there. These should be complete paragraphs, NOT bullet points. (Length:
1-1.5 pages, double spaced)
a. Purpose: What was the author’s message or argument? Is the message explicit, or
are there implicit messages as well?
b. Methods: How does the author try to get his/her message across? What methods
does he or she use to communicate that message/argument?
c. Author: Who is the source’s author? What do you know about his/her place in
society? Does the author’s race, sex, class, occupation, religion, age, region, or
political beliefs impact the source’s purpose or methods? How and why?
d. Audience: Who constituted the intended audience for this source? Was this
source meant for the public?
e. Other Implications/Conclusions: What else can the source tell you? What are
the important metaphors or symbols? What do we learn from the author’s choice
of words? What does the author choose not to talk about, and why might that be
important?
4) Formatting Details:
a. Total length: 1.5-2 pages, double-spaced.
b. Indicate your chosen primary source at the top of the first page.
c. Cite your sources. Examples of parenthetical citation format:
i. Lectures – (Lecture #, Date)
ii. American Yawp textbook chapters – (American Yawp Ch #, Part #)
iii. American Yawp primary sources – (Author’s name, Ch #)
iv. Memory Palace podcasts – (DiMeo, Episode #)
v. Other primary sources – (Author’s name, page #)
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