Primary Source Annotation

As you learned in the mini-lesson for Unit 1, primary sources are an important tool of the historian. They help us better understand past events, people, and human motivations and thoughts. When doing research on or seeking to understand a topic, a historian will gather as many relevant primary sources as possible and read them with an eye towards the time period in which they were written, who wrote them, and for what purpose. Secondary sources, such as the books assigned for each unit in this course, can help students in an introductory course such as Hist 105 put primary sources into context.

Assignment Objectives:

  1. Help you maintain a reading schedule, which will ensure solid understanding of the overall historical issue and aid in successfully completing subsequent assignments in the course.
  2. Introduce you to and provide practice in reading and analyzing historical primary sources

Assignment Directions:

  1. Read Chapters 2 and 3 of Ruptured Lives
  2. Click on the Perusall link found at the end of the assignment. Utilize the Student tools available there to help you better understand this interactive annotation software. Use this  for commonly asked questions. Annotate (provide comments) the primary sources, paying special attention to IOP CAM (review that lesson from earlier in this unit). IOP CAM comprise the standard questions historians ask of primary sources and you should annotate those places in the source where you can address them (to the best of your ability). In addition, make note of any words, terms, or phrases you might not understand. Look them up and provide the definition; provide commentary where you are especially struck by something;  and ask any questions of the source you might have. Your assignment score will be evaluated based on the number and quality of comments you provide. Some comments you make might naturally be more substantive. But strive to provide more in-depth comments. For example, don’t just highlight and make note of the date when a source was created; go further by contemplating what else might have been happening in the world or that region at that time. In addition, annotate throughout the source (i.e. not just the beginning or the end). If you find that certain sections of the source are more heavily annotated than others, look for places where you can provide additional comment.
  3. What does The Proceedings of the Governor and Assembly of Jamaica in Regards to the Maroon Negroes reveal to us about the relationship between the metageographies of America and Europe and why the refugees described in the primary source experienced what and operated as they did? Annotate at least two places in the source, providing contextual evidence/information from Chapter 2 that helps you make sense of those parts of the primary source. In those annotations, include specific page numbers from the chapter.
  4. What does The Belgian Workmen, Now Refugees in Britain reveal about nation-states and national identities during (and perhaps after) World War 1? How does the Belgian refugee experienceat least as described in this sourcecompare to others during the same time period? Annotate at least three places in the source that help you address these questions, providing contextual evidence/information from Chapter 3 that helps you make sense of those parts of the primary sources. In those annotations, include specific page numbers from the chapter.
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