May I please get some help

Overview

What You Will Learn: You have learned that the historian’s craft involves using primary sources, or

first-hand accounts or artifacts, from the time the historian is studying. Now you will practice the

historian’s craft by reading and analyzing two primary sources yourself.

Why It Matters: The same skills you use to read and analyze historical sources can also be applied

to current sources of information, such as newspaper articles, social media posts, television reports,

and commercial advertisements. By practicing these skills now, you will develop your ability to

perform historical research and think like a historian, but you will also become a more skilled

consumer of information in general.

What You Will Hand In: The completed template saved as a Microsoft Word (.doc or .docx) file.

Keys to Success:

Identify and describe each primary source with relevant information like author, date,

and intended audience.

Interpret each source to summarize the author’s purpose and place the item in its

historical context with supporting evidence and examples from the source.

Meet academic requirements for formatting and grammar.

Helpful Links:

Touchstones: Academic Integrity Guidelines

Ethical Standards and Appropriate Use of AI

Example:

 DOWNLOAD

 Ready

● Submitted

● Graded

When you’re ready to upload your document, click here. SUBMIT TOUCHSTONE

 Currently, it takes about 2-4 business days for a Touchstone to be graded.

UNIT 4 — TOUCHSTONE 4: Analyzing Primary Sources

-/120

 Touchstone 4: Analyzing Primary Sources Template

 Touchstone 4: Analyzing Primary Sources Sample

Instructions

Step 1: Review Material and Select Your Sources

Review the tutorial on analyzing a primary source: https://app.sophia.org/tutorials/analyzing-

primary-sources

Read through the list of primary sources you may use for this assignment, and select two:

https://app.sophia.org/tutorials/us-history-i-touchstone-primary-source-list

Step 2: Download the Documents

 DOWNLOAD

 Touchstone 4: Analyzing Primary Sources Template

 Touchstone 4: Analyzing Primary Sources Sample

Step 3: Read and Analyze the Sources You've Selected

Read each source a couple of times, first thinking about the intended audience receiving the

message and how they would respond in the historical moment, then considering how the source

gives us better understanding of the historical context.

Step 4: Write the Touchstone

The touchstone template will guide you further through your analysis; answer each question prompt

completely.

Step 5: Review and Submit Your Work

Review your work carefully and check the rubric to make sure you have met all the requirements. Submit in Microsoft Word (.doc or .docx) format.

Rubric

  Advanced (100%)

Proficient (85%)

Acceptable (75%)

Needs Improvement (50%)

Meeting the Primary Source Identifies and describes the source. (8%)

Shows a detailed understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources.

Shows a general understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources.

For one or both sources, shows a limited understanding what type of primary source has been selected, but still provides a description of one aspect of both sources.

Shows little to no understanding of wh types of primary sources have been selected, and/or the descriptions of the sources are inaccura or confused.

Observation of its Parts Identifies the author, date, and audience. (17%)

Author, date, and likely intended audience are fully and accurately identified for both sources. Two insights into the author’s background are provided or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author.

Most of the elements are met for both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author.

Some of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author.

Few of the elements are met for one or bo sources: author, date and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if th author is anonymous unidentifiable, speculation is made about the likely background of the source’s author.

Interpreting Meaning: Historical Context Interprets the historical context of the source. (17%)

Demonstrates in-depth knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context.

Demonstrates general knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context.

For one or both sources, demonstrates general knowledge of the time period in which the source was written, but may not relate the primary source to its specific historical context.

For one or both sources, demonstrat very limited knowled of the time period in which the source wa written and therefore cannot relate the primary source to its specific historical context.

Interpreting Meaning: Main Point Interprets the main point of the source. (17%)

Clearly interprets the main idea or point of both sources using specific evidence from the sources themselves to support the interpretation.

Clearly interprets the main idea or point of the sources using specific evidence from the sources themselves to support the interpretation, but the interpretation of one source may be stronger than the other.

Interprets the main idea or point of both sources, but one or both interpretations may show a more limited understanding of the sources or lack specific evidence to support the interpretation.

Attempts to interpret the main idea or poin of both sources, but one or both interpretations show substantial misunderstanding or incompleteness.

  Advanced (100%)

Proficient (85%)

Acceptable (75%)

Needs Improvement (50%)

Interpreting Meaning: Purpose Interprets the purpose of the source. (17%)

Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context.

Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context, but the interpretation of one source may be stronger than the other.

Interprets the purpose of both sources by drawing general connections to other aspects of the source such as author, audience, or historical context, but one or both interpretations may show a more limited understanding of the sources.

Attempts to interpret the purpose of both sources, but one or both interpretations show substantial misunderstanding or incompleteness.

Use as Historical Evidence Identifies historical evidence for the source. (17%)

For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates thoughtful reflection and a strong understanding of how to use primary sources as historical evidence.

For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a general understanding of how to use primary sources as historical evidence.

Most of the elements are met for both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a more limited understanding of how to use primary sources as historical evidence.

Few of the elements are met for one or bo sources: two relevan historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a very limited understandin of how to use primar sources as historical evidence.

Conventions Submission follows conventions for standard written English and meets requirements. (7%)

There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.

There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.

There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met.

There are consistent errors in grammar, punctuation, spelling and capitalization tha significantly impede readability; length an formatting requirements are not met.

Adapted from Understanding Perspectives in Primary Sources, The National Archives

About Contact Us Privacy Policy Cookie Policy Terms of Use Your Privacy Choices

© 2025 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA Learning, LLC.