harmony

profileJordanjameire

 

Please download a copy of this worksheet. Type into the Word Document do not put on separate doc

  • 16 days ago
  • 10
files (3)

ColonialSociety-PrimarySourceAnalysisWorksheet1.docx

Please download this copy and type in your answers!

Directions: You’ve just been hired as a research assistant for a documentary team producing a series on The Voices of Early America. Your producers have handed you two primary sources from early 18th-century New England and asked you to figure out what story each one can and can’t tell.

Your Sources:

· Sarah Knight’s Travel Journal describing her 1704 journey through Connecticut

· Jonathan Edwards’s sermon delivered in Enfield, Connecticut, in 1741

Your job isn’t just to summarize what these documents say. It is to figure out what they’re for, who they’re for, and what they leave out.

Part I: Interrogate Each Source (20 Points Total)

For each document (Both Sarah Knight and Jonathan Edwards), answer the following in complete sentences (aim for 3 - 5 sentences per question).

1. Purpose & Audience: Why was this document created, and who was the intended audience? How can you tell?

2. Voice & Bias: What does the author’s tone or word choice reveal about their own attitudes or assumptions? Pull one specific phrase or line as evidence.

3. What’s Missing: Whose perspective is absent or filtered through the author’s lens? What would we need to hear from them to get a fuller picture?

Part II: Put them in Conversation (10 points total)

Sarah Knight and Jonathan Edwards were writing about the same region within 40 years of each other, but their documents describe very different worlds. For this section, write a one - paragraph comparative analysis (150 - 250 words) that addresses the following:

· What does the contract between these two documents suggest about the range of concerns and experiences in colonial New England?

· Is it possible that both documents are “true” at the same time? Explain how a historian reconciles sources that seem to contradict each other in tone or priorities.

Part III: Reflection (10 points total)

In 4–6 sentences, reflect on the process of working with these two sources:

· What was harder than you expected about reading a primary source critically — did anything trip you up or surprise you?

· What will you look for differently the next time you encounter a historical document (in this class or elsewhere)?