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DocumentAnalysisTwoAssignmentInstructions1.docx
DocumentAnalysisRubric21.docx

DocumentAnalysisTwoAssignmentInstructions1.docx

History 1302

Document Analysis Assignment 2

Follow the links below to read excerpts from Frederick Jackson Turner’s paper: ‘ The Significance of the Frontier in American History, 1893’, and Josiah Strong’s ‘ Our Country’. Upon reading these documents, write a one-page analysis of their work as it relates to American Imperialism, keeping the following questions in mind. Be sure to formulate an argument regarding what these two documents have to say about or contribute to American Imperialism.

What do each of these men think of the white race? What do they think about the nonwhite races? Do these ideas seem reflective of American ideas about race at the time? Do they suggest that there are any differences between Americans and Europeans? If so, what are those differences? What do they suggest is meant to be America’s position in the world? Does religion play a role in either man’s view of the world? How might Josiah Strong’s ideas contribute to American Imperialism of the period? How might Frederick Jackson Turner’s work contribute to it? Do you think that any of the ideas expressed in either excerpt still exist today?

Frederick Jackson Turner: https://sourcebooks.fordham.edu/mod/1893turner.asp

Josiah Strong: JosiahStrongExcerptOurCountry.pdf (sharpschool.com)

The assignment is due 2/27/24 via Blackboard.

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

DocumentAnalysisTwoAssignmentInstructions1.docx

History 1302

Document Analysis Assignment 2

Frederick Jackson Turner: https://sourcebooks.fordham.edu/mod/1893turner.asp

Josiah Strong: JosiahStrongExcerptOurCountry.pdf (sharpschool.com)

The assignment is due 2/27/24 via Blackboard.

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

DocumentAnalysisTwoAssignmentInstructions1.docx

History 1302

Document Analysis Assignment 2

Frederick Jackson Turner: https://sourcebooks.fordham.edu/mod/1893turner.asp

Josiah Strong: JosiahStrongExcerptOurCountry.pdf (sharpschool.com)

The assignment is due 2/27/24 via Blackboard.

DocumentAnalysisRubric21.docx

Document Analysis Rubric

	Exemplary	Adequate	Minimal	Attempted
Analysis of Document	Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; compares and contrasts author's point of view with views of other	Offers accurate analysis of the document	Demonstrates only a minimal understanding of the document	Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context	Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written	Uses previous general historical knowledge to examine issues included in document	Limited use of previous historical knowledge without complete accuracy	Barely indicates any previous historical knowledge
Knowledge of Historical Consequence	Clear grasp of the effect or importance of the source in history.	Clear grasp of the effect or importance of the source in history	Some grasp of the effect or importance of the source in history	No or erroneous understanding of the effect or importance of the source in history
Identification of Key Issues/Main Point	Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s)	Identifies most but not all of the key issues and main points in the primary source	Describes in general terms one issue or concept included in the primary source	Deals only briefly and vaguely with the key issues and main points in the document
Resources	Uses several (3-5) outside resources in addition to primary source	Uses 1–2 outside resources in addition to primary source	Relies heavily on the material/information provided	Relies exclusively on the material/information provided; no evidence of outside resources
Sourcing	The reader clearly and specifically discusses the author of the document (including reliability), the origins of the document, and the likely audience, connects them to the specifics of the document, and uses that information in a sophisticated way to deepen understanding of the document	The reader discusses the author of the document, the origins of the document, or the likely audience, and relates them to the document in a general way	There is limited discussion of the document’s author and source, and that information is not used to effectively deepen understanding of the document	There is no discussion of the documents author, origin, or likely audience
Identification of Literary Devices	Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm	Mentions author's use of literary devices but does not develop fully	Does not discuss author's use of literary devices	Does not discuss author's use of literary devices
Understanding of Audience	Shows strong understanding of author's audience	Shows some understanding of author's audience	Shows little understanding of author's audience	Shows no understanding of author's audience
Construction of Composition	The sequence of ideas and transitions are seamless and fluid. Introduction is quick to capture reader interest and strongly orients the reader; body paragraphs are clearly focused and cohesive; conclusion illuminates the central idea and provides sophisticated, thought-provoking, and convincing analysis into the larger implications and/or significance. The essay is tightly unified around one clear argument	The sequence of ideas and transitions are effective. Introduction engages and orients the reader; body paragraphs are focused and cohesive; topic sentences are strong; conclusion illuminates the central idea and explores the larger implications and/or significance. The essay is unified around one clear argument	The sequence of ideas is functional but may have abrupt or illogical shifts. Introduction attempts to engage and orient the reader; body paragraphs are focused but lack cohesion; topics sentences are functional; conclusion reiterates the purpose and major points of the essay but is formulaic. The essay is loosely unified around one clear argument but there are gaps	Essay has no clearly defined or apparent organization. Introduction fails to engage or orient the reader; body paragraphs lack focus or cohesion; there are no topic sentences; conclusion is abrupt or not evident. The essay is not unified around one clear argument

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