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The following rubric describes levels of competence in
completing a Primary Source Analysis on a history exam or homework assignment.
A primary source is something from the
time and place you are studying. To analyze a primary source historically,
you need to understand all of the following:
- CONTEXT: the historical situation in which the primary source was
produced.
- CONTENT: the
major point or meaning of a primary source in its historical context.
This can differ significantly from what the primary source may appear to
mean to the modern observer.
- CONSEQUENCES: the
effects or significance of a primary source in history.
A Primary Source Analysis should be a substantial paragraph in
length (5-7 sentences). A bulleted list (such as above) is acceptable,
provided that the information in each bullet is complete. See Primary
Source for more information on analyzing sources historically.
Levels correspond roughly to letter grades (4 = A, 1 = F),
although criteria will vary somewhat depending upon the nature and level
of the class.
| Level |
Criteria |
| 4 |
- CONTEXT: thorough
knowledge of what the
source is, who produced it, where, when, and why
it was produced.
- CONTENT: sensitive
and sophisticated understanding of the meaning of the source in its
historical context; appreciation of the complexity or subtlety of the
source.
- CONSEQUENCES: clear grasp of the effect
or importance of the source in history.
|
| 3 |
- CONTEXT: good
knowledge of
what the source is, who produced it, where, when, and why it was produced;
no more than one of the above elements incomplete.
- CONTENT: good
understanding of the meaning of the source in its historical context.
- CONSEQUENCES: clear grasp of the effect
or importance of the source in history.
|
| 2 |
- CONTEXT: good
knowledge of
what the source is, who produced it, where, when, and why it was produced;
no more than two of the above elements incomplete or missing.
- CONTENT: adequate
understanding of the meaning of the source in its
historical context; some important points missing.
- CONSEQUENCES: some grasp of the effect
or importance of the source in history.
|
| 1 |
- CONTEXT: little
or erroneous knowledge of
what the source is, who produced it, where, when, and why it was produced;
more than two of the above elements incomplete or missing.
- CONTENT: no
understanding of the meaning of the source in its
historical context; major points missing or incorrect.
- CONSEQUENCES: no or erroneous
understanding of the effect or importance of the source in history.
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John
I. Brooks III