Primary Source Essays – Nathan Michalewicz

Overview

Each student will write three (3) primary-source essays: one essay for each of the three units in the course. The student gets to choose which week’s material he/she wants to write the essay on. The essay is due the Sunday after the class discusses the material (which is always a Friday).

In other words, if you want to write your unit-1 primary-source essay on the week three primary sources, you will have to submit it by the Sunday after week 3’s discussion. For instance, see below.

Week 3

flowchart LR
  A(Monday: lecture) --> B(Wednesday: lecture) 
    B --> C(Friday: Discussion) 
    C --> D{Sunday: Essay Due}

This is a rolling due date. You choose the week you want to do the assignment and it is due the Sunday after that week’s discussion. If you choose to write on Week 3’s primary sources it is due the Sunday after week 3 (see figure above).

You may not submit more than one primary-source essay per unit.

Prompt

Write a 250-word (minimum) essay that analyzes the primary sources for the week you choose. Make an argument that reflects on what the sources tell us about how people experienced that epoch. For instance, if you are writing on the primary sources for the Reformation and Wars of Religion, what do they tell us about how the age of rapid religious change impacted people. What was it like? How did it feel? Feel free to draw on information from the lectures and readings from that week, but center the essay around the primary sources. Make sure to cite any references to information you may make.

Note

TLDR

Put on your historian hat. Tell us what we can learn about the period based on these sources.

Grading Rubric

Criteria	4 Points	3 Points	2 Points	1 Point
Argument	The essay presents an excellent, clear, and well-supported argument that effectively interprets the primary source(s) in relation to the historical context and themes discussed in class.	The essay presents a good argument that is focused on the primary sources but does not demonstrate deep consideration of the source and its place in the historical context.	The essay has an argument, but it is unclear, underdeveloped, or not well-supported by the primary source(s).	The essay lacks a clear argument or fails to interpret the primary source(s).
Evidence	The essay effectively uses specific examples and quotations from the primary source(s) to support the argument, demonstrating a thorough understanding of the material.	The essay uses examples and quotations from the primary source(s) to support the argument, but they may not be fully integrated or explained.	The essay includes some examples or quotations from the primary source(s), but they are insufficient or not clearly connected to the argument.	The essay lacks specific examples or quotations from the primary source(s) to support the argument.
Historical Context	The essay provides an excellent analysis of the historical context in which the primary source(s) were created, demonstrating a deep understanding of the period.	The essay provides a good analysis of the historical context, but it may lack depth or miss some important aspects of the period.	The essay includes some discussion of the historical context, but it is superficial or incomplete.	The essay fails to address the historical context of the primary source(s).
Analysis	The essay offers insightful analysis that connects the primary source(s) to broader historical themes and issues discussed in class.	The essay provides analysis that relates the primary source(s) to historical themes, but it may lack depth or originality.	The essay includes some analysis, but it is limited or does not effectively connect the primary source(s) to broader themes.	The essay lacks analysis or fails to connect the primary source(s) to broader historical themes.
Writing Quality	The essay is exceptionally well-written, with clear organization, coherent structure, and minimal grammatical or spelling errors.	The essay is well-written, with good organization and structure, but may contain some minor grammatical or spelling errors or minimal lapses in coherence/organization.	The essay has some organizational or structural issues, and contains several grammatical or spelling errors.	The essay is poorly written, with significant organizational issues and numerous grammatical or spelling errors.