Student’s Name History 111 Class Section # Date Primary Source Analysis Document’s Name: Comment by Owner: 5 points Document’s Author: Comment by Owner: 5 points Year document was written: Comment by Owner: 5 points Textbook chapter or chapters to which the document is relevant as a historical document: Comment by Owner: 10 points Analysis: Comment by Owner: 75 points · Times New Roman 12 font · Double spaced · One inch margins: top to bottom, left to right · Word documents only · Analysis section must be no less than 500 words and no longer than 700 words-there will be substantial points deducted for not meeting these parameters · At least two citations from the textbook · At least two citations from the document itself · Any other sources must be scholarly sources-No Wikipedia and no book reviews · If additional scholarly sources are used then at least two citations from each additional scholarly source · Citations must utilize APA format (the same format used in your discussion boards). · Examples of scholarly sources include: · Encyclopedia Britannica · The American Historical Review · The Journal of American History · The Journal of American Studies · The Journal of Southern History · The Journal of the Early Republic · Access to COC Library Databases-Scholarly sources are available · Username: peanut · Password: butter References: Comment by Owner: 20 points · APA format · Must include textbook · Must include primary source document from the required website · Must include any other sources used-those sources must be scholarly sources like those mentioned above The following will result in a zero or substantial point loss above and beyond the total points allotted for each section: · An analysis section that does not reach the minimum length requirement · An analysis section that exceeds the maximum length requirement · No sources provided · Not using a document specifically from the required website · No citations or not meeting the minimum number of citations requirement · Use of non-scholarly sources · Submitted in a form other than a Word Document · A similarity index greater than twenty-five percent · Late submissions will be subjected to a ten percent penalty for each day submitted late (i.e. an assignment submitted two days late will be assessed a twenty percent deduction applied to the overall grade) Your name History 111 Your Class Section # Date Primary Source Analysis Document’s Name: The Declaration of Independence Comment by Owner: 5 points Document’s Author: Thomas Jefferson Comment by Owner: 5 points Year document was written: 1776 Comment by Owner: 5 Points Textbook chapter or chapters to which the document is historically relevant: Comment by Owner: 10 points The Declaration of Independence is directly relevant to Chapters 5-7. It is relevant to Chapter 5 because the Declaration reflects ideals associated with the Enlightenment. It is relevant to Chapter 6 because it is a respon.

1. Student’s Name
History 111
Class Section #
Date
Primary Source Analysis
Document’s Name: Comment by Owner: 5 points
Document’s Author: Comment by Owner: 5 points
Year document was written: Comment by Owner: 5 points
Textbook chapter or chapters to which the document is relevant
as a historical document: Comment by Owner: 10 points
Analysis: Comment by Owner: 75 points
· Times New Roman 12 font
· Double spaced
· One inch margins: top to bottom, left to right
· Word documents only
· Analysis section must be no less than 500 words and no longer
than 700 words-there will be substantial points deducted for not
meeting these parameters
· At least two citations from the textbook
· At least two citations from the document itself
· Any other sources must be scholarly sources-No Wikipedia
and no book reviews
· If additional scholarly sources are used then at least two
citations from each additional scholarly source
· Citations must utilize APA format (the same format used in
your discussion boards).
· Examples of scholarly sources include:
· Encyclopedia Britannica

2. · The American Historical Review
· The Journal of American History
· The Journal of American Studies
· The Journal of Southern History
· The Journal of the Early Republic
· Access to COC Library Databases-Scholarly sources are
available
· Username: peanut
· Password: butter
References: Comment by Owner: 20 points
· APA format
· Must include textbook
· Must include primary source document from the required
website
· Must include any other sources used-those sources must be
scholarly sources like those mentioned above
The following will result in a zero or substantial point loss
above and beyond the total points allotted for each section:
· An analysis section that does not reach the minimum length
requirement
· An analysis section that exceeds the maximum length
requirement
· No sources provided
· Not using a document specifically from the required website
· No citations or not meeting the minimum number of citations
requirement
· Use of non-scholarly sources
· Submitted in a form other than a Word Document
· A similarity index greater than twenty-five percent
· Late submissions will be subjected to a ten percent penalty for
each day submitted late (i.e. an assignment submitted two days
late will be assessed a twenty percent deduction applied to the

3. overall grade)
Your name
History 111
Your Class Section #
Date
Primary Source Analysis
Document’s Name: The Declaration of Independence
Comment by Owner: 5 points
Document’s Author: Thomas Jefferson Comment by Owner: 5
points
Year document was written: 1776 Comment by Owner: 5
Points
Textbook chapter or chapters to which the document is
historically relevant: Comment by Owner: 10 points
The Declaration of Independence is directly relevant to
Chapters 5-7. It is relevant to Chapter 5 because the Declaration
reflects ideals associated with the Enlightenment. It is relevant
to Chapter 6 because it is a response to changes in Britain’s
imperial ethos as directed by King George III. It is relevant to
Chapter 7 because the Declaration serves as a major turning
point in the Revolution because it demonstrates how Americans
changed their objective from restoring colonial federalism to
independence. It is also relevant to those chapters which
address, either explicitly or implicitly, the American vision of
equality. Thus, the Declaration’s articulation of the American
vision of equality is relevant to Chapters 14 (Civil War) and 15
(Reconstruction), respectively.
Analysis: Comment by Owner: 75 points
The Declaration of Independence is best known for its
articulation of the American vision of equality as embodied in

4. the phrase “…all men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among
these are life, liberty, and the pursuit of happiness” (Jefferson,
1776). Aside from this well known principle, the Declaration
also enunciates the right of revolution based on the principle of
the consent of the governed. Moreover, the Declaration provides
a lengthy indictment of the putative injustices King George III
allegedly perpetrated against his North American colonial
subjects (Jefferson, 1776).
The Declaration reflects the Enlightenment’s influence on
eighteenth century Anglo-American life. Enlightenment thought
emphasized a common human nature, in which people were
essentially the same and deserved the same rights. Hence, the
acceptance of the idea of a common human nature contoured
how Americans conceived and expressed their belief in human
equality (McGerr et al., 2018, pp. 150, 198). For Jefferson and
his contemporaries, however, equality was not defined as it is in
the mathematical sense. Rather it was based on the premise that
“equality possessed several layers of meaning. It meant first of
all what [one] might call equality of opportunity…”(Wood,
1996, p. 2140). Moreover, Jefferson and his fellow
revolutionaries rejected the premise that talent, skills, or
faculties were hereditarily guaranteed and that enlightened
society should strive to find and promote that talent to develop
without restrictions associated with aristocratic privilege
(Wood, 1996, 2140). Jefferson and others conceived of a
society “in which who one's father was, whom one married, and
whom one knew would no longer matter. They anticipated a
society in which mobility up and down would be constant”
(Wood, 1996, p. 2140). The preceding conceptions reflect a
belief in a merit based society in which one’s status is
determined by one’s talents and the freedom essential to
allowing one’s talent to express itself.
The right of revolution obligates people to eradicate a
tyrannical government (Jefferson, 1776) and is closely linked to
one of constitutionalism’s cornerstones: consent of the

5. governed. Constitutionalism, which is based upon the rule of
law and consent, emerged from centuries long struggles in
England. In the Revolutionary Era context, consent meant “one
could not be subjected to laws or taxes except by duly elected
representatives” (McGerr et al., 2018, p. 177). As such, the
colonists did not adhere to the British concept of virtual
representation (McGerr et al., 2018, G-13) and rejected
Parliament as a duly elected representative entity with the
authority to impose direct, internal taxes.
Accordingly, Americans did not declare independence from
Britain’s Parliament. Americans declared their independence
from the king not for “light and transient causes… [but for] a
long train of abuses and usurpations,…, [intended to] reduce
[the colonials] under absolute despotism…” (Jefferson, 1776).
King George III’s alleged tyrannical polices required the
colonials to abolish their existing system government in favor
of a new system because ameliorating the existing system was
impossible (Jefferson, 1776). Thus, the Declaration coalesced
the following: equality, the belief in a common human nature,
the consent of the governed, representative government, and the
right of the people to abolish a system of government that acted
despotically because it failed to protect the public’s
fundamental rights (McGerr et al., 2018, p. 198).
Many years passed “before the radical implications of the
Declaration became fully evident to the American people”
(McGerr et al., 2018, p. 198). Nevertheless, in the midst of the
Civil War the Declaration’s most enduring and inspiring
principle-equality-transcended the War’s carnage and provided
the stirring foundation upon which Abraham Lincoln based his
poignant Gettysburg Address. Comment by Owner: 599 words
in length-fulfills requirements regarding minimum length as
well as maximum length. Additionally, the requirements
pertaining to citations are fulfilled. In fact, the number of
citations for each source exceeds the minimum requirements.
References: Comment by Owner: 20 points
Jefferson, T. (1776). Declaration of independence. The Avalon

6. project: Documents in law, history and diplomacy. Yale
University Law School. Retrieved from:
http://avalon.law.yale.edu/subject_menus/declare.asp
Comment by Owner: Required source from Avalon Project
McGerr, M., Lewis, J.E., Oakes, J., Cullather, N., Mark
Summers, M., Townsend, C., Dunak, K.M., & Boydston,
J.(2018). Of the people: A history of the United States. (4th
ed. Vol. 1) New York, NY: Oxford University Press
Comment by Owner: Required source-textbook
Wood, G.S. (1996) Thomas Jefferson, equality, and the creation
of a civil society, Fordham Law Review, 64, 2133-2147.
Retrieved from http://ir.lawnet.fordham.edu/flr/vol64/iss5/1
Comment by Owner: Additional source (not required), but
is a scholarly source; therefore, usage is permissible.
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