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*PLEASE USE AS SOURCES & REFERNCING ONLY FROM THE UPLOADED FILES (10 FILES)*MINIMUM 2500 WORDSFor this assignment you are invited to explore the topics tackled on the course in greater depth through a close analysis of related source material. The material should be drawn, in the first instance, from one or more of the topic folders on CANVAS, but you are also invited to supplement this with additional primary source material from internet archives of source material or from collections in books. Useful websites are listed on the reading list provided on CANVAS.
You should examine four or five sources, or extracts from sources, in total. The sources may all relate to one topic studied on the module (e.g. emigration to the United States), or from more than one (e.g. two concerning emigration to the U.S., and two concerning immigration to Britain). Alternatively, you may choose a common theme (e.g. immigration restrictions) which your selection of sources all share. Your source analysis should be on a topic which is substantially different from the subject you tackled in your essay.
‘Source material’ may be understood as any written or visual material produced in the period studied. For this module: c.1800 – c.1950 (although we jump forward and consider recent developments in a number of cases). This written material could include official documents, memoirs, letters, passenger lists, academic publications (from the period), or even phrase books. You may also want to use oral testimony, or look at visual sources such as paintings, sketches, cartoons, and, for the later period, photographs and film footage.You should approach your chosen sources critically. The following questions should help you shape your analysis, although not all of these questions may be relevant in each case:
Who wrote it? Can an understanding of their biography help us to interpret the source?
When, where and why was it written? Who were the intended audience?
What is the historical context of the source? (What was happening at the time the author wrote it/ artist painted it? What was happening in the place the author lived?)
Has it been translated? If so, how does this affect what we deduce from the material in question?
Can we detect bias in the account we are reading? If there is, does this invalidate the source? Or does it instead make the source interesting and valuable in other ways?
Does the source tell us more about its creator, and her or his attitudes, political opinions, or moral values, than about its professed subject?
The deficiencies or positive qualities of source material often depend on what we are looking to discover. For example, a source may tell us little – directly – about why certain events occurred as they did, in the order they did. Instead, it may very well help us reconstruct the attitudes, behaviour, agency, and experience of individuals or social groups.
To help you with your analysis you may wish to consult John Tosh, The Pursuit of History. The 2015 edition is now available online through the library catalogue. Also useful is Dobson, M., Ziemann B. (eds.), Reading primary sources: the interpretation of texts from 19th and 20th century history (2008). There are several copies of this text in the library. It is also very helpful to look at the way in which historians have approached the same or similar source material to the examples you have chosen.
This exercise is primarily a test of your interpretive and analytical skills, but you will need to consult the scholarship listed on the reading list for a better understanding of the historical context of the sources you have chosen. When you draw on the work of scholars, please reference their work in the normal way.
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