Atlantic Revolutions Newspaper Analysis

LOs: This assignment aligns with LO1, LO3 & LO4. Purpose: Historians are interested not only in what happened, but also in what people knew at the time, what information circulated, and how events were interpreted while they were still unfolding. In this assignment, you will reconstruct what readers of Georgia newspapers might have known about one Atlantic Revolution as events were happening. In other words: What would someone reading a Georgia newspaper have known (or believed) about this revolution as it unfolded? Watch this video, which explains these instructions: Task: For this research activity, we will investigate how events, people, or places connected to the Atlantic revolutions were being reported on in contemporary Georgia newspapers. In sum, here is what you are asked to do: Choose an event, place, or figure pertaining to one of the Atlantic revolutions. Choose newspapers in a digital archive that fit the date range for that event or figure. Find and clip 10 newspaper items with news about that event or figure. Provide a list of annotations, one for each clip. Write a brief synthesis piece. In sum, you will submit one document, with a title page, your annotations for each article, a synthesis piece, and the newspaper items. Detailed Instructions: Now, let’s unpack each step a little further. Choose an event pertaining to the revolutions. You can read the chapters and choose an event, place, or figure. Keep in mind two things: The further back in time the fewer the newspapers. So the French Revolution may be more difficult, while the Haitian Revolution and Haitian independence (c. 1791–1804) as well as Latin American independence movements (c. 1810–1825) will be easier. The names of events, places, and figures were likely written in more than one way. You will have to investigate this as you proceed. Here are some suggestions for the Haitian, Mexican, and other Latin American revolutions. Now, go to Georgia Historic Newspapers. Go to “Search” and enter your search term. Once you have “Search Results,” go to “Year” and limit the date range to one that is most restrictive, but which contain the roughly contemporaneous years. Note: Check all date ranges for relevant items (for example, 1815-1840, 1789-1814) Find and clip 10 newspaper items with news about that event or figure. Of course, the reporting may be a little difficult to understand, a bit “opaque,” and it may concern features of the event, place, or person that do not now seem significant. But the point of this exercise is to establish what was being reported in Georgia newspapers concerning what, in retrospect (looking back from today), were revolutions. Of course, do try to identify clips that contain more substantive reporting! Then: Use either “PDF” or “Clip/Print Image”. Provide a list of annotations, one for each clip. Include the following: A bibliographical entry (MLA or Chicago) What is this item? (news report, editorial, letter, advertisement, brief notice) What does it say about the event, place, or person? In other words, summarize any important information and details. Write a brief synthesis. How did Georgia newspapers portray this revolution while it was unfolding? What can the historian learn from your collection? What did you find that surprised or interested you? In sum: Submit one document, with a title page, your annotations for each article, a synthesis piece, and the newspaper items. Criteria for Success: Please view the Rubric Here. Criteria Excellent (A) Good (B) Acceptable (C) Needs Improvement (D) Poor (F) No Submission (0) Criterion Score Choosing Your Revolution & Finding the Right Newspapers (Do you choose a clear event, place, or figure from an Atlantic revolution, and search the Georgia Historic Newspapers archive across the right date ranges — including alternate spellings of names?) Connects to: LO1 19–20 points • Chooses a well-focused event, place, or figure clearly tied to an Atlantic revolution; searches the correct contemporaneous date ranges and checks more than one range; investigates alternate spellings and name variations to widen the search; shows sound judgment about which revolution offers workable coverage. 17–18 points • Chooses an appropriate event, place, or figure tied to a revolution; searches suitable date ranges; considers at least one alternate spelling or term. 15–16 points • Topic is connected to a revolution but broadly or loosely defined; date range is workable but not well targeted; little attention to alternate spellings. 7–14 points • Topic only loosely tied to a revolution, or poorly focused; date range is off or too broad; no attention to name variation. 1–6 points • Topic unclear or not tied to an Atlantic revolution; wrong archive or unworkable date range. 0 points • No essay submitted, or: • Doesn't engage properly with instructions / 20 Ten Newspaper Clips (Do you find and clip ten newspaper items that genuinely report on your event or figure, favoring the more substantive items?) 19–20 points • Ten clear, properly clipped items, all genuinely about the chosen topic; favors items with substantive reporting over passing mentions; clips are legible and correctly captured (PDF or clip/print image). 17–18 points • Ten relevant items, mostly on-topic and legible; a reasonable mix, with several substantive clips. 15–16 points • Close to ten items, though some are thin or only loosely related; some clips hard to read or awkwardly captured. 7–14 points • Fewer than ten items, or several off-topic; clips are mostly passing mentions with little substance. 1–6 points • Far fewer than ten items, or items not from the required archive; clips unrelated to the topic or unusable. 0 points • No essay submitted, or: • Doesn't engage properly with instructions / 20 Annotations for Each Clip (For each clip, do you give a proper citation, identify what kind of item it is, and summarize what it says about your revolution -- including moments of resistance to or support for the dominant power?) Connects to: LO3 19–20 points • Every clip has a correct MLA or Chicago bibliographical entry; accurately identifies each item type (news report, editorial, letter, advertisement, notice); summarizes the important information, drawing out how the item reflects resistance to or defense of the dominant political system. 17–18 points • Citations present and mostly correct; item types correctly identified; clear summaries of what each item reports 15–16 points • Most clips annotated; citations or item types have some errors; summaries are basic but accurate. 7–14 points • Several annotations missing or incomplete; weak or inaccurate citations and summaries. 1–6 points • Annotations largely missing; no usable citations or summaries. 0 points • No essay submitted, or: • Doesn't engage properly with instructions / 20 Synthesis (: Do you pull the clips together into a persuasive interpretation, what Georgia newspapers reported, what is missing, what opinions or concerns appear, what a historian can learn, and what surprised you?) Connects to: LO4 22.1–25.0 points • Builds a clear, persuasive interpretation of what Georgia newspapers reported about the revolution in progress; thoughtfully addresses what is missing or limited in the reporting; identifies opinions or concerns the newspapers expressed and weighs them; explains what a historian can learn from the collection and reflects genuinely on what surprised or interested you; natural, authentic tone with original voice 19.1–22.0 points • Clear interpretation of the reporting with good support from the clips; addresses gaps, opinions, and what a historian can learn; reflection is present and genuine. 17.1–19.0 points • Describes what was reported but interpretation stays basic; touches some of the required questions but not all; reflection is thin. 8.6–17.0 points • Mostly summary of the clips with little interpretation; misses several required questions; inconsistent or manufactured tone, ideas lack development. 0.1–8.5 points • No real synthesis; disconnected from the clips; required questions largely unanswered. 0.0 points • No essay submitted, or: • Doesn't engage properly with instructions / 25 Document Assembly & Writing (Is everything submitted as one document, title page, annotations, synthesis, and the clips in organized, polished, well-cited writing?) General Academic Skills 14–15 points • One complete document with title page, all annotations, synthesis, and all clips in order; clear, polished writing with minimal errors; correct and consistent MLA or Chicago citations throughout; natural, authentic tone with original voice; care and attention to detail. 12–13 points • Complete document with all required parts; good organization, few errors, mostly correct citations; original thinking evident. 10–11 points • All major parts present but assembly is uneven; some errors, citations inconsistent; somewhat consistent tone, ideas present and developed. 6–9 points • A required part is missing or out of order (e.g., no title page); frequent errors affecting clarity, inconsistent citations; inconsistent or manufactured tone, ideas lack development. 1–5 points • Multiple parts missing or not submitted as one document • Writing unclear with many errors, incorrect or missing citations • Inconsistent or manufactured tone, ideas lack development. 0 points • No essay submitted, or: • Doesn't engage properly with instructions / 15 [login to view URL]

Project ID: 40733827