Expert answer:Secondary Source Analysis Worksheet

Solved by verified expert:Download and complete the Secondary Source Analysis Worksheet for the secondary source that you selected. Save this worksheet as a file on your computer. Submit this saved file for instructor grading and feedback. To complete this assignment, review the Learning Block 3-4 Secondary Source Analysis Worksheet Guidelines and Rubric document.Alperovitz, G., Messer, R. L., & Bernstein, B. J. (1991). Marshall, Truman, and the decision to drop the bomb. International Security, 16(3), 204– 221. Retrieved from http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/447285
his100_sample_secondary_source_analysis_worksheet.pdf

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HIS 100 Theme 2: Sample Secondary Source Analysis Worksheet
Full APA citation:
Identify author and describe potential biases .
Identify thesis and arguments.
Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs, 35(2), 334–353.
Louis Morton was a military historian at Dartmouth College. For a decade he served as a
member of the U.S. Army’s Office of the Chief of Military History. In those positions he
wrote numerous books on the Pacific theater of WWII. His position in the Army’s historical
unit could bias him in favor of the military, but that does not seem to be the case in this
article.
Many policymakers issued statements soon after the detonation of the atomic bombs over
Hiroshima and Nagasaki. A decade later, Louis Morton revisited these statements in light of
recently released documents.
Morton found that there were many justifications for detonating the atomic bombs over
Hiroshima and Nagasaki. An invasion of the Japanese home islands would have inflicted
heavy casualties on both sides. The Americans wanted to end the war before the Soviet
Union entered the Pacific theater. The military government of Japan seemed resistant to any
thought of surrender. The Manhattan Project had cost billions of dollars, and many
policymakers did not want to see that money wasted.
What primary sources did the source rely on?
Is the source reliable and convincing? Why or why not?
How does the source relate to your project topic? How does it
add to what you already know about the topic?
The Japanese decision to surrender was based on many factors, only one of which was the
use of the atomic bombs. American air and naval power had already reduced much of Japan
to ruin. The Soviet Union’s entry into the war ended Japan’s hope for mediation. The
Japanese emperor ordered his government to surrender, over the protests of some advisers.
Morton argued that some combination of all of these led to the Japanese surrender.
Congressional hearings; books, memoirs, and articles published by participants; military
documents such as bombing surveys; memoranda and letters written by members of the
military and the Truman administration; recent history books and articles on the bomb and
the end of the war.
The source is reliable. The author does not seem to favor any reason over another and is
careful to say that it was probably some combination. He seems healthily suspicious of any
justifications provided by decision makers.
The decision to use the atomic bomb is central to any study of the end of WWII. The decision
to use the bomb was the result of many factors, and the Japanese decision to surrender was
the result of many factors.
HIS 100: Learning Block 3-4 Secondary Source Analysis Worksheet Rubric
Prompt: Review the Research Kit you encountered at the end of Theme 1 and read another secondary source of your choice related to the topic you are
interested in. Then, download and complete the Secondary Source Analysis Worksheet for the secondary source that you selected. Refer to the Sample
Secondary Source Analysis Worksheet for guidance on how to fill out the worksheet.
Guidelines for Submission: Complete the Secondary Source Analysis Worksheet and submit the completed worksheet to Blackboard for instructor grading and
feedback.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements
Engagement of
Response
Proficient (100%)
Addresses each field posed in the
worksheet based on information
from a secondary source
Focus of
Response
Provides a focused and direct
reflection addressing how the
source relates to the project topic
Specific
Examples
Analysis includes specific
examples, including page numbers
and proper citations
Needs Improvement (85%)
The fields posed in the worksheet
are minimally addressed and/or
does not use information from a
secondary source
Provides a reflection on how the
source relates to the project topic,
but the focus is unclear and lacks
the detail requested in the
prompt
Analysis includes examples but
they lack relevance to the topic
Not Evident (0%)
Does not address any of the fields
in the worksheet
Value
40
Does not provide reflection on
how the source relates to the
project topic
40
Does not provide examples
20
Total
100%
HIS 100 Theme 2: Secondary Source Analysis Worksheet
Prompt: Fill in each of the fields below using information from a secondary source of your choice. Be sure to include specific examples (page numbers, etc.).
Full APA citation:
Identify author and describe potential biases.
Identify thesis and arguments.
What primary sources did the source rely on?
Is the source reliable and convincing? Why or why not?
How does the source relate to your project topic? How does it
add to what you already know about the topic?
…
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