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Southern New Hampshire University *
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Feb 20, 2024
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docx
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Uploaded by passionr82
Name: Passion Richmond
Date: 05Jan24
US History I Touchstone 4: Analyzing Primary Sources Template
Complete the following template, including all parts, for each primary source you chose from the Touchstone 4: Primary Source List. Fill
out all cells using complete sentences.
Part 1: Meet the Primary
Source
Primary Source 1 Primary Source 2
Write the title of the
primary source from the Touchstone 4: Primary Source List, and paste the web link here. NOTE: Submissions that discuss primary sources that are not on the provided
list will be returned ungraded.
Privileges and Prerogatives Granted by Their Catholic Majesties to Christopher Columbus: https://avalon.law.yale.edu/15th_century/colum.asp
Anti-Slavery Petition from the Women of Philadelphia: https://www.docsteach.org/documents/document/
antislavery-petition-women-Philadelphia
What type of primary source is this?
(T
ypes could include a letter, Official Document The petition is the primary source.
speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc.)
Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t
see it.
A formal paper detailing the benefits and rights granted to Christopher Columbus. This is an official paper that holds legal and administrative importance.
This document is a petition against slavery in the United States. The Congress received a document called the "Anti-Slavery Petition from the Women of Philadelphia." The content consists of numerous handwritten pages that featured the names and signatures of women in Philadelphia who expressed their desire to end slavery. The petition demonstrates a
strong moral objection to slavery and an urgent plea for prompt congressional intervention to put an end to this institution.
Part 2: Observe its Parts
Primary Source 1 Primary Source 2
Who wrote it or created it? Was it one person, or was it a group, like
an organization? Written by the Catholic Monarchs of Spain This petition was signed by a group of women from the Philadelphia area.
When was it made?
This document was created in 1492 Although this petition is no longer relevant, considering the available evidence, I believe it can be attributed to the time period of the mid-19th century.
What are two things you know about the personal
background or beliefs of the person or group who created it? (4-
5 sentences)
The individuals responsible for the creation of the manuscript were not the monarchs themselves but instead officials and legal advisors. Juan de Coloma, a notable Spanish notary and official writer for the king, had an important part in the creation and preservation of different records regarding the voyages of Columbus. He participated in handling the legal and administrative elements required to record the agreements made between Columbus and the Catholic Monarchs. The document could have been created by legal and administrative professionals working for the Catholic Monarchs. These people were probably highly knowledgeable in legal affairs and had a pivotal role in determining the terms and conditions of Columbus's voyage. They would have prioritized making sure the agreements were legally valid and that both parties comprehended their responsibilities.
The women who endorsed the petition held firm convictions regarding the eradication of slavery. They held the belief that it was malevolent and required prompt termination. Congress was called upon to take immediate action. Many of these women came from a religious background and were also part of culturally diverse generations, which granted them a greater ability to shape and bring about change compared to the average individual.
Was the source meant to be public
or private? If public, who do you
think was the This paper was an officially recognized announcement by the monarchy, thereby rendering it a document accessible to the public. I think the intended recipients of this text were government officials, adventurers, and the general The objective of the Philadelphia's Anti-Slavery Petition
focused on targeting a broad group of people and increasing consciousness regarding the issue of slavery. The individuals who initiated the petition along with those who signed it aimed to impact public
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intended audience? (4-5 sentences)
population.
sentiment, bring focus to the movement against slavery, and exert pressure on authorities to address and take action against slavery by making their petition widely known.
Part 3: Interpret its
Meaning: Historical
Context
Primary Source 1 Primary Source 2
Describe two other
things that were happening at the time the source was created.
(4-5 sentences)
The creation of the document occurred during a period
when Spain was solidifying its authority and endeavoring to extend its impact worldwide. The Catholic Monarchs sought to advance the principles of Catholicism, amass wealth, and establish their authority.
Slavery brought about a significant split in the United States. Some thought they deserved it, while others held the contrary opinion. The abolitionist movement gained significant attention, leading to the emergence of various public opinions. In southern regions, discussions were happening regarding the potential enlargement of slavery through the introduction of new slaves.
How does that context (or background information) help you understand why it wa
s created? (4-5 sentences)
The content of this document details the legal and administrative structure that governed Columbus's expeditions, with a focus on highlighting the authority and special rights bestowed upon him by the Spanish monarchy.
By investigating the origins of the Women of Philadelphia Anti-Slavery Petition, we can understand the reasons and ambitions that prompted its establishment. The petition was created as a reaction to the common practice of slavery, which the women believed to be morally incorrect and unfair. Their objective was to raise consciousness about the unfairness of slavery and support its prompt abolition by gathering the petition. They aimed to rally public
support and apply influence on both local and national authorities to put an end to the practice. Making the petition public demonstrates their desire to engage a broader audience and mobilize them for the cause of abolishing slavery. It also emphasizes the united voice and steadfast commitment of these women.
Part 4: Interpret its
Meaning: Main
Points and Purpose
Primary Source 1 Primary Source 2
What is the main idea or point of the
source? Use specific evidence from the source itself to support your answer. (4-5 sentences)
The primary purpose of the document is to describe the
rights and advantages that Christopher Columbus was given by the Catholic Monarchs. The text highlights their power and dominance in overseeing the exploration and settlement of the New World.
The main goal of the Philadelphia Anti-Slavery Petition
by Women aimed to speak up for the abolition of slavery and make their voices heard, even though they
lacked the right to vote. The submission of the petition to Congress in 1844 signifies the abolitionist movement's active participation and strong commitment to effecting change by demanding the end
of slavery. The declaration brings attention to how women use petitions to influence Congress and emphasizes their unified efforts to make a difference in important social issues such as slavery.
Why do you think this primary source
was made? Provide evidence from your prior responses to The purpose of creating the document was to establish
formal terms for Columbus's exploration and to assert Spain's jurisdiction over the recently discovered territories.
It is likely that the primary document, known as the Anti-Slavery Petition from the Women of Philadelphia, was written in favor of the abolition of slavery. The credibility of this statement is supported by the presentation of the petition to Congress in 1844, which called for the end of slavery. The inability of women in
support your claim.
(4-5 sentences)
the United States to vote during that period indicates that they devised alternative means to articulate their opinions concerning significant societal matters such as slavery. Approximately 3 million women abolitionists
displayed their dedication to impact Congress and instigate transformation through the utilization of petitions as an instrument for activism.
Part 5: Use it as Historical
Evidence
Primary Source 1 Primary Source 2
What are two historical questions this source could help you to answer? This specific source might provide insights into inquiries regarding the legal and administrative elements of Columbus's expeditions and Spain's involvement in the exploration.
In what ways did women residing in Philadelphia contribute to the abolitionist cause during the middle of the 1800s? In spite of not having the ability to vote, how did women advance social interests like the eradication of slavery?
What are two pieces of information the source presents that you should “fact check” (verify
as true) by checking other primary or secondary sources?
Sources mention Pope Alexander VI
In 1493, two papal decrees were issued legitimizing Spain's Atlantic claims at the expense of Portugal. This document includes titles such as "Admiral of the Sea" and "Viceroy" and the privileges and titles granted to Christopher Columbus by Queen Isabella and the governor” The countries he discovered.
(Fact-checking options include Spanish royal records, statutes, and letters bearing Columbus' name).
By examining different primary and secondary sources recounting the activities of abolitionist organizations and people in Philadelphia during that period, it was possible to verify the specific information contained in the petition, such as the identities of the women involved and their signed endorsements.
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This primary source shows one perspective on this
topic. What are two other perspectives you should get to better understand this event or topic, and why? (4-5 sentences)
Gaining insight into the viewpoints and actions of other European countries in the New World would offer a more inclusive understanding of this particular era in history.
To gain a thorough understanding of the antislavery movement and its repercussions, one must examine viewpoints both in favor and against
slavery by delving into the opinions of its advocates and those who oppose it. To fully understand the importance and influence of anti-
slavery petitions such as this, it is necessary to consider the viewpoints and justifications provided
by its supporters.
Reflection: What perspective do you bring to this topic and source? How does your background and the time in which you live affect your
perspective? (4-5 sentences)
Historical Perspective: - can approach the document with the aim of understanding the historical context, the motives of the Catholic Monarchs and the consequences of the privileges granted to Columbus. Analyze how these privileges
influenced the Age of Discovery and subsequent European colonization.
Legal Perspective: - could examine the document from a legal perspective, paying particular attention to the language used, the rights and responsibilities established for Columbus, and the broader legal implications.
From this perspective, it might be possible to examine how such agreements were structured during this period.
Cultural and Ethical Perspective: – People interested in cultural and ethical considerations can study the document to understand how views at the time influenced attitudes toward different With respect to the "Anti-Slavery Request from the
Ladies of Philadelphia," my point of view emphasizes the noteworthiness of solidarity in accomplishing societal targets. My childhood instructed me that ladies are implied to require care of the family and take off men to battle vital fights.
cultures, the appropriation of land, and the ethical implications of the process of exploration and colonization influenced.
Critical Perspective: - A critical perspective can include questioning the motives of the Catholic Monarchs, examining power dynamics, and considering the long-term consequences of the privileges granted to Columbus.
This approach can include questioning historical narratives and challenging traditional interpretations.
Nationalist Perspective: – Some people may view the document from a nationalist perspective, considering how Columbus' voyages and the privileges granted to him helped shape Spain's historical identity and global influence.
Checklist for Success:
❒ Did you select two primary sources from the Touchstone 4: Primary Source List?
❒ Did you select sources from different time periods?
❒ Did you complete all sections of the template for both sources?
❒ Did you review the grading rubric and compare it to your responses?
❒ Did you review the sample to see an example of a completed assignment?
❒ Did you proofread your work for proper grammar, punctuation, spelling, and capitalization?