Purpose: The purpose of this assignment is to introduce you to primary sources, the stuff that history is made of. You will also consider the encounters and exchanges that occurred in early Georgia history (long before the state or even colony existed) from the perspectives of two different individuals.

Task: First, read the short chapter "Spain and the Native Americans: The Guale Revolt, 1597" (this link will take you to the essay in the ProQuest Ebook Central database on GALILEO; if prompted to log in, enter "Georgia State University" in the institution field and follow any instructions. If you have trouble accessing the reading, contact your professor immediately!) Second, this document is a little tricky as it combines both primary and secondary source material. As you read, identify which sections are primary and which sections are secondary. Third, think about the questions from the previous assignment on secondary sources (and if you like, apply those questions to the secondary material here). There are different kinds of questions that you should always be trying to answer as you read primary sources. We’ll start practicing this here. Consider the following:

What is the source? A letter? A speech? An interview? A diary or journal entry? A painting? A radio broadcast?
Who is the author of each document? You need to know more than their names. In this case, you’ll find this information in the document, but sometimes you will have to conduct some research.
What is each author saying? Are they reliable? (I’ll let you determine what that means here, but we will discuss this later.) Do you think their views are representative or are they uniquely theirs? (Can they be applied to similar people in similar situations, or must they be dismissed as aberrations? I know you’re not ready to make this decision yet, but it’s something to consider.)
What contribution does each author possibly make to our knowledge and understanding of their historical period, place, culture, society, economy, political system, contemporary events? You can potentially glean a lot of information from a single primary source, even a short one.
Is the perspective of the authors (think of them as witnesses) recorded at the time the event happened or are they describing it later? If later, how much later? This matters, and goes back to reliability, because people remember things differently, or even misremember things, many years later.
This isn’t really a question that requires you to write down an answer, but reflect on it as you read. Are you reading the document critically? Are you judging the author rather than assessing? We not only have to consider the author’s potential biases, but ours as well. When reading historical documents we have to be careful that we’re not judging them through our feelings or emotions or our own self-important sense of "presentism." A critical reading of the documents asks you to consider the author from the perspective of their own period, society, and culture’s values. This is not always easy, especially when dealing with controversial, sensitive, and offensive topics. Avoid "virtue signalling" when you write about sensitive topics. You’re not learning about, thinking about, or analyzing the past if you dismiss a person, place, or thing as "bad" or "evil" or idolize them as "good" or "heroic." Even seasoned historians have trouble with this, so it takes practice and you will never perfect it (you are a human being with emotions and feelings and opinions, right?), but you must try!
Fourth, THIS IS IMPORTANT (MAKE SURE YOU ANSWER THIS QUESTION), now that you’ve read the chapter and answered those questions, consider the following:

What perceptions did the two authors develop concerning their roles in the new Atlantic world in which they lived? How did these perceptions interact with the encounters and exchanges they had with people from other cultures?
As you answer all these questions, be sure to cite the source of your information. In this assignment, it’s sufficient to just include the page number in parentheses (although historians don’t normally use MLA style, it’s fine here). Fifth, type your answers to all the questions presented above (you can skip #6) and submit the file below (in .doc, .docx, or .pdf format). Click on "Add File" and attach your file. It’s similar to attaching a file to an email. You must press the blue "Submit" button to submit your work. If you have any trouble with this let your professor know immediately!

Criteria for Success: Submit your answers to the first five questions and, in 250 to 400 words, the final question on perceptions. Your responses should be well written (correct grammar, spelling, punctuation, and organized using paragraphs). Poor submissions (0–5 points) will only answer some of the questions or only part of a question, be less than 250 words, and contain "googled" information that does not come from the reading (terrible submissions will be copied and pasted from the Internet, and be given a zero for violating the Academic Honesty Policy). Good submissions (6–8 points) will answer all of the questions with brief, generic responses. Excellent submissions (9–10 points) will answer all the questions and every part of the question while containing expanded analysis and elaboration of your thoughts with supporting evidence and examples cited from the reading, either as brief quotations or paraphrases.


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