source analysis
The following questions must be answered by using information found only in the readings listed on this assignment. If you use other sources, your grade will be penalized.
For answers to the questions from the readings in The Historians of Ancient Rome textbook, you must cite the author, chapter number and page number in your quote or paraphrase. For example: "Remus is said to have been the first to receive an omen" (Livy, 7 pg. 123).
For answers to the question from the D2L readings by Livy, you must also cite the author, chapter number and page number in your quote or paraphrase. For example: "Although no one doubted that the Tarquinii would presently go to war, their attack was delayed beyond all expectation" (Livy, 3 pg. 2).
IMPORTANT NOTE: If you do not use proper citations, 10 points will be deducted from your score.
If you have any questions you can either email me (kendallj@email.arizona.edu) or come to my office hours.
Question for The Historians of Ancient Rome pgs. 118-154
1. How does Livy depict monarchy and the kings of Rome? What makes a good ruler?
Make sure you include examples from the text to support your answer
Questions for The Historians of Ancient Rome pgs. 167-185; 185-253 and the D2L readings, Livy, excerpts from book 2 and Livy, Camillus and Conquest
Important Note: In your answers to all four of the following question make sure you include examples from each of the assigned readings listed above.
1. How does Livy define a hero? What are the characteristics that all of his heroes share?
2. Think about what Romans Livy does depict as heroes – how do they earn this standing?
3. What characteristics are considered bad by Livy? Do any of his Roman heroes also exhibit some of these bad characteristics? If so, which heroes and what bad characteristics?
4. What role does war play in Livy’s history? Are the wars fought by Rome presented as justified wars? What part do they play in forming Rome’s identity and infusing the qualities revered by Livy and the Romans?

SOURCE ANALYSIS

Order Description

This task is a primary source analysis. On a form provided you will answer a set of pre-formulated questions, using one of the primary sources provided in the first six weeks of semester.

This Assessment Task relates to the following Learning Outcomes:
• Identify the historical forces of the nineteenth century which shape Australia today.
• Interpret different kinds of historical evidence, including visual, textual and material.
• Locate and analyse historical information.
• Communicate effectively in oral and written forms.
. The primary sources are listed in each week’s section on iLearn. You will find them either in the reader or, as for next week, they are supplied as a link. This week’s primary source is the first item in the unit reader – an excerpt from Macquarie’s journal. Next week’s primary source is the transcript of the trial of Mow-watty (supplied as an e-link). I hope this helps.
Note that I have devised a format for this task.. You will see that I have quite specific instructions – a set of questions which you are required to answer about the source and then, finally, you have to find a secondary source which relates to the primary source and tell me why or how it relates.
Note – that you have to find a secondary source for the primary source – and it can’t be one in the reader or on the reading list AND you have to explain its relevance to the primary source. So – for example, if you use the Macquarie source, you might find a biography of him or you might find a general Australian history text, or you might find something on administration and governance in the colony, etc.
The primary sources are those ones we’ve been using in our tute discussions.
On that note – please make sure that you read the readings AS WELL AS the primary source in preparation for each week’s tutorial.
For the source analysis there is a word doc setting out exactly what you are required to do homepage -. Make sure you respond to each aspect. Note – that you have to find a secondary source which goes with the primary source and you have to explain why it is relevant to the source (and the secondary source cannot be one that I’ve set).
the sources are the ones we’ve looked at in the tutorial themes/discussions up to that point – so sources from weeks 2 – 5. Also – there is a template for this exercise – which is on the iLearn homepage just aove the turnitin link for this task. Please set out your response according to those questions I’ve set. Note – that you have to find a secondary source for the primary source – and it can’t be one in the reader or on the reading list AND you have to explain its relevance to the primary source. So – for example, if you use the Macquarie source, you might find a biography of him or you might find a general Australian history text, or you might find something on administration and governance in the colony, etc.
http://multisearch.mq.edu.au/primo_library/libweb/action/dlSearch.do?institution=MQ&vid=MQ&tab=reserve_collection&loc=adaptor,scope:%28reserve%29&srt=author&query=any,exact,MHIS204,
Tutorial readings:
Extracts from Lachlan Macquarie, Journals of his Tours in New South Wales and Van Diemen’s Land 1810 -1822, Journeys in Time 1809-1822 project, Macquarie University Library. http://www.lib.mq.edu.au/all/journeys/1815/1815a.html
John Gascoigne, The Enlightenment and the Origins of European Australia, Cambridge University Press, Melbourne 2002, ‘Introduction’.
Grace Karskens, The Colony, Melbourne University Press 2009, ch.7, ‘Landscape Artists: the Macquaries in Sydney’, pp.189-208.

Lisa Ford and B Salter, “From Pluralism to Territorial Sovereignty: the 1816 Trial of Mow-watty in the Superior Court of New South Wales”, Indigenous Law Journal, 7, 2008, 67-86.
Leonie Stevens, “The Phenomenal Coolness of Tunnerminnerwait”, Victorian Historical Journal, vol.81 (1), 2010, 18-40.

Margaret Maynard, ‘Australian Dress: Perceptions and Stereotypes’, Journal of Australian Studiesi, 18:41, 2009, pp. 1-11
Tanya Evans, ‘The Use of Memory and Material Culture in the History of the Family in Colonial Australia’, Journal of Australian Studies, 2012.
J.Hammerton, ‘Without natural protectors’: Female Immigration to Australia, 1832-36’, Historical Studies, 16:65, pp. 539-566.
Daivd Fitzpatrick (ed), Oceans of consolation: personal accounts of Irish Migration to Australia, Cornell Uni Press, 1994.

Criteria
Focus and Comprehension The focus and comprehension are outstanding. All aspects of the task are covered excellently.
Critical/Creative Thinking There is a high level of critical thinking on display. The possibilities and limitations of the source are extended and there is a high order of analysis of all sections.
Reading/
Interpretation The source analysis is comprehensively ‘read’ showing depth of interpretation across all sections. The responses display a level of creativity and lateral thinking.
Research The secondary source is particularly apposite, interesting and the explanation as to its significance shows depth of research and thought.

SOURCE ANALYSIS

What is it?

Author:

Time and Place:

Why was it created?

Audience:

Limitations?

List the things you can determine about the historical period by analysing the source:

Secondary Source
Find one secondary source which you might use in conjunction with the source and explain what relevance it has to the source. These are not to be listed in the tutorial readings.

SOURCE ANALYSIS

Order Description

This task is a primary source analysis. On a form provided you will answer a set of pre-formulated questions, using one of the primary sources provided in the first six weeks of semester.

This Assessment Task relates to the following Learning Outcomes:
• Identify the historical forces of the nineteenth century which shape Australia today.
• Interpret different kinds of historical evidence, including visual, textual and material.
• Locate and analyse historical information.
• Communicate effectively in oral and written forms.
. The primary sources are listed in each week’s section on iLearn. You will find them either in the reader or, as for next week, they are supplied as a link. This week’s primary source is the first item in the unit reader – an excerpt from Macquarie’s journal. Next week’s primary source is the transcript of the trial of Mow-watty (supplied as an e-link). I hope this helps.
Note that I have devised a format for this task.. You will see that I have quite specific instructions – a set of questions which you are required to answer about the source and then, finally, you have to find a secondary source which relates to the primary source and tell me why or how it relates.
Note – that you have to find a secondary source for the primary source – and it can’t be one in the reader or on the reading list AND you have to explain its relevance to the primary source. So – for example, if you use the Macquarie source, you might find a biography of him or you might find a general Australian history text, or you might find something on administration and governance in the colony, etc.
The primary sources are those ones we’ve been using in our tute discussions.
On that note – please make sure that you read the readings AS WELL AS the primary source in preparation for each week’s tutorial.
For the source analysis there is a word doc setting out exactly what you are required to do homepage -. Make sure you respond to each aspect. Note – that you have to find a secondary source which goes with the primary source and you have to explain why it is relevant to the source (and the secondary source cannot be one that I’ve set).
the sources are the ones we’ve looked at in the tutorial themes/discussions up to that point – so sources from weeks 2 – 5. Also – there is a template for this exercise – which is on the iLearn homepage just aove the turnitin link for this task. Please set out your response according to those questions I’ve set. Note – that you have to find a secondary source for the primary source – and it can’t be one in the reader or on the reading list AND you have to explain its relevance to the primary source. So – for example, if you use the Macquarie source, you might find a biography of him or you might find a general Australian history text, or you might find something on administration and governance in the colony, etc.
http://multisearch.mq.edu.au/primo_library/libweb/action/dlSearch.do?institution=MQ&vid=MQ&tab=reserve_collection&loc=adaptor,scope:%28reserve%29&srt=author&query=any,exact,MHIS204,
Tutorial readings:
Extracts from Lachlan Macquarie, Journals of his Tours in New South Wales and Van Diemen’s Land 1810 -1822, Journeys in Time 1809-1822 project, Macquarie University Library. http://www.lib.mq.edu.au/all/journeys/1815/1815a.html
John Gascoigne, The Enlightenment and the Origins of European Australia, Cambridge University Press, Melbourne 2002, ‘Introduction’.
Grace Karskens, The Colony, Melbourne University Press 2009, ch.7, ‘Landscape Artists: the Macquaries in Sydney’, pp.189-208.

Lisa Ford and B Salter, “From Pluralism to Territorial Sovereignty: the 1816 Trial of Mow-watty in the Superior Court of New South Wales”, Indigenous Law Journal, 7, 2008, 67-86.
Leonie Stevens, “The Phenomenal Coolness of Tunnerminnerwait”, Victorian Historical Journal, vol.81 (1), 2010, 18-40.

Margaret Maynard, ‘Australian Dress: Perceptions and Stereotypes’, Journal of Australian Studiesi, 18:41, 2009, pp. 1-11
Tanya Evans, ‘The Use of Memory and Material Culture in the History of the Family in Colonial Australia’, Journal of Australian Studies, 2012.
J.Hammerton, ‘Without natural protectors’: Female Immigration to Australia, 1832-36’, Historical Studies, 16:65, pp. 539-566.
Daivd Fitzpatrick (ed), Oceans of consolation: personal accounts of Irish Migration to Australia, Cornell Uni Press, 1994.

Criteria
Focus and Comprehension The focus and comprehension are outstanding. All aspects of the task are covered excellently.
Critical/Creative Thinking There is a high level of critical thinking on display. The possibilities and limitations of the source are extended and there is a high order of analysis of all sections.
Reading/
Interpretation The source analysis is comprehensively ‘read’ showing depth of interpretation across all sections. The responses display a level of creativity and lateral thinking.
Research The secondary source is particularly apposite, interesting and the explanation as to its significance shows depth of research and thought.

SOURCE ANALYSIS

What is it?

Author:

Time and Place:

Why was it created?

Audience:

Limitations?

List the things you can determine about the historical period by analysing the source:

Secondary Source
Find one secondary source which you might use in conjunction with the source and explain what relevance it has to the source. These are not to be listed in the tutorial readings.