What
Is the Rubric Used to Measure Your Content and Your Following the 5 Good Habits
for Evidence
What
Is the Safe Subject and What Are Your Other Choices?
What’s
the Order of What You Do If You Are Writing on the Safe Subject?
Requirements
for Teaching the Best Truth You Can Understand and Using Sources That Help You
Catch On
Requirements
for Reading, Length, and Language in Your Analysis
Requirements
for Shortened Citations for Your Analysis
Cautions
about These Documents
Resources Available as Links on This Webpage
What Is an Analysis in This History Class?
If You Want to Know Why We Use These Shortened
Citations
Brain Trick for Quoting and Avoiding Quotation
Humiliation
Click here for more on the rubric and how to use it as a grader or as someone graded. (This opens in a New Window.) You can also look at the link immediately under Evidence Quiz 1 in Evidence Requirements.
This is an Analysis of Primaries for a history class. Don’t assume a prior writing assignment for an English class is what is needed since the goal is reading and writing that help you learn history.
Click here for what does your history teacher means by the word analysis. (This link stays on this webpage.)
Because some students had difficulties in looking at all of the primaries provided for this course and deciding what to do, this course includes a Plan for a Safe Subject. It has 5 pre-chosen primaries, with two from Unit 1 and three from Unit 2—but you only use parts of these primaries. Using these primaries means you are looking at how things occurred from about the 1620s to the 1820s.
If you want to look at the list of all of the primaries in US History I, please ask and I will make the list available to you. We can talk about an equivalent Subject and primaries to use. If we can work that out, I will provide a general Plan file for that and answer any questions you have.
Look at the things below this webpage in this folder and follow them in order to the bottom.
1.
Below this webpage, download the Plan file by
clicking on:
File to Download to Submit the Plan for
the Safe Subject.
2.
Look in the folder Required Primaries, the Instructor’s Cautions, and Maps and read
the documents and examine the maps.
3. For each primary, determine what pages you need from the textbook. (I highly recommend that you try this before you do step 4. It is good practice for your brain.)
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To do this, you ·
First, use the index at the back of the book to locate pages in the textbook
that apply to each primary. ·
Second, read each page to determine if the page has information not only on
the primary, but also on the Safe Subject provided below. ·
Third, if a page does apply, list it as
necessary for the primary. ·
Fourth, when you write, you use the
information and cite the pages following the instructions for citing. |
4.
Look below the folder to find your Instructor’s
Safe Textbook Pages. Compare your page numbers with mine
Tip: When you are doing
this step, you are also planning exactly
how you will write this analysis. You need to think this through.
5.
After you sign the sheet in class that you have
checked (or will check) these pages, your instructor will enter 1.11 for your
Plan grade. That 1.11 makes the Turnitin Assignment for the paper visible to
you.
(The grade you earn for your paper determines the final grade for your plan.)
6.
Download the preformatted file for your Analysis
by clicking on:
Preformatted File to Download and
Complete for the Analysis of Primaries
7.
Type your Analysis and its citations in the
preformatted file, proof it and the citations carefully, and submit your file
to Turnitin by clicking on:
Analysis of Primaries (Turnitin Assignment Tool to Submit Your
Actual Analysis)
Tip: Look
at Turnitin’s feedback on language and more important for your history grade on
similarity—on plagiarism. If your text is marked as similar, notice what
Turnitin says is the source. If you should have placed “” around words or other
problems, fix it. In your course, you can fix and resubmit until the last day
the assignment is open.
8. Make sure you see your digital receipt. That confirms that you submitted correctly. You do not need to print it or provide it to me.
Tip You may want make a snippet if needed.
You must write on the Safe Subject. You also must use and cite in your writing:
a)
Each
of the primaries listed in on this webpage
Caution: an Analysis without the
primaries discussed and cited in the paper results in a mark in the “F” column
of the rubric.
b) The pages of the Essentials text that you identified for each primary (after you compare it with your instructor’s list).
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Reading |
The primaries listed in the Safe Subject for the Plan. Be sure to notice the parts you are to read. The textbook pages that you identify for each of the primaries using the instructions in the file for the Safe Subject for the Plan. |
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Heading |
Use only the heading shown in the file – your name and date and the exact subject you are writing about. |
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Safe Subject |
Examine laws about slavery and their consequences on the developing nation as revealed by the 3 primaries and the 2 maps. |
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Safe Primaries |
Listed with the next heading. |
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Length |
330 words maximum – Less is better. It cannot be more than one (1) printed page. |
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Format |
You used a pre-formatted file provided at the bottom of the Analysis of Primaries folder. Do not change the font size (10 points), the font (Calibri), the margins (1” on the left and .5” on the right) and the paragraph setting (double space). The pre-formatted file is an .rtf file (Rich Text Format). You may work in that file or you may save it to another file type that Turnitin accepts. Turnitin accepts these types of files: · A Microsoft Word document (.doc or .docx) · An Adobe file (.pdf) · An Open Office document (.odt) |
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Punctuation |
Make sure it is accurate, especially if you are quoting something. Keep it simple by using this Brain Trick (goes to the bottom of this webpage). |
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General clarity |
Read and plan carefully, being sure to record the exact page numbers as you work. Type in a word processor and run spell and grammar checking. Print it and proof it. (To proof = to compare side by side paper and source to be sure page numbers and facts and names and quotations and everything is correct.) |
See examples of how to cite in the next heading.
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Primary or Required
Document |
Words for Citation |
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1785, 1787 Map of Northwest Ordinance –“slavery was banned
from the western region (but slaves already there would remain slaves)” (Essentials, p. 185) |
NW Map |
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1789 - The Constitution – searchable online (Available
from many locations.) – For the Analysis, use only page 19 which has
grouped in 1 place the slavery issues in the initial Constitution in 1789. |
Constitution |
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Instructor’s 2 Cautions |
2 Cautions |
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Instructor’s link with the second Caution |
2 Cautions link |
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1820 Map of the Missouri Compromise (It also shows the
rest of the Louisiana Purchase that will not
have slavery.) |
MO Map |
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1820, February - John Quincy Adams on the agitation and
future of the Missouri Compromise –For the Analysis, notice what Adams
describes is going on at the cabinet level. |
J.Q. Adams |
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1820, March - Transcript of Missouri Compromise (1820) –
For the Analysis, use only SEC. 8. Notice only the admission of Missouri and what happens to the rest
of the Louisiana Territory. |
MO Compromise |
Do not use lengthy citation statements within parentheses ()
as is done with MLA. You are trying
to teach history accurately to
someone like yourself. You are not collecting research and quoting from it. You
all have the same sources and so you do not want to get a lot of words get
between you and your fellow students. Do these things for this writing
assignment:
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What You Want to
Cite |
Example of How You
Would Cite |
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If the fact is from a primary for the Safe Subject for the
Plan |
Example: the primary the Constitution
(online and available in the folder) |
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If the fact is from the textbook, the Essentials edition |
If your fact is from page 75 of the textbook, then
immediately after your fact you’d write: (Essentials,
p. 75) |
Resources Available as
Links on This Webpage
What Is an Analysis in This History Class?
Sometimes it is clearest start with
what an Analysis is not. An Analysis in this
class is:
This is a history class and the goal to
help you learn history. One of the hardest things for students to understand
about history is that it what was true at the beginning of a time period can be
amazingly different at the end of it—sometimes for the better and sometimes for
the worse. History changes! If it didn’t, humans could never have a consequence
on the present and future. What makes history change is something worth
noticing if you want to survive your
present and, perhaps what is more important, if you want to try to maintain
what is good in your present.
What do you do when you write an
Analysis for this history class? You:
1.
Use
the Safe Subject Plan or choose a subject you want to examine. (Ask if you want
to know about that.)
2.
Read
the primaries and the textbook pages about the time periods of those primaries.
3.
Work
until you figure the subject out well enough that could explain it—for
example—to your smart cousin who wants to understand.
If You Want to Know
Why We Use These Shortened Citations
The reasons are:
Offer: With the paper you submit through Turnitin, you may try endnotes. They are very powerful as a tool to try to figure things out. If you want to try that, contact me and I will make examples visible to you and answer your questions about the mechanics of making them in Microsoft Word.
Brain Trick for
Quoting and Avoiding Quotation Humiliation
Click here for additional tips. (This tip is also available from the tutorial at the top of Evidence Requirements.)
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This brain trick lets you be accurate but avoid learning those rules:
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Copyright C. J.
Bibus, Ed.D. 2003-2017 |
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WCJC Department: |
History – Dr. Bibus |
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Contact Information: |
281.239.1577 or bibusc@wcjc.edu
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Last Updated: |
2017 |
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WCJC Home: |