Caution: Major
Comparison – Content explains the only primaries and textbook pages you can
use. It also covers how many primaries you must have.
You use the file provided in this folder as a template
for what must be in your file from the heading area to the font.
You do not
include the 5 Ws chart in this file.
I do recommend, however, that you do the 5 Ws
(Who, What, When, Where, Why, and sometimes How) chart comparing in short phrases (with the
page numbers) the two things in the topic that you have chosen. Where can you see an example? In Good
Habits for Evidence or in this direct link
to the method provided there and to its 5Ws chart. From these
charts you can determine what would be several possible comparisons. You choose
the issues you want to examine. If you need help, ask.
You must
use the file provided in this folder as a template for what must be in your file from the heading area to the font.
You prepare a 1
page comparison of the two things in
the topic that you have chosen. You follow all of the 5 Good Habits for
Evidence in your paper, including citation.
Reminder: The required
citation method is the Chicago Manual of
Style, the standard used for disciplines such as history. For how to cite
using the Chicago Manual of Style,
use:
·
A brief version
of the Chicago Manual of Style
provided in this folder
·
A simpler version
to write citations provided in this course (It also shows an example from the A
paper provided with the Good Habits for Evidence.)
For both of
the above, see the Tips about Chicago Manual of Style, about How to Use
Endnotes in Word, and About the Simple Method You May Use in THIS Course
If your endnotes (and nothing else) extend to a 2nd
page, that is OK.
You can find the rubric and how it is used for grading
in the Good Habits for Evidence or in this direct
link to the explanation of the rubric.
You use textbook pages for
content you have already examined or read about in the prior Comparisons.
Examine how those issues in history reveal how—to quote the
Texas standard—“to connect choices, actions, and consequences to ethical
decision making.”
The quotation is from the
new Texas standard for personal responsibility. I am not just using the
standard because it's a standard (although that is an honorable reason), but
because it is my experience with history.
History teaches how things work. If we read reliable sources and we
read to figure out what the sources actually say, then we will know much more
about how things work in the world
and be better to protect ourselves, our families and our nation and to preserve
those that are essential to the general welfare of all of us.
We don't have to live
through every vile event in the world to learn how to try to protect our
families from vile events. We can examine with care what happened to others and
what others caused and see what makes (or didn't make) an ethical decision (or
a vile series of events).
Requirements for each of the things—all provided in
this module--that you may compare:
·
You must use only
the primaries listed on the Content webpage.
·
You must use only
the exact pages in the textbook that
are listed on the Contents webpage.
Caution: If you used an incorrect page with a prior
Comparison, you cannot use it now. Double-check your pages.
·
You compare an event or action from 1860s through 1900 to those equivalent events or actions from 1900
through 1940.
·
You must focus—to quote the Texas standard—“to
connect choices, actions, and consequences to ethical decision making.”
Tip: This may seem difficult unless you ask
yourself what made history change from those two broad time periods and how
much did individuals’ actions have to do with those changes. Sometimes things
work well and sometimes they don’t and frequently human action or inaction
makes that difference.
In each these 4 choices, you must meet all of the
listed requirements above:
1.
Compare an issue
with government (whether state or national level) rom 1860s through 1900 with
an equivalent issue from 1900 through 1940 “to connect choices, actions, and
consequences to ethical decision making.”
2.
Compare an issue
with individuals using the resources they had to try to solve a problem they
faced from 1860 through 1900 with individuals’ equivalent issues from 1900
through 1940. What do those actions reveal about “consequences to ethical
decision making.”
3.
Compare the North
and South on an issue from 1860 through 1900 with an equivalent issue from 1900
through 1940. What do those actions reveal about “consequences to ethical
decision making.”
4.
Compare a form of
servitude in the period from 1860 through 1900 with equivalent issues from 1900
through 1940. What do those forms of servitude reveal about “consequences to
ethical decision making.”
If you would like to suggest something else to compare
that is equivalent work and uses the same textbook pages and the same
primaries, send me an email proposing the question. Unless I fear there is not
enough content for you to succeed, I will try to approve it.
Caution: do not begin working on it until I approve.
You will find Content information immediately below
the Comparison and Citation information: and below the pre-formatted file
(something you should examine at the beginning so you know more about what you
are to do).
·
The first thing
to use—the Content link for this Comparison
·
An online and
Sorted Constitution plus a folder of
other primaries to choose from
·
If you need more
on terms or a map on the Missouri Compromise, the definitions and maps provided
You will find these things as the last three items in
this folder:
·
The file you
download so you know such things as the margins, font, and heading for your
paper.
·
The instructions
for using Turnitin in Blackboard
·
The Turnitin
Assignment itself