- The Content link, including the exact pages to read for each Comparison Topic, is below this link.
Because some of you may need all instructions
and some may only need instructions that are different from the prior
comparison, each heading ends with the word:
Sometimes it is clearest start with what a comparison is not. A comparison in this class is:
· Not a paraphrase of each sentence of a page of the required readings and not even a summary of that page
· Not a formal English paper with specific requirements for number of quotations and your personal interpretation of those quotations
· Not a comparison of the sets of pages of the required readings
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 is a comparison in this class? It is:
1. Focusing on one of the listed possible Comparison Topics so you can observe how history changed over the time period on a specific issue or a specific group of people
2. Using the exact pages of the required readings from our textbook and—with some comparisons—from primaries provided in the course
3. Reading those exact pages FOR evidence (As the Good Habits for Evidence link shows, that means such things as no assumptions, no misreading, no embellishing, and no cherry-picking of atypical facts.)
4. Examining the evidence so you figure out how history changed
5. Deciding from that evidence what two or three things you would teach others if you were trying to help them understand how history changed on this issue or for this group in this time
6. Writing WITH evidence one (1) page and using endnotes to cite following a very simple version of the Chicago Manual of Style, the standard used for the discipline of history. Disciplines vary, but history requires citations for both:
· A quotation
· A fact - You may not make statements of fact without a citation to a specific page from the required pages. (Don’t assume your version of common knowledge matches the textbook.)
In this course, when using a quotation or a fact, your endnote state a specific page from the required textbook (or primaries). For example, if you cite page 42 from our textbook for a fact, your endnote is simple: Ayers, p. 42.
In the Good Habits for Evidence link, you can find out how to reduce the number of those endnotes (Habit 3) while still clearly showing your evidence. The required citation method is the Chicago Manual of Style, the standard used for disciplines such as history. For how to cite using a simple version of the Chicago Manual of Style, use the example from the A paper provided here and from several locations within the Good Habits for Evidence, including its checklist. The Good Habits for Evidence checklist also provides a brief description of how to do an endnote with Microsoft Word.
Tip: If you are concerned about writing a comparison, consider this approach with this 60-point assignment:
· Write two summaries that are factually accurate. The “C” column of the Good Habits for Evidence rubric shows this qualifies for a C (70%).
· Be sure you follow all of the 5 Good Habits for Evidence (no marks in the “D” and “F” columns of the rubric). This qualifies for 10 points on this Comparison.
42 For writing 2 factually accurate summaries – 60 points X .7 (C) = 42 if the lowest C and 47.9 if the highest
10 For following the 5 Good Habits for Evidence
The files differ for the Comparisons. For this Comparison, 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 and including any additional requirements (such as the 2nd part of this Comparison).
For the Unit 1 Comparison, you prepare in the provided two parts:
· The 1st part is your 1-page comparison on the comparison topic you chose.
part is your under ˝-page examination of how the history you covered in the
comparison reveals how “to connect choices, actions, and consequences to
ethical decision making,” a phrase from the Texas Standard for Personal
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.
The required citation method is the Chicago Manual of Style, the standard used for disciplines such as history. For more about these requirements, see above.
In this Comparison you use citation in both the 1st part and the 2nd part of your Comparison
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 do 1 of the 3 choices exactly as written. In each these 3 choices for Comparison topics, make sure you meet the listed requirements above:
African people in
servitude from 1620s to about 1660 compared
with their slavery in 1720 and “throughout the rest of the century”
English people in
servitude from the 1660s through Bacon’s Rebellion in 1676 compared with the conditions of “non-landholding whites” after 1720
Rebellion with the Stono uprising, being sure to cover the conditions that led
them to rebel and what changes (both law and actions by those in power)
occurred after their rebellions were crushed.
Tip: This is the hardest question of the three.
For where to locate the quotations included in these questions, see the readings listed at the top of the Contents webpage.
You will find these things immediately below this link:
· The first thing to use—the next link in this folder
· If you need more on terms, the definitions provided
The folder of primaries lets you read the words of people living during the era you are examining. For this comparison, you are not required to use and cite at least one primary, but for many of you using one or more primaries will help your understanding—and your grade.
If you use a primary, you can cite simply by using the last words of the title of the link. For example, if you used this link:
1660 - Slavery and Indentured Servants - Laws-Servitude, then your citation is
Laws-Servitude, p. 1
If there is no page number in the document or no section number in the document, you can click on File and the Print Preview to get an estimate of the page you want to cite.
In this folder, the last item is the file you download so you know such things as the margins, font, and heading for your comparison, and the parts required for this comparison.
As shown in the Course Schedule, you use a separate folder for:
· Planning a Comparison, such as Comparison: Planning Your Introductory Comparison
Comparison, such as Comparison: Beginning to Submit Your Introductory
Tips about submitting:
- The Course Schedule tells you the day that Turnitin opens (at 12:00 am) and the day it closes (at 11:59 pm).
- You can—and should—submit your initial drafts to Turnitin assignment when it opens so you get feedback.
- Submit your final submission a minimum of one hour before Turnitin closes.
The Submitting folder includes Turnitin’s instructions for uploading your file. You can:
1. Submit your Comparison early to Turnitin so you can have Turnitin’s feedback:
· on language use
· on originality (plagiarism or “half-copy” plagiarism if you have not used quotation marks correctly with another’s words)
2. Correct your work before the final submission date
In general, the Turnitin assignment for one Comparison closes and on the next day the folders for the next Comparison open. Although the Submitting folder opens, its Turnitin assignment does not open until the date in the Course Schedule.
The Texas Standard for Personal Responsibility asks you—to quote the Texas standard—“to connect choices, actions, and consequences to ethical decision making.” 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 the consequences of actions (and inaction). It 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).
Copyright C. J. Bibus, Ed.D. 2003-2015
History – Dr. Bibus
281.239.1577 or firstname.lastname@example.org