Caution: The Comparison
Topics for Unit 2 Comparison each have their own pages and background materials
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 for a specific group of people
2.
Using the exact
pages of the required readings—and only
those pages—because those pages have facts about that specific group of people
3.
Reading those
exact pages FOR evidence (As the Good Habits for Evidence link show, that means
such things as no assumptions, no misreading, no
embellishing, 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 for this group in this time
6. Writing WITH evidence one (1) page and using endnotes and citing following the simple version of the Chicago Manual of Style, the standard
used for the discipline of history
That means you cite using an endnote for a specific
page and only from the required
readings if you use in your paper:
·
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.)
The Good Habits for Evidence link tells you how you
reduce the number of those endnotes (Habit 3) while still clearly showing your
evidence. In the resource What’s a Comparison and What Citation Is Required?
below this link, you can also see:
·
Information if
you want to learn a bit more about Chicago
Manual of Style or if you want tips on how to use endnotes in Microsoft
Word
·
Examples of Comparisons
earning a C, B, and an A (student papers used in the Good Habits for Evidence
link)
·
A small-print
version of the A-level Comparison with explanations pointing to the parts of a
Comparison and to its citations
·
A large-print
version of the A-level Comparison so you can read it easily and see its use of
the simple version of the Chicago Manual of Style
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 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 use the file provided in this folder. 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.
Requirements for each of the things—all provided in
this module--that you may compare:
·
You must use the exact pages in the textbook that are
listed on the Contents webpage.
·
You must use the
issues on voting and representation for all topics because voting and
representation are essential for the republic and republicanism that the
framers intended.
The use of the small-r (such as small r-republicanism) means this is not a political party, but a form of
government examined during the Enlightenment.
·
You must read the
sections from the Constitution as well as the information that the textbook
says on the Constitution. You have an online Constitution in this module. You
can search on it, including see all of the clauses in the document on such
issues as slavery.
·
You must read the
definitions of republic and democracy and notice what Mr. Madison
wrote in Federalist Paper #10.
·
You must examine
on those pages the things in the topics,
not anything on the page.
In each these 4 choices, make sure you meet the listed
requirements above:
1.
The issues of the opposing groups in Shays’s Rebellion compared
with what the authors of the Constitution worked out as way to preserve the
new nation as a republic.
What do they show you about what the authors of the Constitution were trying to
do?
Tip: This is difficult because deals with the
framers’ view of currency, debt, class, and representation in a republic –and
these may be new areas to you or you may have assumptions.
2.
Shays’s Rebellion before the Constitution is developed compared with the Whiskey Rebellion after that Constitution is ratified.
What do both show about how the national government handles rebellion in a
republic?
Tip: This is
difficult because deals with the framers’ view of class and representation in a
republic –and these may be new areas to you or you may have assumptions.
3.
The deal-making
about how to count slaves for representation and for taxes at the
Constitutional Convention compared with
Northerners’ viewing the 3/5s compromise as giving “extra representation
unfairly” when Missouri asks for statehood.
What does this show you about the representation?
Tip: This is
difficult because deals with the framers’ view of slavery and representation in
the Senate, the House, and in the election of the President –and these may be
new areas to you or you may have assumptions.
4.
The nationalistic
excitement of acquiring new land with the Louisiana Purchased compared with the sectionalist views by
both Northerners and Southerners over the expansion of slavery into
traditionally non-slavery and Northern lands.
What does this show you about the pressures on the republic?
Tip: This is difficult because deals with
what happens with gaining territory results in nationalism and dealing with
attempted expansion of slavery into traditionally non-slavery areas results in
divisions. The geography of non-slavery may be something you don’t know or you may have assumptions.
You will find these things immediately below this
link:
·
The first thing to
use—the Content link in this folder
·
If you need more
on terms, the definitions provided
·
An online and
Sorted Constitution
You will find these things in this folder: