Click here for a brief oral explanation of the section up to the
next blue rectangle. |
Choices for Unit 1 are listed for you in the Instructions. Choices for Unit 2 include:
·
Possibilities for you to choose for Unit 2 are:
- 1901-1921 (using applicable sections from Chapters 20, 21, and 22) –
Progressive Era
- 1914-1927 (using applicable sections from Chapters 22 and 23) – The Twenties
- 1927-1939 (using applicable sections from Chapters 24 and 25) – Great
Depression and the New Deal
- If of particular interest to you, Truman era and race including the executive
order ending segregation in the military (You must use that executive order as
your primary.)
The example below shows what I would write on if I were asked to do this assignment. It also tells you what I would do.
What Method Would I Use to Do a
Comparison? This link provides tips on a) how to read and b) how
to compare. (The link is also provided in the Instructions link at the top of
the Major Essay folder.) What’s my choice (based on my interests and based on what I think is among the easiest for me to do): · For Unit 1, the period 1893-1901 - I take a look at the table in the link to the History Changes materials. (The link is also provided in the Instructions.) That table shows the big events in this period (in the left column of the table) and how these events fit into the whole era and how they change. The bottom of the link to the History Changes materials also tells me what to read. ·
For Unit 2, the period 1901 to about 1921, the
era right after 1893-1901—the period called the Progressive Era and including
World War I. From looking at the
textbook, I find that this time period from 1901-1921 is covered in Chapters
20-22. |
Click here for a brief oral
explanation of the section up to the next blue rectangle. – You can use the same
tips on how to use the table of
contents to find what to read with any of the choices for Unit 2. |
How I find out what to read: · For Unit 1, the period 1893-1901 – To know the specific pages, I look at the bottom of the link to the History Changes materials. (The link is also provided in the Instructions.) ·
For Unit 2, the period 1901 to 1921 – I try
first the table of contents—not the brief one, but the one that has details.
(In the 4th edition paperback, it is at the beginning of the book
and begins on page vi). I identify these probable headings |
Click here
for a brief oral explanation of the section up to the next blue rectangle. – You can use the same
tips on how to use the index to
find what to read with any of the choices for Unit 2. |
Using the Index to Find Other Facts I
Might Need First I try to locate things from Chapter 21 in the index. My first search word is African Americans. There are a lot of entries so I’m looking for entries with the page numbers 539-567 and that have a category that might help me. This is really unsuccessful. All I find is boxers, 560-561 but when I skim it, it does not fit what are promising issues I think I might want to cover in the comparison. What I do next is to use the index with what I know and what I think I want to know: I remember a quiz question that said Theodore Roosevelt shifted his position on African Americans to try to get the Southern vote in that 4-candidate election. Under his name, I find election of 1912 and, 552-554. I remember that Woodrow Wilson supported segregation but I can’t find it for sure through his name so I don’t waste time looking that way and see if I can find it another way. I am considering as another issue to compare is violence against African Americans, so I look up in the index using the page ranges for Unit 1 and for the 3 chapters from 513-596. I look up these words: · Lynching and I find for my time period these pages: 496, 521, 546, 584, 593. ·
Race riots and find for my time period these
pages: Atlanta, 522-523; St. Louis, 584; Washington, DC, 593 · I look below and see the category Racial Segregation and find for my time period these pages: DuBois and, 521-523 and (what I could not find before) in the Wilson administration, 556 |
Click here for a brief oral explanation of the section up to the
next blue rectangle. – You can use the same tips on how to use the index to find what is in the textbook
about your primaries. |
What Primaries I Decide on and How That
Has Consequences on My Finding Information in the Textbook Because I wanted to look at African Americans who acted to try to stop these problems I chose: ·
For Unit 1, the 1899 document I.W.
Barnett-Lynch Law · For Unit 2, the 1909 document NAACP (Cautions: notice they are asking for education for white children too. There are also white founders included in the group.) Because of those choices of primaries, I also use the index to look up: · Wells-Barnett and find pages 492 and 523 · NAACP, founding of and find page 523 |
Click here for a brief oral
explanation of the section up to the next blue rectangle. – You can use the same
tips on how figure out what issues you have evidence for and you want to
cover. This method works for anything that is a comparison. |
What Do I Do Next? 1. I read it all and I use my labeling method to read (in this link at the top). I stick a scrap of paper in the textbook by each page or set of pages I read and I usually write on that scrap what it is about. Example: NAACP- founding 2. I do the same with the primaries. 3.
I follow the method with the 5 Ws so I can see all that I have
learned in one page (in this link all the way to the bottom) with page
numbers for each part of the content. 4.
Looking at my 5 Ws I decide to focus my comparison on these issues: |
Click here for a brief oral explanation of the section up to the
next blue rectangle. |
Make sure you double check that you are following all Instructions: · For citing and quoting · For what goes at the top of the paper · For the format of the file (margins and font size and other requirements) ·
For the type of file you can submit Make sure you double check that any quotation is exactly accurate and that any page number for a citation is exactly the right page. Tip: The best trick I have found is shown in this link. It uses another sense—tactile—to make your brain pay attention. |
Click here for a brief oral
explanation of the section up to the next blue rectangle. |
Re the Instructions for what goes at the top: Book edition and version: The example below assumes I am using the 4th edition paperback. The question from the Instructions is this one and you can copy it as is at the top of page 1 · Using the required readings on significant events experienced by blacks in the South, compare between one and three characteristics of: - The period 1893-1901 -
With conditions of blacks in (or from) the
South covered in Unit 2, including governments’ actions. Given the space limitations, you may also do either of these and the lavender shows what is changed: ·
Using the required readings on significant
events experienced by blacks in the South, compare between one and three
characteristics of the period 1893-1901 with conditions of blacks in (or
from) the South covered
in Unit 2, including governments’ actions. ·
Using the required readings on significant
events experienced by blacks in the South, compare between one and three
characteristics of the period 1893-1901 with conditions of blacks in (or
from) the South in the
period 1901-1921, including governments’ actions. Although any of the ways shown is OK, the last version may mean
you have to spend fewer words in your introduction. |
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Part
1 – Maximum 1 Page |
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Part
2 – Maximum 1 Page |
Your name – 4th edition paperback -Using the
required readings on significant events experienced by blacks in the South,
compare between one and three characteristics of the period 1893-1901 with
conditions of blacks in (or from) the South in the period 1901-1921,
including governments’ actions. Sxxxx xxxx xxxxxx xxx xxx xxxx xxx.
Sxxxxxx xxx xxx xxxx, xxx xxxxx, and xxxx << 1 (2 max) brief sentence on your issues. Sxxxx xxxx xxxxxx xxxx. xxx xxxx
xxxxx (p. ###). Sxxxx xxxx xxxxxx xxxx (p ###), and xxx xxxx xxxxx (p. ###).
Riots occurred in both the 1893-1901 period in xxxx (p. ###) and xxxxxx (p.
###). Riots also occurred from 1901-1921 in xxxx (p. ###) and xxx (p. ###).
Lynchings were xxxxxx xxxx (p ###), and xxx xxxx xxxxx (p. ###). African
American soldiers xxxx xxxx xxxxxx xxxx. xxx xxxx xxxxx (p. ###). Sxxxx xxxx
xxxxxx xxxx (p ###), and xxx xxxx xxxxx (p. ###). << 1st issue on violence, to civilian and
military. Sxxxx xxxx xxxxxx xxxx. xxx xxxx
xxxxx (p. ###). Supreme Court in xxxx xxxx xxxxxx xxxx (p ###), and xxx xxxx
xxxxx (p. ###). National leaders in 1893-1901 period did xxxx (p. ###),
xxxxxx (p. ###), and in the period from 1901-1921 Theodore Roosevelt did
xxxxxxx. (p. ###) and xxx (p. ###). Woodrow Wilson did xxxx (p ###), and xxx
xxxx xxxxx (p. ###). . Sxxxx xxxx xxxxxx xxxx (p ###), and xxx xxxx xxxxx (p.
###). << 2nd
issue on national leaders. Sxxxx xxxx xxxxxx xxxx. xxx xxxx
xxxxx (p. ###). Ida Wells-Barnet in xxxx xxxx xxxxxx xxxx (p ###), and xxx
xxxx xxxxx (I.W. Barnett-Lynch Law, p. 2). In the period from 1893-1901,
xxxxx xxxxx did xxxx (p. ###) and xxxxxx (p. ###). In the period from
1901-1921, xxxx xxxxxxx. (p. ###) and xxx (p. ###). Sxxx xxxx (NAACP, p 1), and xxx xxxx xxxxx (p.
###). . Sxxxx xxxx xxxxxx xxxx (p ###), and xxx xxxx xxxxx (p. ###). << 3rd issue on people, named and unnamed, who tried to
change things. Sxxxx xxxx xxxxxx xxx xxx xxxx xxx. Sxxxxxx
xxx xxx xxxx, xxx xxxxx, and xxxx << 1 (2 max)
brief sentence closing your paper. |
|
Part 2 is the ethical portion. The Instructions state: 1.
Part 2
(1 page maximum): Examine how those issues in history reveal how—to quote the
Texas standard—“to connect choices, actions, and consequences to ethical
decision making.” a. That all of us have to do
in our lives b. That history can help us
prepare for by examining others’ experiences. Unless you have been given a task by your boss, most of the
things that people write about are something of personal interest or personal
opinion. Stating a personal opinion only works with people who already agree
with us. They may be as wrong—or as right—as we are. On the other hand, to communicate to a person who does not already agree with us, we have
to: 1.
Shift from opinion
to analysis (What’s analysis? Merriam-Webster Online says “a careful study of something to learn about its parts,
what they do, and how they are related to each other” or “an explanation of
the nature and meaning of something.”) 2.
Find honorable
examples that reveal that analysis to those who do not already agree with us You can’t cite your analysis, but you can—and must—cite your
examples. Those examples can be: ·
Facts from the
textbooks ·
Facts from the
primaries |
Copyright C. J. Bibus, Ed.D. 2014 |
WCJC Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
Last Updated: |
2014 |
WCJC Home: |
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