What
Is the Rubric Used to Measure the 5 Good Habits for Evidence
What
Do You Do for This Topic? – The 3 Posts That Are Worth a Total of 80 Points
Requirements
for Teaching the Best Truth You Can Understand and Using Sources That Help You
Catch On
Requirements
for Length and Language in Your Original Posting (the Posting discussed in # 1)
Requirements
for Citation for Your Original Posting (the Posting discussed in # 1)
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. You can also look at the link immediately under Evidence Quiz 1 in Evidence Requirements.
Click here for the rubric used to measure the 2 reviews.
You review 2 (and only 2) papers posted by other students on:
· Content (historical content as measured by what is supported by a specific page in our textbook or in resources provided by the instructor)
· Evidence (use of evidence as measured by the 5 Good Habits for Evidence)
Caution: This rubric also says that you need to participate from the beginning. If your 1st post is in the last two days, your points will be lower.
Blackboard’s folder Required Primaries contains this primary that you must use and cite in the paper that you post: in the folder Chapter 1, Requerimiento of 1510
You can access this Chapter 1 and primaries in two ways:
· By clicking on Required Primaries on the Course Menu (the menu on the left when you are inside the course)
· By clicking on Lesson Units and then scrolling down the bottom to Required Primaries
Tips:
· What occurred before the Requerimiento of 1510. In the 1490s to avoid conflicts between two Catholic kingdoms, the pope had—to simplify—divided the “non-Christian world” between Spain and Portugal. Historians refer to this division as the Treaty of Tordesillas or the Line of Demarcation. The line cut through Brazil. Spain received all of the west (except for Brazil); Portugal, all of the east. (Essentials, p. 20). That’s the “donation” referred to the primary (Requerimiento, p. 1).
· Be absolutely sure that understand the words servant, slave, and subject. Use the Collaboration topic for Unit 1 and your instructor’s link with definitions. There is also a selftest on these terms.
To help you realize whether you understand those words, there is a self-test you can take with this primary on these terms. After you take the selftest, Blackboard shows you the same test, but you can take it unlimited times. Just make sure you know the meanings (and not just how to click).
· This link defines the words primary and secondary history or covers History Department’s requirements for all instructors. Save yourself from unnecessarily low grades by understanding these words and these realities.
To answer question 3 and for background on the later years, use pages 27-30 in the textbook. Do not use any other pages. Also do not use any other sources from anywhere. The only sources permitted for writing in this course or specified primaries and the textbook chosen by the Department.
You post 3 times:
1.
You post a thread and the subject line shows what
you write about:
Subject line: Your Name – How
I Would Teach the Requerimiento of 1510 to a Freshman
College History Class
NEW
Alternative
for Writing. For this alternative, use this Subject line: Your Name – Answering 3 Key Questions
Those 3 questions are 1) What are the two choices the
Spanish say the Native Americans have? 2) Why do they believe they have a right
to state these choices? 3) In the years covered in Chapter 1, what were the
actual results of Spanish rule of Native Americans?
Requirements: There are specific requirements in the following headings.
These requirements apply to the original and the new Subject.
Point value: @ 20 points for content and @ 20 points for following all 5
Good Habits for Evidence.
Who Grades These Points? I will email my graded rubric to you for your
original post and then I will enter that grade at My Grades after you reply to
my graded rubric. I will enter the reviews in an overall Blackboard Discussion
rubric on your 2 replies.
2.
You read the others’ posts and chose the 1st
post you want to review for content and for following all 5 Good Habits for
Evidence.
The subject line shows what your job is and how you are to treat each other in
this public place of discussion:
Subject line: Your Name – My
Feedback to Help Your Content and Evidence
Requirements: First, click Reply with a quote.
Second, insert your feedback at the spot
where you want to give feedback by doing these thing:
o Then make a blank line.
o Then type an opening square bracket [ and then your feedback and then a closing square bracket ].
o The make another blank line.
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Example: If your colleague in the
class cited page 30 for a statement, but you found that on 29, you could
write just below the citation for page 30 |
Tip: Do it thoroughly but choose quickly because the maximum number of countable replies to one
person’s post is 3.
Point value: @ 10 points for your
knowledge of content and @ 10 points for your
observing whether the other person correctly followed all 5 Good Habits for
Evidence.
Who Grades These Points? I will enter the grade for your reply on an
overall Blackboard Discussion rubric that includes your grade for your original
post plus grades for this reply.
3.
You read the others’ posts and chose the 1st
post you want to review for content and for following all 5 Good Habits for
Evidence.
See #2 for the same subject line, requirements, and points and grading.
Tip: I highly
recommend that you print it and compare it side
by side with the printed pages cited from the Requerimiento
and—if used—from the textbook and from the teacher’s or your colleagues’
collected definitions.
Background: Before the Requerimiento of 1510, there was the Treaty of Tordesillas (AKA Line of Demarcation). To avoid conflicts between two Catholic kingdoms, the pope had—to simplify—divided the world between Spain and Portugal. The line cut through Brazil. Spain received the west (except for Brazil); Portugal, the east.
Read the Requerimiento of 1510 first just to notice the time period. Use Discussion Topic 1-1 to increase your concept-vocabulary and then read it again.
Tip: Read this primary aloud as though you were the Spanish leader facing the Native Americans. Then think about how it would feel to hear this document read to you. Don’t get suckered. What are their assumptions about why they have a right to do this? How does all this actually turn out?
Use a) the primary itself, b) the Chapter 1 of the Essentials text that covers what actually turns out, and c) dictionaries that help you avoid fantasies and assumptions about words.
One other thing might help you realize about 1510: notice the past covered in this quick reference I provide in the resources for Chapter 1: Why you need to recognize prior eras. You cannot understand the primary for Chapter 1—nor the period at all—unless you realize how different these people are from today. For example, they are fine (no guilt at all) about enslaving people. If you were a slave, you would get no pay but instead work for enough to survive another day and to avoid the owner’s violence against you.
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Reading |
In the primaries for Chapter 1, the Requerimiento of 1510 In the textbook, 27-30 |
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Length |
330 words maximum – Less is better. |
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Format |
Don’t try to do format within the Discussion Tool. The only format that works is a blank line between paragraphs. |
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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.) |
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:
|
What You Want to
Cite |
Example of How You
Would Cite |
|
If the fact is from The Requerimiento of 1510 |
If your fact is from page 1 of the Requerimiento, then immediately after your fact you’d write: (Requerimiento, p. 1) |
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If the fact is from the textbook, the Essentials edition |
If your fact is from page 30 of the textbook, then immediately after your fact you’d write: (Essentials, p. 30) |
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If the fact is from the your colleagues’ postings from Merriam-Webster’s Online Dictionary |
If your fact is about the meaning of slavery stated in Merriam-Webster, then immediately after the word slavery you’d write: (Merriam-Webster) |
|
If the fact is from the your instructor’s dictionary collection with the primary |
If your fact is about the meaning of slavery stated in your instructor’s collection, then immediately after the word slavery you’d write: (Instructor collection) |
The reasons are:
1.
All of your written assignments are brief. If
you used traditional MLA citation which is written inline (within your lines of
text), you would use up your word count much faster.
2.
History’s standard, the Chicago Manual of Style, provides rigorous citation, but not
inline. Instead, it uses endnotes[i]
or footnotes[1] to
provide citation.
In other words, citation is there but it is not in the way of communication of
the history. The citation is not written
within your lines of text because of how historians write about history.
· They are helping people understand the past.
·
That is your job as well. Why? When you try to
help someone understand history, you start to understand it yourself. If you
want to understand something, try to teach it. (If you want to know more, click here
for why trying to teach someone like yourself is the goal of writing.)
3. In this class, you may place your citation in either endnotes or inline, but we make that citation as unobtrusive as possible.
Click here for additional tips.
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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. 2003-2016 |
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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: |
2016 |
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WCJC Home: |
