US History 1311
US History 1311 History 1312
Popular in U.S HIstory since 1865
verified elite notetaker
Popular in History
This 14 page Study Guide was uploaded by Kumar Jyoti on Tuesday December 29, 2015. The Study Guide belongs to History 1312 at University of Texas at Arlington taught by Dr. Kristen Burton in Summer 2015. Since its upload, it has received 338 views. For similar materials see U.S HIstory since 1865 in History at University of Texas at Arlington.
Reviews for US History 1311
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 12/29/15
U.S. History Paper Assignment: Primary Source Due in Class: First class day after second test (worth 10 points of paper grade) Paper Due: See syllabus. General Paper Outline: Students will write a 1500+ word paper that uses one or more primary sources to describe an event and place it in historical context. The primary source should originate in the time period discussed in class (prehistory-1865) and should be something that has not been written on before. Students will be the first to write on the subject. The final paper will describe the history around the event and explain how the event fits within the overall historical themes discussed in class. Papers may be in story or Wikipedia page format. Grading: Grades will be assigned based on originality, quality of research, understanding of history, grammar, and adherence to the writing guidelines sheet. For questions or help, please contact the instructor BEFORE the paper is due. Late work will not be accepted. Primary sources are due for review the class day after the second exam, but should be brought to the teacher ASAP. Although discouraged, students may use secondary sources to establish context, as long as the student clears their use with the professor and the student includes the source in a bibliography. Secondary sources may not be the main focus of the paper. Picking a primary source: The MOST IMPORTANT aspect of this assignment is finding a suitable primary source. Primary sources are any documents written at the time of an event or accounts of events from people who were present at the event. Any primary source may be used for this paper, including newspaper articles, letters, memoirs, military records, court minutes, documents from the reader, etc…, as long as it from the time period discussed in class. Students may use more than one primary source on the same subject if necessary to paint a more complete picture of the event. For example if a newspaper carries a series of articles on an event over the course of a week, students should use multiple articles to better explain the event. In order to properly place the primary sources in its historical context, documents should be relevant to what we have discussed in class, the videos, or the textbook. Advice for picking a primary source: 1. Make sure you understand the difference between a primary and secondary source. 2. DON’T USE GOOGLE. Google seeks out popular sites, meaning you will end up with a primary source that has been written on before. Use the sites below or find your own primary source. 3. Pick a detailed primary source. The more detailed the primary source, the easier it is to write the paper. Picking an event described at length in multiple newspapers articles, for example, means the student will have no problem summarizing the event. A short newspaper article requires the student to use conjecture. This takes time and can result in a poorly-written paper. 4. Use history you understand. If you liked a certain lecture, find a primary source from the time. 5. Find something interesting. Find documents that show past cultures had the same flaws as modern society. Or go the other way and show how things and people in the past were different from us. Find something related to your family or something seemingly supernatural. If you don’t find the subject entertaining, no one else will either. 6. Avoid famous people and famous events. Although it may be tempting to write using one of George Washington’s letters, a document concerning a shoemaker in Alabama would work much better because no one else has written about it. Become the world’s expert on an event by being the first to write about it. Writing the paper: Papers should be written so as to explain the time period and the event in an entertaining, easy to read manner. If you are unsure about how to structure your paper, follow the format in the example paper or see examples from historo.com or historyengine.richmond.edu. Although students are free to write the paper in whatever format they choose, they will find the sample format helpful. Advice for writing the paper: 1. Get to the point. Every sentence should advance the narrative. If you fell you need to add filler to reach 1500 words, you probably need to choose a different primary source. 2. This is not an opinion piece. The paper is about history and the event, not how you feel about the event or what you think the professor wants to hear. 3. Don’t worry if you don’t the whole story. Although you should seek out additional primary sources to try to answer major questions of the event, it is okay if you cannot tie up every loose end. Use words such as “supposedly, presumably, perhaps, etc…,” to complete the narrative. 4. It’s okay to be wrong. You are reporting on what someone else is telling you and interpreting the source using your personal knowledge. The source and your interpretation may be off a little on the facts, but this won’t affect your grade as long as you consult the professor and use phrases like “according to” when you are not sure of your source’s validity. . Editing: Students should adhere to the following rules and complete a rough draft of the paper before the due date. It will be helpful to consult either the writing lab or history tutors to improve their papers. Students will also need to fill out and complete a copy of the attached writing guideline, a copy of which can be found on blackboard. Although the paper will be graded primarily on interpretation of the primary source, grammar and format will be taken in to consideration when grading. Paper should adhere to the following rules: 1. Paper must be single spaced, 11-point Calibri font, and over 1500 words in length. 2. There is a single, one-line space between paragraphs, and paragraphs are not indented. 3. Paper should not use “I, me, my, you, your, we, us, our” or any other first or second person pronouns in my paper unless material is being quoted. 4. Write only in the past tense. 5. Paper does not include contractions. 6. Use the literal meaning of words and avoid slang, colloquial language, similes and metaphors. 7. Use topic sentences at the beginning of body paragraphs. 8. Avoid “big words” when simple ones would suffice. 9. Write simple sentences. (Try to minimize sentences with a lot of commas). 10.Eliminate sentences that are repetitive and do not advance the narrative. 11.Write so someone unfamiliar with the subject matter will understand the paper. Turning the paper in: Once the paper has been written and edited, send an electronic copy of the paper to the instructor’s email. This will then be submitted to a plagiarism detection service. Hard copies of the paper must include the typewritten paper, a copy of the primary source document, a bibliography if secondary sources were used, and a completed copy of the writing guidelines sheet to the paper in a single, stapled packet. Hard copies and digital copies of the paper are DUE AT THE BEGINNING OF CLASS on the assignment due date. NO EXCEPTIONS. Primary Source Locations: These are just a few places to find primary sources. Avoid just googling for documents. You’ll only find documents that have been written on extensively. Digital Newspaper Websites: This is the safest bet to find a primary source is to look for a newspaper article or series of newspaper articles on one of the websites below. 1. Elephind.com—A searchable collection of historical newspapers from the United States. 2. Newspapers.com—Pay site but much better search engine than elephind. 3. Genealogybank.com—Pay site with very good search engine. 4. https://www.thegazette.co.uk/all-notices/notice?sort-by=oldest- date&text=Search+Term+Here&location-distance-1=1&categorycode- all=all&numberOfLocationSearches=1&results-page-size=10 English newspapers 5. http://hemerotecadigital.bne.es/index.vm Spanish Newspapers Digital Archives: These contained scanned or transcribed primary source documents. Many of these documents have only been viewed by the person who wrote them and the archivist who scanned them. Almost every state has digital archives collections concerning their state’s history. For example, the archive below contains letter and documents concerning Spain’s time in Texas. The Federal Writers Project contains interviews with slaves, Indians, and other interesting individuals. It was put together by the federal government. 1. Digital-librarian.com/history.html Links to numerous primary source websites 2. Archives.org A number of digitized archives. 3. http://www.loc.gov/rr/program/bib/newdeal/fwp.html WPA Narratives 4. http://solomon.nwld.alexanderstreet.com.ethroxy.uta.edu/nwld.search.advanc ed.html Women’s travel diaries in the 19 century. 5. http://dc.lib.unc.edu/cdm/archivalhome/collection/ead Various family papers. 6. http://founders.archives.gov/ Founding fathers papers. 7. http://avalon.law.yale.edu/default.asp Various documents from history. 8. http://gallica.bnf.fr/Search? ArianeWireIndex=index&f_century=18&q=bison&lang=EN&n=15&p=8&page Number=8 French Archives 9. http://www.discoverfreedmen.org/ Freedmen’s Bureau Papers. 10.http://memory.loc.gov/ammem/wpaquery.html Papers from early Texas 11. Pares.mcu.es Documents from Spanish history 12.Google books—Mostly secondary sources, but also includes some primary sources. 13.Haititrust—Like google books, has mostly secondary sources. Local History Societies, family documents, family interviews: Almost every city and county has a society that attempts to preserve local history by collecting diaries and letters from prominent individuals. If you find one near you and email about an interesting event in local history that has not been written about —or an individual that has not received a lot of attention—you can usually find some great stories. Ask a relative if they have letters or diaries that may be used as primary sources. Older relatives may be interviewed for personal experiences that tie into history. Students would need to record these interviews and send them to the professor. SAMPLE STORY FORMAT ONE PARAGRAPH INTRODUCTION: Your one paragraph introduction should tease the primary source story without giving specific details or editorializing. Make a comparison between the primary source and another event from history. Establish what makes the story interesting/ important. Catch the reader’s attention with an interesting detail or story from the event. Tie the event to a modern new story or something from pop culture. The reader should have some sense of what they are about to read. BODY PARAGRAPHS ESTABLISHING HISTORICAL CONTEXT: Explain the time period surrounding your event for a reader that may not be familiar with history. Use information from the class and readings that is relevant to your primary source that will help readers understand your primary source. For example, if your source concerns a battle in World War II, you should first offer a paragraph to explain the historical context of the war—what was happening to create the conditions surrounding the battle? A second paragraph could then explain the specific area or time in which the battle is being fought. A third paragraph could then explain the people, armies, etc… involved in the battle. Help someone unfamiliar with the history understand what you are talking about without boring them with excessive and irrelevant information. MULTIPLE BODY PARAGRAPHS SUMMARIZING YOUR PRIMARY SOURCE: This should be the main focus of your paper and should be the longest part of your paper. Summarize/ explain what happened in the article, memoir, or document you are using. Avoid word for word paraphrasing, while doing your best to maintain the narrative of the primary source document. Use quotes in this section for emphases or when the author says something better than you possibly could, but don’t rely on quotes to write the paper for you. ONE PARAGRAPH CONCLUSION: Your one paragraph conclusion should analyze the primary source and explain what your primary source tell us about the historical period? What lessons does it teach the reader? SAMPLE WIKIPEDIA PAGE FORMAT NAME OF EVENT OR PERSON BRIEF SUMMARY OF THE EVENT: Your one paragraph summary should summarize the subject of your article without giving specifics. Explain what happened and mention major people and dates involved in the event, but avoid details that would be unimportant to a casual reader. BACKGROUND INFORMATION: Use a subheading such as “Background” then explain the time period surrounding your event for a reader that may not be familiar with history. Use information from the class and readings that is relevant to your event that will help readers understand your event. For example, if your source concerns a battle in World War II, you should first offer a paragraph to explain the historical context of the war—what was happening to create the conditions surrounding the battle? A second paragraph could then explain the specific area or time in which the battle is being fought. A third paragraph could then explain the people, armies, etc… involved in the battle. Help someone unfamiliar with the history understand what you are talking about without boring them with excessive and irrelevant information. DETAILED DESCRIPTION OF THE EVENT: Begin with a subheading describing your event. The following paragraphs should then summarize/ explain what happened in the event. Avoid word for word paraphrasing, while doing your best to maintain the narrative of your primary source documents. Use quotes in this section for emphases or when the author says something better than you possibly could, but don’t rely on quotes to write the paper for you. This should be the main part of your paper. EXTRA INFORMATION SUBHEADINGS: Use subheadings such as “Aftermath,” “Legacy,” “Pop Culture,” etc… to explain what happened after the event or how the event affected history. Students can do multiple things here: follow one of the people involved in the event, explain laws passed as a result of the event, say what happened historically soon after the event, etc…. SAMPLE STORY PAPER: THE SECOND BATTLE OF SAN JACINTO Most Texans are familiar with the Battle of San Jacinto. On April 21, 1836, Texas revolutionaries under Sam Houston launched a surprise attack on the Mexican forces of Antonio Lopez de Santa Anna. In a matter of 18 minutes, the Texans decimated the Mexican army, killing 600 and capturing 700, including Santa Anna. The Texans lost just nine men. Following the lopsided battle, Sam Houston forced Santa Anna to sign a treaty recognizing Texas independence from Mexico. Next to the Alamo, the Battle of San Jacinto is probably the most well-known military conflict in Texas history. What is less known is that Texans fought a second Battle of San Jacinto that was twice as exciting and nearly as bloody as the original. The second Battle of San Jacinto took place half a world away from Texas and over sixty years after the original battle. In May 1898, the United States invaded the Spanish-controlled Philippine Islands as part of the Spanish- American War. Within a month, U.S. forces defeated most of the Spanish military on the islands. This success owed, in part, to the assistance of native Filipinos who’d been fighting a war of independence against their Spanish colonial rulers since 1896. The Filipino revolutionaries provided the U.S. military with soldiers and operational intelligence under the belief that once victorious, the United States would leave the Philippines and allow the Filipinos their independence. It did not happen. At the end of the Spanish American War, Spain ceded control of the Philippines to the United States. Instead of then granting Philippine independence, the United States took possession of the islands for themselves. Redirecting their efforts from the Spanish to the new occupiers, Filipino insurgents under Emilio Aguinaldo launched a guerilla war against the United States in 1899. Combat was brutal. Filipino insurgents attacked U.S. supply lines, killed American soldiers, and then faded into the countryside or the safety of friendly villages. Hoping to capture rebel leader Aguinaldo and end the war, the U.S. army responded to guerilla attacks by committing brutal atrocities on those who helped the revolutionaries, leaving burned villages, and mutilated bodies in their wake. The Second Battle of San Jacinto took place amidst this chaos and would be fought between Aguinaldo’s insurgents and the Thirty-Third Texas Infantry Regiment out of San Antonio. The men of the Thirty-Third were an eclectic mix. Some had fought in Cuba in the Spanish American War. Captain Lee Hall had been a Texas Ranger and others in the Thirty-Third could trace their military roots to the Indian battles of the Old West. If any animosity existed between these men and Native Americans, they seem to have left it in the past, as at least one Indian, a Choctaw, was a member of the Thirty-Third. John A. Logan, the son of U.S. general and 1884 Republican Vice Presidential candidate John Logan, was also in the regiment. The Thirty-Third arrived in the Philippines on October 29, 1899, where they were immediately tasked with pursuing Aguinaldo’s insurgent army in the interior. On November 7, the Thirty-Third saw their first combat, but the engagement was short-lived and the enemy forces poorly trained. Shortly thereafter, however, intelligence arrived that some 3,600 men of Aguinaldo’s personal army had walled up outside the nearby village of San Jacinto. The Battle of San Jacinto took place on November 11, 1899. At 8:30 am that day, the men of the Thirty-Third entered a beautiful valley of rice patties surrounding San Jacinto and found that insurgents had flooded the rice field, leaving the Americans to trudge through waste-high mud. Colonel Luther “Old Rabbit” Hare dispatched an advanced guard of the Thirty-Third to slog ahead of the rest of the regiment to scout enemy positions. When the scouts came under fire from an insurgent outpost, the rest of the Thirty-Third rushed to cover 1.5 miles to aid their brethren. The run was exhausting. Over the next forty minutes, the heat and difficulty of running in mud saw many Americans collapse face first into the waste high water. Those who could run kept running, stopping only to pick off Filipino snipers. When the men reached their besieged comrades, they flanked the insurgent nest and forced them to fall back toward San Jacinto and the rest of the revolutionary army, which had sequestered themselves in a series of trenches in a dense coconut grove. As the Thirty-Third advanced toward the enemy, bullets whizzed past their ears—Filipino snipers had positioned themselves in coconut trees, using the dense foliage as camouflage. Perhaps hoping to earn the same accolades that had made his father a general, Major Logan headed to the front lines to coordinate the assault on the coconut grove. A sniper bullet ended his military career and his life. Seeing this, the remainder of the Thirty-Third then took up elevated positions and used their superior weapons to pick off the tree-bound snipers (An unconfirmed rumor said that the men of the Thirty- Third were actually the ones to kill Logan because the major had thrown the regiment’s dog overboard on the way to the Philippines). With the snipers gone, the Thirty-Third rushed the trenches under heavy gunfire and used bayonets to dispatch defenders. Although most of the enemy ran, a black deserter from an American infantry regiment who’d joined the insurgents and risen to the rank of captain shot one Thirty-Third officer before he was himself shot and killed. Many insurgents fleeing the field met their end as well. Company B of the Thirty-Third had dragged a Gatling gun through a nearby river, taken San Jacinto’s square, and turned the machine gun to fire on escaping revolutionaries. Insurgents fell, surrendered, or escaped to the safety of the jungle. San Jacinto and the surrounding area were now under American control. Texans had won a second Battle of San Jacinto. Like its namesake, Texans won the battle with a courageous charge that inflicted heavy casualties at the loss of few men on the Texas side. Official reports say 81 insurgents died in this Battle of San Jacinto, but the men of the Thirty-Third put the number closer to 300, with at least 200 more wounded. The Thirty-Third lost only seven men. When a general congratulated Colonel Hare on his men’s willingness to rush into danger, the officer replied, “should I go to hell, my men would answer to their names at roll call next morning with me.” According to rumor, even Aguinaldo recognized the Thirty-Third’s tenacity, telling his men to stay away from the Thirty-Third because “They will murder you all if you stand and fight.” The men of the Thirty-Third fought many more battles in the Philippine- American War, killing two insurgent generals and capturing Aguinaldo’s Secretary of State, mother, wife, and child. Although they would not be among the U.S. forces who eventually found Aguinaldo, their efforts contributed to his capture in 1901, which led to the end of the Philippine- American War. There lies the major difference between the two Battles of San Jacinto. Texans fought the first as underdogs hoping to achieve independence from what they saw as a despotic colonial master. In the second, Texans were the colonial masters. They fought to suppress independence. Bradley Folsom Student Writing Checklist: To be completed and turned in with your paper. Check each entry to acknowledge that you understand what is required of the final paper. Format Guidelines: __My paper is single spaced, 11-point Calibri font, and over 1500 words in length. __There is a single, one-line space between paragraphs, and paragraphs are not indented. Stylistic Guidelines: __I did not use “I, me, my, you, your, we, us, our” or other first or second person pronouns. __I wrote only in the past tense. __I did not use contractions. __I tried to use the literal meaning of words and did not use slang or colloquial language. __I did not use similes or metaphors. __Body paragraphs begin with a topic sentence that helps explain the rest of the paragraph. __I understand it is usually best to avoid using “big words” when simple ones would suffice. __I understand it is usually best to write simple sentences (Sentences without a lot of commas). __I tried to eliminate sentences that are repetitive and do not advance the narrative. History Guidelines: __I used a detailed primary source (or multiple primary sources) to tell a complete story. __I did my best to write so that someone unfamiliar with the history and primary source subject matter would understand what I have written. __I placed the subject in historical context, explained what was going on at the time of the primary source, and said how the primary source reflected broader historical themes. __The subject of my primary source has not been written on before (little to nothing comes up when searching terms in the primary source). Plagiarism Guidelines: __I did not copy any portion of my paper from someone else’s work. __If I used information from outside of the lectures, textbook, and primary source that is not general knowledge, I included a bibliography citing this material. Submission Guidelines: __I sent a copy of the paper to the instructor’s email. __I submitted my paper to a plagiarism detection service (if required by professor). __ I have stapled a copy of my primary source document to the paper. __ I have stapled the writing guidelines and grading sheets to the paper. By signing this, I acknowledge that I have read and understood the above guidelines. _____________________________ Student Signature Grading Sheet (To be completed by instructor): ___ Primary Source (10 pts) Did student turn in a printed, legible copy of their primary source on or before the due date? ___ Submission (10 pts) Did student submit the paper according to submission guidelines? ___ Format (10 pts) Did student adhere to the format guidelines listed on the checklist? ___ Style (30 pts) Did student adhere to the stylistic guidelines listed on the checklist? ___History (40 pts) Did student adhere to the history guidelines listed on the checklist? General Comments ___Final Grade Alternative to Paper Assignment: Details of Project Due in Class: First class day after FIRST test (worth 10 points of final grade) Project Due: See syllabus. General Assignment Outline: Students will produce a high-quality, original interpretation of something from history. This could be an artistic rendition of a person, event, or concept from history and/or a portrayal of something from history in a new medium. This can be a well-known subject that has been written on extensively, but the student has to present the subject in a new and unique way. Only students who have been paid for their work, students who major in the medium in which they want to work, or students who can provide extensive examples of previous work qualify for this alternative assignment. Students interested in the alternative assignment must also provide an overview of their project to the professor by the day after the second test. Grading: Grades will be assigned based on originality, understanding of history, and quality of work. It must be clear that extensive work has been put into the project to receive a high grade. For questions or help, please contact the instructor BEFORE the assignment is due. Late work will not be accepted. Project ideas are due the class day after the first exam, but should be brought to the teacher ASAP. Project Ideas: These are just some ideas. Students should feel free to bring other ideas to the professor or ask about how particular skill sets can be used for historical interpretation. 1. Paintings and graphic arts. Students can paint a portrait of a historical figure, depict a historical event, or provide concept art for a historical theme. The can be accurate depictions, but interpretative or funny submissions will also be accepted. The project must be detailed. Students can submit the original work or a photocopy of the work. 2. Videos. Students experienced in producing videos can provide a live-action, animated, or video-game created depiction of a historical event. This can be any event from history as long as the video contains period relevant visuals. Length of video is flexible but it must be evident that extensive work was put into its production. 3. Infographics. Students can provide a detailed, clickable infographic over an original graphic, a detailed historical painting, or a historical map. Project must be very interactive and contain interesting and accurate information. 4. Maps. Students could use vector graphic software, GIS, or other map-making tools to create a map or series of maps. Students could create GIFS depicting battles, use GIS to depict a historical change over time, or provide a map to a historical event that has not been mapped. The professor could provide a subject for a map if need be. 5. Music. Students could portray a historical event or person in song. Although students may use artistic license, it must be clear what event or person is being described. The recording provided to the professor must be high quality and it must be evident that extensive thought and time was put into the project. 6. Translating a historical document into English. Students fluent in more than one language can translate a lengthy document into English. The document must never had been translated into English before and students must consult transcription guides to ensure that they translate correctly. 7. Social Media Projects. Students can have a semester-long social media project. This would need to be something with a clear focus, regular updates, and it must be accurate. For example, a twitter account of a historical figure would need to be updated on a daily basis.
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'