BIOGRAPHY RESPONSE – WEEKLY WRITINGS
BIOGRAPHY INSTRUCTIONS
> Every week you are responsible for readings. These readings are to be comprehensively analyzed and responded to based on the format of the TEMPLATE below. That means you will summarize and compare all the readings in one BIOGRAPHY for each week into ONE written form using the TEMPLATE provided below.
> Each area of the BIOGRAPHY should be no less than a full paragraph of response from you. That is five sentences minimum per paragraph.
> Each area should contain a source citation from the readings allowing me to verify your work.
> Each area of the BIOGRAPHY should titled as the instructions below indicate. USE THE TEMPLATE (below).
> SEND NO ATTACHMENTS!!
When you have completed the BIOGRAPHY on your computer, you should keep a copy as back-up. If you are an online student, you then copy-and-paste the BIOGRAPHY into the Blackboard / WebCT e-mail under “E-MAIL,” and send them to me. If you are a classroom student, hand the assignment in at the beginning of class on the due date. ALL SOURCES MUST BE CITED. While this may seem at first to be a lot of writing, remember: except for exams, this is the only work you have to do. Do it well. It is 20% of the course grade. A completed BIOGRAPHY should be about one-to-two pages.
> Each area of the BIOGRAPHY should be no less than a full paragraph of response from you. That is five sentences minimum per paragraph.
> Each area should contain a source citation from the readings allowing me to verify your work.
> Each area of the BIOGRAPHY should titled as the instructions below indicate. USE THE TEMPLATE (below).
> SEND NO ATTACHMENTS!!
When you have completed the BIOGRAPHY on your computer, you should keep a copy as back-up. If you are an online student, you then copy-and-paste the BIOGRAPHY into the Blackboard / WebCT e-mail under “E-MAIL,” and send them to me. If you are a classroom student, hand the assignment in at the beginning of class on the due date. ALL SOURCES MUST BE CITED. While this may seem at first to be a lot of writing, remember: except for exams, this is the only work you have to do. Do it well. It is 20% of the course grade. A completed BIOGRAPHY should be about one-to-two pages.
BIOGRAPHY of a KEY HISTORICAL FIGURE
Present a brief biography of the most important aspects of the life of a significant person of the period in the readings. Remember: significant DOES NOT always mean famous. Try to expand your knowledge by finding person you DID NOT know about!
Template
Copy and use this template (between the double lines, below) for all your BIOGRAPHIES. Keep the definitions and instructions handy for reference. Type in all areas on the template and:
A, (if you are an online student) copy-and-paste the completed form directly into Blackboard / WebCT.
B, If you are a classroom student, print out the completed form and bring it to class.
A, (if you are an online student) copy-and-paste the completed form directly into Blackboard / WebCT.
B, If you are a classroom student, print out the completed form and bring it to class.
Name:
Course:
Critique #:
Topic/Title:
1. KEY HISTORICAL FIGURE – IDENTITY OF POWER
A, Name of the person:
B, Birth and death specifics (place, and any distinguishing facts):
C, Early formative influence:
D, Education – formal and informal:
E, Adult life:
F, Politics:
G, Relationships and associations:
ACCOMPLISHMENTS:
2. The problem & the context of the problem they faced:
3. Solution(s) they employed to solve the problem:
4. Evaluation of success or failure (%):
5. Relevance to contemporary issues:
Course:
Critique #:
Topic/Title:
1. KEY HISTORICAL FIGURE – IDENTITY OF POWER
A, Name of the person:
B, Birth and death specifics (place, and any distinguishing facts):
C, Early formative influence:
D, Education – formal and informal:
E, Adult life:
F, Politics:
G, Relationships and associations:
ACCOMPLISHMENTS:
2. The problem & the context of the problem they faced:
3. Solution(s) they employed to solve the problem:
4. Evaluation of success or failure (%):
5. Relevance to contemporary issues:
REMEMBER TO CITE YOUR SOURCES!!
SEND NO ATTACHMENTS!!
SEND NO ATTACHMENTS!!
Example Biography
NAME: XXXXXXXXXXX (Page 1)
CLASS: 155
BIOGRAPHIC BRIEF
IDENTITY OF POWER
1. Ida B. Wells-Barnett
2. Ida B. Wells-Barnett was born into slavery -six months before the close of the Civil War on July 16, 1862 in Holly Springs, Mississippi. Her father James (Jim) Wells was a carpenter who was the son of his master. Her mother Elizabeth was a cook. Her Father worked in politics and became a trustee of Rust College. Tragically, her parents, and a few of her siblings died of a yellow fever epidemic. Wells ,and the reminder of her surviving siblings were orphans of the state.
Ida B. Wells departed this life on March 25, 1931. She left behind a legacy of activism, dedication and hope for change.
3. Early formative influences: Wells early formative influence came from her deep religious roots. She believed that with the help of God, a way of escape would be provided, despite the size of her barriers.
4. Education – formal and informal. Wells received her formal education by attending college. She then worked as a teacher and a journalist. Wells was described by many as an “educated wage-earning woman”.
5. Adult Life: Ida B. Wells-Barnett spent the majority of her adult life fighting for equality. She fought for equality for women, and the African American race. In addition, she was a social critic, and a political organizer of women and men. She was a well known public speaker and a creditable teacher in her community prior to taking the podium to denounce lynchings in the 1890s. Wells was forced to go into exile to preserve her life.
6. Politics: As a feminist, and a journalist, she adroitly utilized her journalistic flair to attack segregation in her newspaper Memphis Free Speech. Her sharp words resulted in the loss of her teaching job, and death threats. She counteractively relocated to the Northeast.
While in Illinois, she continued to publish anti-lynching polemics in the New York Age, and organized campaigns protesting the violent punishment in cities along the East Coast. Wells-Barnett published A Red Record in 1895, a detailed book about lynching. Throughout her life, she remained militant in her demand for justice for black Americans.
7. Relations & Associations: Ida B Wells belongs to numerous associations. She worked closely with the African American community. She served as secretary of the national Afro American council, from 1898 to 1902. In addition, Wells founded the first African American women’s suffrage group, and helped found the National Association for the Advancement of Colored People (NAACP). In 1910, Wells establish the Negro Fellowship League. (NFL).
ACCOMPLISHMENTS IN THE AREA OF BLACK IDENTITY AND HUMAN RIGHTS
The problem & the context of the problem they faced:
The African American community faced numerous problems in this era. Lynching and cruelty were the main problems. Lynching was a common practice in this day. Lynching was used as a tool to control and silence the black race.
Solution(s) they employed to solve the problem:
Ida B. Wells solution to these problems was to become proactive. She contributed to the African American community by leading the Anti-lynch Movement. Wells became well known for her oracle skills. She used her oracle skills and journalism as a weapon against racism. Although the social role of women was to remain voiceless, wells could not succumb to this role and survive. She boldly questioned the morals of self proclaimed white Christians.
CRITIQUE
EVALUATION
Critique of the Solution:
Ida B. Wells was a bold-spirited feminist woman. She understood that there was many dangerous involved as she denounced lynching practices. She fought to get the government to act against lynchings throughout her adult life. Today, lynching is considered murder, as thus classified as a hate crime. President Bill Clinton was the only President to enforce this law, by signing A National Hate Crime law while he was in office.
Application(s) to current Social Justice Problems:
Ida B Wells was a proactive innovator. She refused to watch the dehumanization that was being hand down to the black race. Today, modern slavery has replaced lynching practices.
SOURCES:
Crusade for Justice: The Autobiography of Ida B. Wells by Ida B. Wells Edited by Alfreda M. Duster July 23, 1931 the University of Chicago Press
Ida B. Well-Barnett and American Reform 1880-1930 Patricia A Schechter 2001 University of North Carolina Press.
CLASS: 155
BIOGRAPHIC BRIEF
IDENTITY OF POWER
1. Ida B. Wells-Barnett
2. Ida B. Wells-Barnett was born into slavery -six months before the close of the Civil War on July 16, 1862 in Holly Springs, Mississippi. Her father James (Jim) Wells was a carpenter who was the son of his master. Her mother Elizabeth was a cook. Her Father worked in politics and became a trustee of Rust College. Tragically, her parents, and a few of her siblings died of a yellow fever epidemic. Wells ,and the reminder of her surviving siblings were orphans of the state.
Ida B. Wells departed this life on March 25, 1931. She left behind a legacy of activism, dedication and hope for change.
3. Early formative influences: Wells early formative influence came from her deep religious roots. She believed that with the help of God, a way of escape would be provided, despite the size of her barriers.
4. Education – formal and informal. Wells received her formal education by attending college. She then worked as a teacher and a journalist. Wells was described by many as an “educated wage-earning woman”.
5. Adult Life: Ida B. Wells-Barnett spent the majority of her adult life fighting for equality. She fought for equality for women, and the African American race. In addition, she was a social critic, and a political organizer of women and men. She was a well known public speaker and a creditable teacher in her community prior to taking the podium to denounce lynchings in the 1890s. Wells was forced to go into exile to preserve her life.
6. Politics: As a feminist, and a journalist, she adroitly utilized her journalistic flair to attack segregation in her newspaper Memphis Free Speech. Her sharp words resulted in the loss of her teaching job, and death threats. She counteractively relocated to the Northeast.
While in Illinois, she continued to publish anti-lynching polemics in the New York Age, and organized campaigns protesting the violent punishment in cities along the East Coast. Wells-Barnett published A Red Record in 1895, a detailed book about lynching. Throughout her life, she remained militant in her demand for justice for black Americans.
7. Relations & Associations: Ida B Wells belongs to numerous associations. She worked closely with the African American community. She served as secretary of the national Afro American council, from 1898 to 1902. In addition, Wells founded the first African American women’s suffrage group, and helped found the National Association for the Advancement of Colored People (NAACP). In 1910, Wells establish the Negro Fellowship League. (NFL).
ACCOMPLISHMENTS IN THE AREA OF BLACK IDENTITY AND HUMAN RIGHTS
The problem & the context of the problem they faced:
The African American community faced numerous problems in this era. Lynching and cruelty were the main problems. Lynching was a common practice in this day. Lynching was used as a tool to control and silence the black race.
Solution(s) they employed to solve the problem:
Ida B. Wells solution to these problems was to become proactive. She contributed to the African American community by leading the Anti-lynch Movement. Wells became well known for her oracle skills. She used her oracle skills and journalism as a weapon against racism. Although the social role of women was to remain voiceless, wells could not succumb to this role and survive. She boldly questioned the morals of self proclaimed white Christians.
CRITIQUE
EVALUATION
Critique of the Solution:
Ida B. Wells was a bold-spirited feminist woman. She understood that there was many dangerous involved as she denounced lynching practices. She fought to get the government to act against lynchings throughout her adult life. Today, lynching is considered murder, as thus classified as a hate crime. President Bill Clinton was the only President to enforce this law, by signing A National Hate Crime law while he was in office.
Application(s) to current Social Justice Problems:
Ida B Wells was a proactive innovator. She refused to watch the dehumanization that was being hand down to the black race. Today, modern slavery has replaced lynching practices.
SOURCES:
Crusade for Justice: The Autobiography of Ida B. Wells by Ida B. Wells Edited by Alfreda M. Duster July 23, 1931 the University of Chicago Press
Ida B. Well-Barnett and American Reform 1880-1930 Patricia A Schechter 2001 University of North Carolina Press.
Plagiarism
Plagiarism is a very serious offense. However, many university students do not know what it is or do not realize that they are committing plagiarism when, in fact, they are. Please read the paragraph below, defining plagiarism. If you have any questions at all about whether something constitutes plagiarism, contact me immediately.
1. Plagiarism is the representation of the words or ideas of another as one's own in any academic exercise. To avoid plagiarism, every direct quotation must be identified by quotation marks or by appropriate indentation and must be promptly cited in the text or in a footnote. Acknowledgment is required when material from another source is stored in print, electronic, or other medium and is paraphrased or summarized in whole or in part in one's own words. To acknowledge a paraphrase properly, one might state: "to paraphrase Plato's comment..."; and conclude with a footnote identifying the exact reference.
2. A footnote acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material.
3. Information which is common knowledge, such as names of leaders of prominent nations, basic scientific laws, etc., need not be footnoted; however, all facts or information obtained in reading or research that are not common knowledge among students in the course must be acknowledged.
4. In addition to materials specifically cited in the text, only materials that contribute to one's general understanding of the subject may be acknowledged in the bibliography. Plagiarism can, in some cases, be a subtle issue. Any questions about what constitutes plagiarism should be discussed with the faculty member (Rutgers University, New Brunswick, New Jersey Campus, Policy for Academic Integrity for Undergraduate and Graduate Students, p. 3D, accessed September 22, 1997 at [http://history.rutgers.edu/undergraduate/courses/plag.htm].).
Be aware that documents downloaded from the Internet should be treated with the same respect as any other source in terms of plagiarism. Any use of Internet sources is subject to proper citation procedures.
1. Plagiarism is the representation of the words or ideas of another as one's own in any academic exercise. To avoid plagiarism, every direct quotation must be identified by quotation marks or by appropriate indentation and must be promptly cited in the text or in a footnote. Acknowledgment is required when material from another source is stored in print, electronic, or other medium and is paraphrased or summarized in whole or in part in one's own words. To acknowledge a paraphrase properly, one might state: "to paraphrase Plato's comment..."; and conclude with a footnote identifying the exact reference.
2. A footnote acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material.
3. Information which is common knowledge, such as names of leaders of prominent nations, basic scientific laws, etc., need not be footnoted; however, all facts or information obtained in reading or research that are not common knowledge among students in the course must be acknowledged.
4. In addition to materials specifically cited in the text, only materials that contribute to one's general understanding of the subject may be acknowledged in the bibliography. Plagiarism can, in some cases, be a subtle issue. Any questions about what constitutes plagiarism should be discussed with the faculty member (Rutgers University, New Brunswick, New Jersey Campus, Policy for Academic Integrity for Undergraduate and Graduate Students, p. 3D, accessed September 22, 1997 at [http://history.rutgers.edu/undergraduate/courses/plag.htm].).
Be aware that documents downloaded from the Internet should be treated with the same respect as any other source in terms of plagiarism. Any use of Internet sources is subject to proper citation procedures.