WEEKLY READING RESPONSE
Every week you are responsible for readings. To make certain you get the most out of the readings for the course, you will complete a Reading Response for each week's readings. The readings are to be comprehensively analyzed and synthesized with the lecture/discussions from class using the TEMPLATE provided below.
> Each area of the READING RESPONSE 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 Reading Response should titled as the instructions below indicate.
USE THE TEMPLATE (below).
When you have completed the Reading Response on your computer, you should keep a copy as back-up. ALL SOURCES MUST BE CITED. For example, If you are using the online Zinn (with no page numbers) you must still cite the chapter.
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 Reading Response should be about one-and-a-half to two pages, DS 12pt.
SUGGESTIONS FOR INCLUSION IN YOUR READING RESPONSE
WHO – were the people/person involved? How did they self-identify? What was the cultural dynamic? Apart from descriptions of individuals, offer relationships and their meanings. A person exists through other persons. Don’t shy away from perceived class, gender or race/ethnicities. Examine families and dynasties, groups, organizations, associations, and other such social institutions.
WHAT – specifically were the events the that took place? How did it happen? Describe the linear progression of cause and effect. There must have been a sequence of events in which one event effected (and perhaps affected) another. And, some things seem to occur like a “break” on a pool table – balls scattering chaotically everywhere.
WHEN – in time did events transpire? Was it a singular specific event or an ongoing phenomenon? What was going on elsewhere at the same time? That would include themes, fads, movements, “era,” “ages,” empires, kingdoms, hegemonies, reigns, etc. All this is known as historical context.
WHERE – exactly did it all happen? Were events occurring locally or regionally – or were they hemispheric and global? And, was the geography itself key to events? There may have been important valuable resources located there. It could have been a lucrative trade route, a river or an oasis. There may have been a perceived political, economic and therefore military advantage to a position.
WHY – are we even talking about this, now? Why should we care? Why were these events important then and why are they important now? There are “intersectionalities.” Of all the events in all time, these events came together to become “history” for a reason. Show your reasons for picking these events. Why this is now your history.
USE THIS TEMPLATE (Simply copy and fill it in. Cite your sources!)
NAME
CLASS (like, MW or TH and #)
DATE
Reading Response #
WHO were the people/person involved?
WHAT specifically were the events the that took place?
WHEN in time did events transpire?
WHERE exactly did it all happen?
WHY are we even talking about this, now?
HISTORY STUDENT PORTFOLIO
For the fifteen week (15) semester – there are ten (10) graded areas / assignments. These will be assessed in a student portfolio. You are responsible for completing your student portfolio. You are responsible for making sure your professor (me) has your completed student portfolio – in hard copy – at the end of the semester.
REQUIRED MATERIALS: Texts; Manila folder; Computer / printer access; thumb drive
STUDENT PORTFOLIO TABLE OF CONTENTS
#1 – Weekly Questions (DUE Weekly)
#2 – Biography / Autobiography: Doing History (DUE Week #2)
#3 – Student Success (DUE Week #4)
#4 – Professor’s Choice Essay (DUE Week #6)
#5 – Student Choice Essay, Videography or Museum Project (DUE Week #8)
#6 – Professional Presentation / Career Applications: Individual, Group or Video (DUE Week #10)
#7 – Course Learning Objective Number One
#8 - Course Learning Objective Number Two
#9 - Course Learning Objective Number Three
#10 – Community Service: Your part in history (all 7 thru 10 DUE by Week 15)
Each of the ten (10) graded areas / assignments above is worth 100 points. This is worth 1000 points
=============================================================
#1 - DISCUSSION QUESTIONS
Due weekly - This means discussion is a percentage of your grade. Each week at the beginning of the first class of the week – you are responsible for bringing me a typed question about History. A copy goes into your Portfolio. It may be about the readings / video assigned. But, it may also be about anything historical that you were interested in.
These are worth 10 points each. NO TEMPLATE.
=============================================================
#2 - BIOGRAPHY / AUTOBIOGRAPHY PROJECT:WHO WOULD YOU PICK FROM YOU TEXT TO BE YOUR MENTOR?
INSTRUCTIONS
You will complete a short Biography of a historic person you admire from our class text / time. You will also complete an Autobiography using the same parameters, which are on a TEMPLATE, below.
History has been often presented as repeating itself. This tragedy leading to that tragedy, and so on. There has been much of this. However, history is just as much a series of triumphs over those tragedies. It is all in your perspective – your identity. Is your identity one of being a victim, or a victor? In this project, you will select an individual – one person you admire – and examine their life as evidence of their “Identity of Power” in history. Why do you know them? What were their struggles? How were they similar to your own? How did theirs differ from yours? You will need to include the information below for both you and your chosen history mentor. They are not meant to be long rambling details about the Identity of Power, but are meant instead to be a window into how a famous (or not so famous) person solved a key problem of life experience in history.
How did the two lives (yours and theirs) contribute to HUMAN RIGHTS? How did they re-define RACE? What impact did they have on GENDER, and/or how did GENDER roles affect their lives? Discuss them in relation to CLASS. Were they more affected by RACE, GENDER or CLASS? What were their struggles? How were they similar? How did they differ? You will need to include the information below.
Give me 2-to-3 focused logical typed pages – TOTAL – for both the Autobiography and the Biography. Support any and all assertions in your comparisons/contrasts with historical documents (books, articles, etc.). You’re your sources. Use no more than one electronic source that does not come from a book/article. Your finished project paper will include a five-source bibliography. Your textbook counts. Spelling and grammar count. Try to fit each Autobiography / Biography onto a single page for each Identity using the guidelines below (between the double lines) for your Portfolio.
============================================================
IDENTITY OF POWER TEMPLATE
1. Name of the person.
2. Birth and death specifics (place, and any distinguishing facts).
3. Early formative influences.
4. Education – formal and informal.
5. Adult life.
6. What did they do (or, you do now) - what is the economic base?
7. Politics
8. Relationships and associations.
9. Creative life.
10. Major accomplishments.
11. Historical significance compared to dimensions of complete life – i.e., what did they do that you admired, and what are you intending to do?
Due: Last class day of Week #2 of instruction
This is worth 100 points.
=============================================================
#3 - STUDENT SUCCESS PROJECT
Student success requires providing the space, culture and environment that supports and advocates for students’ thoughts, ideas, feelings, and opinion through different mediums. Student success can be supported through many different platforms in the classroom and school to represent the students and give them autonomy and control over their own education. Research often indicates that student achievement is directly linked to student engagement. This makes student engagement to be an essential conversation to have when it comes to student success in the classroom. Rusul Alrubail
H. A. B. E. S. and T. I. S. S.
In order for you to consistently achieve measurable student success, experts (cited within) suggest that you – the student – must modify your Habits, Attitudes, Behaviors and Efforts in order to achieve Sustainability. These are your H. A. B. E. S. In addition, your student success will require you to consider your Time Management and how you think about yourself in your own Internal Dialog. How do you talk to yourself? This will inform your ability to be your own Self-Advocate. How do you stand up for yourself in an institution? Finally – student success requires that you know you succeeded. That validation requires Self-Assessment. This is your T. I. S. S.
Provide a short paragraph under each H. A. B. E. S. and T. I. S. S. heading in the template below for your Portfolio. Spelling and grammar count. Try to fit each H. A. B. E. S. and T. I. S. S. answers onto a single page for each using the guidelines below (between the double lines) –
Due: Last class day of Week #4 of instruction
This is worth 100 points.
============================================================= H. A. B. E. S. and T. I. S. S. TEMPLATE
Habits – offer one you will change for your own success as a student
Attitudes, beliefs and expectations – offer one you will change for your own success as a student
Behaviors – offer one you will change for your own success as a student
Efforts in order to achieve – offer one you will change for your own success as a student
Sustainability. What do you do to sustain yourself; economically, nutritionally, spiritually, shelter, relationships?
T. I. S. S
Time Management – offer one way you will change for your own success as a student
Internal Dialog – How do you talk to yourself? This will inform your ability to be your own…
Self-Advocacy – How do you stand up for yourself in an institution? Do you know who to talk to when the SHTF? What are the offices and individuals that can facilitate your student success? What specific people help you and/or will again?
Self-Assessment - student success requires that you know you actually succeeded. Not just a grade, but what relation do your actions have to your overall goals? That validation requires that you do an on-going loop of Self-Assessment:
1 – What is the Goal?
2 – What Resources do you have to apply to the Goal?
3 – Together, your resources and goal allow you to establish a Plan and timeline
4 – Apply the Plan
5 – Assess the success of the Plan at achieving your goals
REPEAT!
=============================================================
CLASS QUESTION:
Do you have a Comprehensive Educational Plan?
Do you have a Resume / Curriculum Vita?
=============================================================
#4 - PROFESSOR’S CHOICE ESSAY PROJECT
In your syllabus – week #6, you will find the Topical Question for your class. Complete a five (5) paragraph essay using the guidelines posted below. There will be five (5) sources minimum in the bibliography / works cited page. All sources must be cited throughout the essay. Your textbooks count as sources. And – for those using any books written by Smith – there are articles and sources included in them for this purpose that can also be used. Just remember to cite the article – NOT me!
ESSAY EXAM INSTRUCTIONS
Behavioral and social sciences require thinking that is critical, and writing that is clear and precise. In this case, critical does not mean negative. Critical means to subject issues, events, or individuals to a criteria based judgment - in short, a balanced analysis.
The midterm for ALL students is essentially an open-book research assignment requiring one (1) essay in response to one (1) topic. After receiving topic, you will complete a two to three page typed logical, focused essay on the topical question. Your answer must be completely developed, and have factual support, and be in the standard essay form.
PLEASE READ ALL INSTRUCTIONS CAREFULLY.
• Type the topical question at the top of your response essay. Remember to stick to the question.
• Then, you will complete a five paragraph (two to three paged) typed logical, focused essay on the question. Be clear and precise.
• Your answer must be completely developed, and have factual support represented by specific examples from the texts, and be in the STANDARD ESSAY FORM (single-spaced or double-spaced).
• Use of the text(s) counts. Spelling, grammar, and clarity count.
• Cite your sources. This means show me where in your books you draw your examples and facts.
An example is: “The discussion of Bacon’s rebellion is a good example of the wealthy manipulating the political economy of the colonies against poorer and non-white colonists (Zinn: 39).”
• You will have a bibliography that will include five (5) sources, and may be in any standard (complete) format – such as APA or AHA. All sources will be cited in the body of your work. NO ENCYCLOPEDIA / WIKIPEDIA SOURCES! You can find examples in any style manual such as Kate Turabian’s Manual for Writers of Term Papers, Theses, and Dissertations.
• REMEMBER: Type the topical question at the top of your response essay. Remember to stick to the question.
• Your assignment is to be included in your Portfolio.
• You will not receive a grade for about two weeks from submitting your essay. I will notify you of your grade in your Portfolio. You will receive a reply on a first-received-first-served basis beginning in about two weeks.
I caution you to be patient. It will do no good to push the process earlier than that.
Due: Last class day of Week #6 of instruction
This is worth 100 points.
=============================================================
ESSAY FORMAT / TEMPLATE
An analytical history essay has five paragraphs and six parts:
Thesis Paragraph
Body Paragraph #1
Body Paragraph #2
Body Paragraph #3
Summary / Conclusion Paragraph
Bibliography / Works Cited Page
Thesis – The ALL IMPORTANT 1st Paragraph: Clear and precise writing is writing that is focused, using precise word choices for a specific and particular effect. Focus comes from structure and implies actively choosing a direction, and sticking to it. In this exercise, the goal is to construct an analytical thesis that is the 1st paragraph of your essay. Generally follow the outline below in your first draft(s).
A. Consider the Reader – Who is to be reached, and what is to be accomplished? Continually think of how to do this. Don’t assume that you are writing for me. Seek to inform and engage the reader.
B. Topical sentence – In general, who, what, when, where is the paper about?
C. Define thesis - Thesis sentence – Specifically what will be analyzed, and why is it important?
D. Working environment – Narrow down the focus to the most essential aspects of the topic that relate directly to the thesis.
E. Argument – methodology – What analytical tools are being used? Comparison? Contrast? Evaluation? Examination? What set of criteria form the basis of judgment? (theoretical orientation).
F. Depth - beginning and ending – Impose limits that allow for a specific goal to be reached. These limits may be of time, place, or level of complexity.
G. Linking sentence – What is of first priority? How will this paragraph state what the first priority is, and smoothly connect to the next paragraph? .
B. Body – 3 body paragraphs. This should be a point by point expansion of the thesis. Each paragraph should reflect and aspect of fact that is analyzed and related to the established argument. Each area of analysis should be followed by a source note that tells where your research was done. Using a standard system (footnote, endnotes, or parenthetic notes) cite your sources.
C. Summary / Conclusion – The final paragraph of the paper should draw together the essential features of body into a summarized synthesis of exactly how they support the thesis. In addition, this portion of the piece should conclude or direct the reader to come to a conclusion on the meaning of the paper.
D. Bibliography / Works Cited – This is a formal scholarly exercise in acknowledgement of the resources used to write the paper. A standard format should be used that originates from a specific academic area or discipline. Some samples can be found in writer’s style manuals. This assignment should have five (5) sources. No source from an un-refereed source allowed. This means that if you cannot find author credits and/or an institution that sponsors the source, then it is a questionable source.
=============================================================
#5 - STUDENT’S CHOICE ESSAY PROJECT
In this assessment, you may do an ESSAY on any topic, person, issue or phenomenon that you choose from our class history. If so, simply use the same essay format, guideline and template from the Professor’s Choice essay. Then add that piece to your Portfolio.
Alternatively, you may review a popular commercial film or documentary of your choice using the VIDEOGRAPHY Template.
Or, you may want to add to your Portfolio by using the MUSEUM Template after visiting a museum.
Due: Last class day of Week #8 of instruction
This is worth 100 points.
=============================================================
#6 - PROFESSIONAL PRESENTATION / CAREER APPLICATIONS
Students should provide a professional-type presentation of a Their chosen career. If you have not chosen a career, you may present on a historical person, phenomenon or event of interest. You may present in an Individual manner in class, or a Group presentation, or a Video / Youtube production or any other creative example.
What do historians do for a living? Professional presentations!
Due: Last class day of Week #10 of instruction
This is worth 100 points.
=============================================================
#7, 8 & 9 - C0URSE LEARNING OBJECTIVES
This will be done using a form called an Annotated Bibliography. The Course Learning Objectives for each course are in your syllabus near the top.
By the end of the semester, you should have completed one (1) Annotated Bibliography sheet for each of the three (3) CLOs (course learning objectives). Add these to your Portfolio.
These are worth 100 points, each.
=============================================================
COURSE LEARNING OBJECTIVE / OUTCOME (CLO) ASSESSMENT SHEET
PLEASE READ ALL INSTRUCTIONS CAREFULLY.
The Federal government, the State and the Community Colleges of California have joined in assessing the most critically important aspects of each subject for students to learn. These are termed Course Learning Objectives (CLO). In order to successfully pass a course with a C grade or better, a student should also pass each CLO – transferring the Objective to and Outcome. You are to provide me with your Course Learning Outcomes as you achieve them using the CLO Sheet below. There will be a single source / page used for each CLO in your course. Refer to the example. The completed CLO (Outcomes) goes into your Portfolio.
· Course Learning Objectives are the way in which the State assesses whether you are gaining the highest education possible AND they allow me to become a better professor.
· This is a Course Learning Objective Project. It is “take-home.” In the Project, you will address the CLO list (below) to guide your responses.
· You will pair up that CLO topic with a source about the topic, and will type one sheet / page on that CLO source using the guidelines and example provided. Each CLO topic will have one sheet / page dedicated to it.
You will type the Student Learning Objective. You will provide a source citation. You are to provide an abstract of the book(s) / article(s) - that is a summary that includes all major aspects of the piece. Then, you are to provide a critique of the book(s) / article(s) in three parts - that is to say, you should show; #1 how the book contributes to the understanding of the subject of your CLO (located near the top of the syllabus). Also #2, you should show how the book effectively communicates – how accessible is the information? And #3, you should show the intellectual background – or interpretive angle – the author is coming from. For instance, is the book taking a Marxist approach? Is it nationalist? Does it center on human rights issues? Is it a feminist approach? Would you say it was written by a liberal, or a conservative – why? This is the hard part. This last section is your analysis. You must decide where each book fits in the overall intellectual world.
GUIDELINES Remember, there is no re-write. And remember that the deadline is a firm deadline. There is no more of the semester left, so get any “bugs” worked out early. Do not procrastinate. There will be one source used per CLO. Each of the sources used must be handled in the below manner. There may be no UNREFEREED internet sources in entire the project.
On each page there will be a standard citation. If your source does not match the below example, refer to a style manual for the appropriate method. You will abstract the source in brief, and then critique it. All the stuff in bold will be on your papers. Each of these areas (citation, abstract, and critique) will have the titles placed as below between the double lines (the lines are just to demark the example. They need not be on the final copy).
=======================================
TEMPLATE:
Name (Your name goes here)
Class (example: History 119)
Course Learning Objective
#1. The student will gain knowledge of historic particulars and historical methodologies. (this is just a placeholder for the example – refer to your syllabus for your course’s CLOs)
Citation
Here should be a bibliographic-style citation of the source of material used in the paper. Example:
Smith, Al. American Cultures: Readings in Social and Cultural History. Dubuque, Iowa: Kendall-Hunt. 2000.
Citations will duplicate the above standard format. Sources may be from articles, books, documentaries, lectures, and personal communications from qualified historians. There should be no sources that are internet information bases, such as Encarta or Wikipedia.
Abstract
No less than 100 words that distill the work in question into simple clear statements of meaning and content. If you have never done a summary or abstract of a written work, go to the library & look for The Historical Review, or some other review. Also, the ‘net may provide examples.
Critique
No less than 150 words (total) that discuss how the work in question helped you understand the Course Learning Objective.
#1 This is where you show how the book contributes to the understanding of the subject of your CLO (located at the top of the syllabus). Use the specific language from the CLO when giving specific examples from your chosen source.
#2, Is this a high accessible source? Does it use a lot of jargon – specialized vocabulary? Does it have graphics and illustrations? Grade it with an “A” “B” “C” “D” grade and say why.
#3, you should show the intellectual background of the author of your source. Look her/him up on the internet. This is where you tell me what type of interpretive angle (Feminism, etc.) the historian is using to explain persons, events, or phenomenon of history. Is religion prominent? What social institutional values are being reflected? Is there a cultural aspect of the presented material?
Each and every page should look like the example (below) and should fulfill the requirements (above), but with your content.
You MUST paginate (number) the pages. There will one such page for each CLO.
The below example is a single sample page from an “A” exam from last year
EXAMPLE
Name: XXXXXXXXXXXXXX
Class: History 119 (online)
Course Learning Objective
#6. The student will demonstrate an understanding of civil rights and human rights in the historical context of the period.
Citation
Marshall, Samantha. “Vietnamese Women Are kidnapped And Later Sold in China as Brides.” The Wall Street Journal 3 August 1999.
Abstract
Samantha Marshall writes in The Wall Street Journal an exploration of human trafficking across the border between Vietnam and China. Her article “Vietnamese Women Are Kidnapped And Later Sold as Brides” tells the account of a young Vietnamese girl named Miss Hoan who sought employment to help her poor family. She travels to Hanoi, where she is offered a factory job but is actually being tricked into being sold as a bride in China. Unaware of her surroundings, she is dropped off across the border into China and is auctioned off to a Chinese family. At the Auctioneer’s home, she is surrounded by many other young girls who are very scared. Miss Hoan is able to write home and her brother rescues her. He saves her with the help of the Vietnamese consulate. She is ashamed of her experience and now struggles with not ruining her family’s reputation.
Critique
#1 Course Learning Outcome: This article focuses on the human right to be free from slavery as addressed by the Universal Declaration of Human Rights, Article 4. One specific issue of slavery is human trafficking which this article touches upon. While one might think of human trafficking as a crime that usually takes place between countries thousands of miles apart (i.e. Eastern European girls sold across the world to the U.S.), this article sheds light into human trafficking between countries that share a border. Miss Hoan, like many other women around the world was sold against her will, like a commodity and was left without dignity that all human beings deserve. This narrative standpoint shows us that human trafficking is a commonplace in many areas of the world, as is evident in the part of the article that describes the many scared women waiting to be auctioned.
#2 book / article comparison: Although this article clearly showed human trafficking from the standpoint of the victims, the article by the World Health Organization (WHO) author Thomas Stevens, added a greater statistical understanding of the global impact of trafficking. Both articles complement each other, unlike the contrary article by the fundamentalist Mormon (Dr. Young) which seemed to support the idea that women are a kind of God-give property.
#3 intellectual background of the author: Miss Marshall seemed to be a human rights advocate and a Feminist. The evidence for this is in such statements as: “This scene was not shocking to the people of China because it is commonplace, as families gathered around to place the highest bid… women are being sold into a neighboring country does not make it less of a crime.” Overall the content of the narrative is one of a survivor of gender based slavery. The sense of fear, shame, and outrage all support the assessment that Miss Marshall is a committed activist.
Page 1
=============================================================
We will have an open Final discussion of the course theme during Final exams. This is worth 100 points.
=============================================================
#10 - COMMUNITY SERVICE PROJECT
Social Justice Student Choice Project. Each student will propose a Social Justice / Community Service project. One-paragraph proposals are due week #8.
This is your part in history. It is an opportunity to engage in community service, service learning, personal and professional development. Students will identify and assess a goal – submit a proposal of 1 page or less for instructor approval – then complete the project YOU selected! (Don’t worry if you can’t think of something, now – I have plenty to choose from). Then, you will document the community service for your class (ask about how to record your specific project!).
This page is host to community service opportunities. While service to the community is in itself rewarding (you may already be doing some!), you may also find it an avenue to better understanding your own personal or educational goals. You may even find community service to be a route to professional connections and advancement. Community service looks REALLY good on scholarship applications and job applications.
As the semester progresses, I will be receiving e-mails, etc., about opportunities for community service. I will post them here. These are some ideas:
Advocates For Justice
Amnesty International
Wounded Warrior Project
Haven Women's Shelter
Due: This needs to be in the Portfolio by week 15.
This is worth 100 points.
NO TEMPLATE.
=============================================================
REQUIRED MATERIALS: Texts; Manila folder; Computer / printer access; thumb drive
STUDENT PORTFOLIO TABLE OF CONTENTS
#1 – Weekly Questions (DUE Weekly)
#2 – Biography / Autobiography: Doing History (DUE Week #2)
#3 – Student Success (DUE Week #4)
#4 – Professor’s Choice Essay (DUE Week #6)
#5 – Student Choice Essay, Videography or Museum Project (DUE Week #8)
#6 – Professional Presentation / Career Applications: Individual, Group or Video (DUE Week #10)
#7 – Course Learning Objective Number One
#8 - Course Learning Objective Number Two
#9 - Course Learning Objective Number Three
#10 – Community Service: Your part in history (all 7 thru 10 DUE by Week 15)
Each of the ten (10) graded areas / assignments above is worth 100 points. This is worth 1000 points
=============================================================
#1 - DISCUSSION QUESTIONS
Due weekly - This means discussion is a percentage of your grade. Each week at the beginning of the first class of the week – you are responsible for bringing me a typed question about History. A copy goes into your Portfolio. It may be about the readings / video assigned. But, it may also be about anything historical that you were interested in.
These are worth 10 points each. NO TEMPLATE.
=============================================================
#2 - BIOGRAPHY / AUTOBIOGRAPHY PROJECT:WHO WOULD YOU PICK FROM YOU TEXT TO BE YOUR MENTOR?
INSTRUCTIONS
You will complete a short Biography of a historic person you admire from our class text / time. You will also complete an Autobiography using the same parameters, which are on a TEMPLATE, below.
History has been often presented as repeating itself. This tragedy leading to that tragedy, and so on. There has been much of this. However, history is just as much a series of triumphs over those tragedies. It is all in your perspective – your identity. Is your identity one of being a victim, or a victor? In this project, you will select an individual – one person you admire – and examine their life as evidence of their “Identity of Power” in history. Why do you know them? What were their struggles? How were they similar to your own? How did theirs differ from yours? You will need to include the information below for both you and your chosen history mentor. They are not meant to be long rambling details about the Identity of Power, but are meant instead to be a window into how a famous (or not so famous) person solved a key problem of life experience in history.
How did the two lives (yours and theirs) contribute to HUMAN RIGHTS? How did they re-define RACE? What impact did they have on GENDER, and/or how did GENDER roles affect their lives? Discuss them in relation to CLASS. Were they more affected by RACE, GENDER or CLASS? What were their struggles? How were they similar? How did they differ? You will need to include the information below.
Give me 2-to-3 focused logical typed pages – TOTAL – for both the Autobiography and the Biography. Support any and all assertions in your comparisons/contrasts with historical documents (books, articles, etc.). You’re your sources. Use no more than one electronic source that does not come from a book/article. Your finished project paper will include a five-source bibliography. Your textbook counts. Spelling and grammar count. Try to fit each Autobiography / Biography onto a single page for each Identity using the guidelines below (between the double lines) for your Portfolio.
============================================================
IDENTITY OF POWER TEMPLATE
1. Name of the person.
2. Birth and death specifics (place, and any distinguishing facts).
3. Early formative influences.
4. Education – formal and informal.
5. Adult life.
6. What did they do (or, you do now) - what is the economic base?
7. Politics
8. Relationships and associations.
9. Creative life.
10. Major accomplishments.
11. Historical significance compared to dimensions of complete life – i.e., what did they do that you admired, and what are you intending to do?
Due: Last class day of Week #2 of instruction
This is worth 100 points.
=============================================================
#3 - STUDENT SUCCESS PROJECT
Student success requires providing the space, culture and environment that supports and advocates for students’ thoughts, ideas, feelings, and opinion through different mediums. Student success can be supported through many different platforms in the classroom and school to represent the students and give them autonomy and control over their own education. Research often indicates that student achievement is directly linked to student engagement. This makes student engagement to be an essential conversation to have when it comes to student success in the classroom. Rusul Alrubail
H. A. B. E. S. and T. I. S. S.
In order for you to consistently achieve measurable student success, experts (cited within) suggest that you – the student – must modify your Habits, Attitudes, Behaviors and Efforts in order to achieve Sustainability. These are your H. A. B. E. S. In addition, your student success will require you to consider your Time Management and how you think about yourself in your own Internal Dialog. How do you talk to yourself? This will inform your ability to be your own Self-Advocate. How do you stand up for yourself in an institution? Finally – student success requires that you know you succeeded. That validation requires Self-Assessment. This is your T. I. S. S.
Provide a short paragraph under each H. A. B. E. S. and T. I. S. S. heading in the template below for your Portfolio. Spelling and grammar count. Try to fit each H. A. B. E. S. and T. I. S. S. answers onto a single page for each using the guidelines below (between the double lines) –
Due: Last class day of Week #4 of instruction
This is worth 100 points.
============================================================= H. A. B. E. S. and T. I. S. S. TEMPLATE
Habits – offer one you will change for your own success as a student
Attitudes, beliefs and expectations – offer one you will change for your own success as a student
Behaviors – offer one you will change for your own success as a student
Efforts in order to achieve – offer one you will change for your own success as a student
Sustainability. What do you do to sustain yourself; economically, nutritionally, spiritually, shelter, relationships?
T. I. S. S
Time Management – offer one way you will change for your own success as a student
Internal Dialog – How do you talk to yourself? This will inform your ability to be your own…
Self-Advocacy – How do you stand up for yourself in an institution? Do you know who to talk to when the SHTF? What are the offices and individuals that can facilitate your student success? What specific people help you and/or will again?
Self-Assessment - student success requires that you know you actually succeeded. Not just a grade, but what relation do your actions have to your overall goals? That validation requires that you do an on-going loop of Self-Assessment:
1 – What is the Goal?
2 – What Resources do you have to apply to the Goal?
3 – Together, your resources and goal allow you to establish a Plan and timeline
4 – Apply the Plan
5 – Assess the success of the Plan at achieving your goals
REPEAT!
=============================================================
CLASS QUESTION:
Do you have a Comprehensive Educational Plan?
Do you have a Resume / Curriculum Vita?
=============================================================
#4 - PROFESSOR’S CHOICE ESSAY PROJECT
In your syllabus – week #6, you will find the Topical Question for your class. Complete a five (5) paragraph essay using the guidelines posted below. There will be five (5) sources minimum in the bibliography / works cited page. All sources must be cited throughout the essay. Your textbooks count as sources. And – for those using any books written by Smith – there are articles and sources included in them for this purpose that can also be used. Just remember to cite the article – NOT me!
ESSAY EXAM INSTRUCTIONS
Behavioral and social sciences require thinking that is critical, and writing that is clear and precise. In this case, critical does not mean negative. Critical means to subject issues, events, or individuals to a criteria based judgment - in short, a balanced analysis.
The midterm for ALL students is essentially an open-book research assignment requiring one (1) essay in response to one (1) topic. After receiving topic, you will complete a two to three page typed logical, focused essay on the topical question. Your answer must be completely developed, and have factual support, and be in the standard essay form.
PLEASE READ ALL INSTRUCTIONS CAREFULLY.
• Type the topical question at the top of your response essay. Remember to stick to the question.
• Then, you will complete a five paragraph (two to three paged) typed logical, focused essay on the question. Be clear and precise.
• Your answer must be completely developed, and have factual support represented by specific examples from the texts, and be in the STANDARD ESSAY FORM (single-spaced or double-spaced).
• Use of the text(s) counts. Spelling, grammar, and clarity count.
• Cite your sources. This means show me where in your books you draw your examples and facts.
An example is: “The discussion of Bacon’s rebellion is a good example of the wealthy manipulating the political economy of the colonies against poorer and non-white colonists (Zinn: 39).”
• You will have a bibliography that will include five (5) sources, and may be in any standard (complete) format – such as APA or AHA. All sources will be cited in the body of your work. NO ENCYCLOPEDIA / WIKIPEDIA SOURCES! You can find examples in any style manual such as Kate Turabian’s Manual for Writers of Term Papers, Theses, and Dissertations.
• REMEMBER: Type the topical question at the top of your response essay. Remember to stick to the question.
• Your assignment is to be included in your Portfolio.
• You will not receive a grade for about two weeks from submitting your essay. I will notify you of your grade in your Portfolio. You will receive a reply on a first-received-first-served basis beginning in about two weeks.
I caution you to be patient. It will do no good to push the process earlier than that.
Due: Last class day of Week #6 of instruction
This is worth 100 points.
=============================================================
ESSAY FORMAT / TEMPLATE
An analytical history essay has five paragraphs and six parts:
Thesis Paragraph
Body Paragraph #1
Body Paragraph #2
Body Paragraph #3
Summary / Conclusion Paragraph
Bibliography / Works Cited Page
Thesis – The ALL IMPORTANT 1st Paragraph: Clear and precise writing is writing that is focused, using precise word choices for a specific and particular effect. Focus comes from structure and implies actively choosing a direction, and sticking to it. In this exercise, the goal is to construct an analytical thesis that is the 1st paragraph of your essay. Generally follow the outline below in your first draft(s).
A. Consider the Reader – Who is to be reached, and what is to be accomplished? Continually think of how to do this. Don’t assume that you are writing for me. Seek to inform and engage the reader.
B. Topical sentence – In general, who, what, when, where is the paper about?
C. Define thesis - Thesis sentence – Specifically what will be analyzed, and why is it important?
D. Working environment – Narrow down the focus to the most essential aspects of the topic that relate directly to the thesis.
E. Argument – methodology – What analytical tools are being used? Comparison? Contrast? Evaluation? Examination? What set of criteria form the basis of judgment? (theoretical orientation).
F. Depth - beginning and ending – Impose limits that allow for a specific goal to be reached. These limits may be of time, place, or level of complexity.
G. Linking sentence – What is of first priority? How will this paragraph state what the first priority is, and smoothly connect to the next paragraph? .
B. Body – 3 body paragraphs. This should be a point by point expansion of the thesis. Each paragraph should reflect and aspect of fact that is analyzed and related to the established argument. Each area of analysis should be followed by a source note that tells where your research was done. Using a standard system (footnote, endnotes, or parenthetic notes) cite your sources.
C. Summary / Conclusion – The final paragraph of the paper should draw together the essential features of body into a summarized synthesis of exactly how they support the thesis. In addition, this portion of the piece should conclude or direct the reader to come to a conclusion on the meaning of the paper.
D. Bibliography / Works Cited – This is a formal scholarly exercise in acknowledgement of the resources used to write the paper. A standard format should be used that originates from a specific academic area or discipline. Some samples can be found in writer’s style manuals. This assignment should have five (5) sources. No source from an un-refereed source allowed. This means that if you cannot find author credits and/or an institution that sponsors the source, then it is a questionable source.
=============================================================
#5 - STUDENT’S CHOICE ESSAY PROJECT
In this assessment, you may do an ESSAY on any topic, person, issue or phenomenon that you choose from our class history. If so, simply use the same essay format, guideline and template from the Professor’s Choice essay. Then add that piece to your Portfolio.
Alternatively, you may review a popular commercial film or documentary of your choice using the VIDEOGRAPHY Template.
Or, you may want to add to your Portfolio by using the MUSEUM Template after visiting a museum.
Due: Last class day of Week #8 of instruction
This is worth 100 points.
=============================================================
#6 - PROFESSIONAL PRESENTATION / CAREER APPLICATIONS
Students should provide a professional-type presentation of a Their chosen career. If you have not chosen a career, you may present on a historical person, phenomenon or event of interest. You may present in an Individual manner in class, or a Group presentation, or a Video / Youtube production or any other creative example.
What do historians do for a living? Professional presentations!
Due: Last class day of Week #10 of instruction
This is worth 100 points.
=============================================================
#7, 8 & 9 - C0URSE LEARNING OBJECTIVES
This will be done using a form called an Annotated Bibliography. The Course Learning Objectives for each course are in your syllabus near the top.
By the end of the semester, you should have completed one (1) Annotated Bibliography sheet for each of the three (3) CLOs (course learning objectives). Add these to your Portfolio.
These are worth 100 points, each.
=============================================================
COURSE LEARNING OBJECTIVE / OUTCOME (CLO) ASSESSMENT SHEET
PLEASE READ ALL INSTRUCTIONS CAREFULLY.
The Federal government, the State and the Community Colleges of California have joined in assessing the most critically important aspects of each subject for students to learn. These are termed Course Learning Objectives (CLO). In order to successfully pass a course with a C grade or better, a student should also pass each CLO – transferring the Objective to and Outcome. You are to provide me with your Course Learning Outcomes as you achieve them using the CLO Sheet below. There will be a single source / page used for each CLO in your course. Refer to the example. The completed CLO (Outcomes) goes into your Portfolio.
· Course Learning Objectives are the way in which the State assesses whether you are gaining the highest education possible AND they allow me to become a better professor.
· This is a Course Learning Objective Project. It is “take-home.” In the Project, you will address the CLO list (below) to guide your responses.
· You will pair up that CLO topic with a source about the topic, and will type one sheet / page on that CLO source using the guidelines and example provided. Each CLO topic will have one sheet / page dedicated to it.
You will type the Student Learning Objective. You will provide a source citation. You are to provide an abstract of the book(s) / article(s) - that is a summary that includes all major aspects of the piece. Then, you are to provide a critique of the book(s) / article(s) in three parts - that is to say, you should show; #1 how the book contributes to the understanding of the subject of your CLO (located near the top of the syllabus). Also #2, you should show how the book effectively communicates – how accessible is the information? And #3, you should show the intellectual background – or interpretive angle – the author is coming from. For instance, is the book taking a Marxist approach? Is it nationalist? Does it center on human rights issues? Is it a feminist approach? Would you say it was written by a liberal, or a conservative – why? This is the hard part. This last section is your analysis. You must decide where each book fits in the overall intellectual world.
GUIDELINES Remember, there is no re-write. And remember that the deadline is a firm deadline. There is no more of the semester left, so get any “bugs” worked out early. Do not procrastinate. There will be one source used per CLO. Each of the sources used must be handled in the below manner. There may be no UNREFEREED internet sources in entire the project.
On each page there will be a standard citation. If your source does not match the below example, refer to a style manual for the appropriate method. You will abstract the source in brief, and then critique it. All the stuff in bold will be on your papers. Each of these areas (citation, abstract, and critique) will have the titles placed as below between the double lines (the lines are just to demark the example. They need not be on the final copy).
=======================================
TEMPLATE:
Name (Your name goes here)
Class (example: History 119)
Course Learning Objective
#1. The student will gain knowledge of historic particulars and historical methodologies. (this is just a placeholder for the example – refer to your syllabus for your course’s CLOs)
Citation
Here should be a bibliographic-style citation of the source of material used in the paper. Example:
Smith, Al. American Cultures: Readings in Social and Cultural History. Dubuque, Iowa: Kendall-Hunt. 2000.
Citations will duplicate the above standard format. Sources may be from articles, books, documentaries, lectures, and personal communications from qualified historians. There should be no sources that are internet information bases, such as Encarta or Wikipedia.
Abstract
No less than 100 words that distill the work in question into simple clear statements of meaning and content. If you have never done a summary or abstract of a written work, go to the library & look for The Historical Review, or some other review. Also, the ‘net may provide examples.
Critique
No less than 150 words (total) that discuss how the work in question helped you understand the Course Learning Objective.
#1 This is where you show how the book contributes to the understanding of the subject of your CLO (located at the top of the syllabus). Use the specific language from the CLO when giving specific examples from your chosen source.
#2, Is this a high accessible source? Does it use a lot of jargon – specialized vocabulary? Does it have graphics and illustrations? Grade it with an “A” “B” “C” “D” grade and say why.
#3, you should show the intellectual background of the author of your source. Look her/him up on the internet. This is where you tell me what type of interpretive angle (Feminism, etc.) the historian is using to explain persons, events, or phenomenon of history. Is religion prominent? What social institutional values are being reflected? Is there a cultural aspect of the presented material?
Each and every page should look like the example (below) and should fulfill the requirements (above), but with your content.
You MUST paginate (number) the pages. There will one such page for each CLO.
The below example is a single sample page from an “A” exam from last year
EXAMPLE
Name: XXXXXXXXXXXXXX
Class: History 119 (online)
Course Learning Objective
#6. The student will demonstrate an understanding of civil rights and human rights in the historical context of the period.
Citation
Marshall, Samantha. “Vietnamese Women Are kidnapped And Later Sold in China as Brides.” The Wall Street Journal 3 August 1999.
Abstract
Samantha Marshall writes in The Wall Street Journal an exploration of human trafficking across the border between Vietnam and China. Her article “Vietnamese Women Are Kidnapped And Later Sold as Brides” tells the account of a young Vietnamese girl named Miss Hoan who sought employment to help her poor family. She travels to Hanoi, where she is offered a factory job but is actually being tricked into being sold as a bride in China. Unaware of her surroundings, she is dropped off across the border into China and is auctioned off to a Chinese family. At the Auctioneer’s home, she is surrounded by many other young girls who are very scared. Miss Hoan is able to write home and her brother rescues her. He saves her with the help of the Vietnamese consulate. She is ashamed of her experience and now struggles with not ruining her family’s reputation.
Critique
#1 Course Learning Outcome: This article focuses on the human right to be free from slavery as addressed by the Universal Declaration of Human Rights, Article 4. One specific issue of slavery is human trafficking which this article touches upon. While one might think of human trafficking as a crime that usually takes place between countries thousands of miles apart (i.e. Eastern European girls sold across the world to the U.S.), this article sheds light into human trafficking between countries that share a border. Miss Hoan, like many other women around the world was sold against her will, like a commodity and was left without dignity that all human beings deserve. This narrative standpoint shows us that human trafficking is a commonplace in many areas of the world, as is evident in the part of the article that describes the many scared women waiting to be auctioned.
#2 book / article comparison: Although this article clearly showed human trafficking from the standpoint of the victims, the article by the World Health Organization (WHO) author Thomas Stevens, added a greater statistical understanding of the global impact of trafficking. Both articles complement each other, unlike the contrary article by the fundamentalist Mormon (Dr. Young) which seemed to support the idea that women are a kind of God-give property.
#3 intellectual background of the author: Miss Marshall seemed to be a human rights advocate and a Feminist. The evidence for this is in such statements as: “This scene was not shocking to the people of China because it is commonplace, as families gathered around to place the highest bid… women are being sold into a neighboring country does not make it less of a crime.” Overall the content of the narrative is one of a survivor of gender based slavery. The sense of fear, shame, and outrage all support the assessment that Miss Marshall is a committed activist.
Page 1
=============================================================
We will have an open Final discussion of the course theme during Final exams. This is worth 100 points.
=============================================================
#10 - COMMUNITY SERVICE PROJECT
Social Justice Student Choice Project. Each student will propose a Social Justice / Community Service project. One-paragraph proposals are due week #8.
This is your part in history. It is an opportunity to engage in community service, service learning, personal and professional development. Students will identify and assess a goal – submit a proposal of 1 page or less for instructor approval – then complete the project YOU selected! (Don’t worry if you can’t think of something, now – I have plenty to choose from). Then, you will document the community service for your class (ask about how to record your specific project!).
This page is host to community service opportunities. While service to the community is in itself rewarding (you may already be doing some!), you may also find it an avenue to better understanding your own personal or educational goals. You may even find community service to be a route to professional connections and advancement. Community service looks REALLY good on scholarship applications and job applications.
As the semester progresses, I will be receiving e-mails, etc., about opportunities for community service. I will post them here. These are some ideas:
Advocates For Justice
Amnesty International
Wounded Warrior Project
Haven Women's Shelter
Due: This needs to be in the Portfolio by week 15.
This is worth 100 points.
NO TEMPLATE.
=============================================================
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.
Syllabus copyright 1999 Martha J. Bianco. All rights reserved.
Permission to copy and use under "fair use" in education is granted,
provided proper credit is given.
Permission to copy and use under "fair use" in education is granted,
provided proper credit is given.