READING RESPONSE
DOCUMENT & READINGS CRITIQUE
> 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 responded to based on the format of the TEMPLATE below. That means you will summarize and compare all the readings in one Critique for Week #1 into ONE written form using the TEMPLATE provided below.
> Each area of the READING RESPONSE (Political Economy, Race, Gender, Class, etc. below) 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).
> SEND NO ATTACHMENTS!!
When you have completed the CRITQUE on your computer, you should keep a copy as back-up. Send the completed work into Blackboard on the due date. ALL SOURCES MUST BE CITED. 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 CRITQUE should be about two pages.
> Each area of the READING RESPONSE (Political Economy, Race, Gender, Class, etc. below) 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).
> SEND NO ATTACHMENTS!!
When you have completed the CRITQUE on your computer, you should keep a copy as back-up. Send the completed work into Blackboard on the due date. ALL SOURCES MUST BE CITED. 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 CRITQUE should be about two pages.
DOCUMENT & READINGS CRITIQUE
INSTRUCTIONS & DEFINITIONS
- POLITICAL ECONOMY – Considering that no one wants to be poor, describe how the documents illuminate the flow of wealth and power. Who evaluates labor? Who fixes prices? Is there such a thing as a “free market?” Is there “fair trade?’ How are poverty and wealth linked? Who does the work, and how are profits distributed? How were (are) wealth and power linked? Specifically who controlled what/whom, and how?
- RACE – How did the events in the documents reflect ideas on race and racism of the times? Who is omitted? Why is race important? Has Race been constructed in different ways other than skin color? What about religion, place of origin, language?
- GENDER – Gender is a social construct – it is NOT biological sex. What evidence do the documents give of how genders of the times related? What did it mean to “be a man?” What did it mean to “be a lady?” What influences you to grow into “manhood” or “womanhood?” What were the relative conditions of men, women, gays, lesbians, bisexuals, and trans-gendered (GLBT) in the documents? Describe any movements or organizations involving gender
- CLASS / SOCIAL STRATIFICATION – Class is an evaluation of a person’s economic access and opportunity. Upper-class people have more wealth and material culture than middle or underclass people. What is “working-class?” What evidence do the documents give of the different levels of economic access and social status of different groups? How do these levels develop and persist?
- SOCIAL / CULTURAL DEVELOPMENTS – Culture and society are inextricably linked. One – culture – represents the individual, while the other – society – represents groups and their relationships. Culture is the set of conscious AND unconscious beliefs about the way the world should work. Culture effects the way we each make individual decisions about behavior. We act as we believe we should act. The sum of our personal experience is our culture. It is the individual’s “tool kit” for day-to-day survival. Society is an artificial construct. Not artificial as in “fake,” but artificial as in “a work of art” – of human creation. It is the set of formal AND informal institutions that control and govern group behavior. Laws, corporations, governments, religious organizations are all examples of social institutions. So are Social Justice Movements like unions or the Women’s Rights Movements.
REMEMBER TO CITE YOUR SOURCES!!
SEND NO ATTACHMENTS!!
SEND NO ATTACHMENTS!!
Template
Copy and use this template (between the double lines, below) for all your CRITIQUES. Keep the definitions and instructions handy for reference. Type in all areas on the template and:
A, copy-and-paste the completed form directly into Blackboard.
A, copy-and-paste the completed form directly into Blackboard.
NAME:
COURSE:
CRITIQUE #:
CRITIQUE TITLE <you insert title here>
1. POLITICAL ECONOMY –
1, Show one government (or corporate) action / program that controlled labor or the concentration / redistribution of wealth:
2. RACE –
1, Summarize at least one historical example defining Race / Racism or Redemption:
3. GENDER –
1, Describe the socially acknowledged genders by their defining characteristics:
4. CLASS / SOCIAL STRATIFICATION –
1, Describe “upper class”:
2, Describe “middle class”:
3, Describe “working class”:
3, Describe “under class”:
5. SOCIAL / CULTURAL DEVELOPMENTS –
1, Religion(s):
2, Science / technology:
3, The Arts:
4, Government:
5, Guilds, unions, business, & corporations:
6, Social Justice Movements:
COURSE:
CRITIQUE #:
CRITIQUE TITLE <you insert title here>
1. POLITICAL ECONOMY –
1, Show one government (or corporate) action / program that controlled labor or the concentration / redistribution of wealth:
2. RACE –
1, Summarize at least one historical example defining Race / Racism or Redemption:
3. GENDER –
1, Describe the socially acknowledged genders by their defining characteristics:
4. CLASS / SOCIAL STRATIFICATION –
1, Describe “upper class”:
2, Describe “middle class”:
3, Describe “working class”:
3, Describe “under class”:
5. SOCIAL / CULTURAL DEVELOPMENTS –
1, Religion(s):
2, Science / technology:
3, The Arts:
4, Government:
5, Guilds, unions, business, & corporations:
6, Social Justice Movements:
REMEMBER TO CITE YOUR SOURCES!!
SEND NO ATTACHMENTS!!
SEND NO ATTACHMENTS!!
Example Reading Response
(REMEMBER: this example is just a little long. A full paragraph of at least 7 sentences is required in each numbered area)
NAME: XXXXXXXXXXXX
COURSE: History 119 Online
CRITIQUE#: 8
CRITIQUE TITLE: Chapter 18
1. POLITICAL ECONOMY –
In this chapter, Zinn discusses the Vietnam war in depth. The Vietnam War was a Cold War-era military conflict that occurred in Vietnam, Laos, and Cambodia from November 1, 1955 to the fall of Saigon on April 30, 1975. The U.S. government participated in the war as a way to prevent a communist takeover of South Vietnam. The North Vietnamese government and Viet Cong viewed the conflict as a colonial war, fought initially against France, backed by the U.S., and later against South Vietnam. U.S. military involvement ended on August 15, 1973 as a result of the Case–Church Amendment passed by the U.S. Congress. The capture of Saigon by the Vietnam People's Army in April 1975 marked the end of the war, and North and South Vietnam were reintegrated the year after.
2. RACE –
The Vietnam War saw the highest proportion of blacks ever to serve in an American war. During the height of the U.S. involvement, blacks made up 12.6 percent of the soldiers in Vietnam. “ Wallace Terry, a black American reporter for Time magazine, taped conversations with hundreds of black soldiers; he found bitterness against army racism, disgust with the war, generally low morale. More and more cases of "fragging" were reported in Vietnam—incidents where servicemen rolled fragmentation bombs under the tents of officers who were ordering them into combat, or against whom they had other grievances.” (Zinn, Page 495).
3. GENDER –
Women served in the Vietnam war – some volunteering themselves to be soldiers, but most of the time, volunteering or recruited for clerical or medical duties. “Between 1962 and 1973, according to Department of Defense statistics, approximately 7,500 women served on active military duty in Vietnam.” (http://www.deanza.edu). The meaning of being a "man" was also affected by the war. Men who were ant-war often wore long hair as part of their protest. Traditional American men called them "hippies" or "fags." Also, the real gay and lesbian people began the Gay Liberation Front" to protest abuses to gays (Smith: 395).
4. CLASS / SOCIAL STRATIFICATION –
1. Describe “upper class”: The people serving in the upper class beat the war financially, and were probably participating in other ways – politically or with volunteer work, like donations, bonds, etc.
2. Describe “middle class”: The Middle class suffered a bit during the war because of the attention they were getting from different protests. “The publicity given to the student protests created the impression that the opposition to the war came mostly from middle-class intellectuals.” (Zinn, Page 491).
3. Describe “working class”: Working class was also forced to volunteer, but a majority of them also stayed behind to work, and especially during war, factory commissions were nearly quadrupled and man-power was needed.
4. Describe “under class”: Those being forced into the draft or forced to volunteer and participate in the war – these men and women were selected because other people of working and middle class either protested against the war or refused to sign on or volunteer.
5. SOCIAL / CULTURAL DEVELOPMENTS –
1. Religion(s): “The effect of the war and of the bold action of some priests and nuns was to crack the traditional conservatism of the Catholic community.At Boston College, a Catholic institution, six thousand people gathered that evening in the gymnasium to denounce the war.” (Zinn, Page 490).
2. Science / technology: A new variety of weapons were invented and used between the different armies of the Vietnam war. In 1961 and 1962, the Kennedy administration authorized the use of chemical weapons to destroy vegetation and food crops in South Vietnam. New machine guns were being tested and the elimination of large groups of people by dropping bombs with new mainstream aircrafts like the MiG-17 fighter plane.
3. The Arts: Few people spoke out against the war unless they were in a large group protesting. Even fewer wrote about it, but one man in particular was set out against the war that it even took the FBI months to find him. “When his appeals had been exhausted, and he was supposed to go to prison, Daniel Berrigan disappeared… he hid inside a giant figure of the Bread and Puppet Theatre which was on stage, was carried out to a truck, and escaped to a nearby farmhouse. He stayed underground for four months, writing poems, issuing statements, giving secret interviews, appearing suddenly in a Philadelphia church to give a sermon and then disappearing again, baffling the FBI, until an informer's interception of a letter disclosed his whereabouts and he was captured and imprisoned.” (Zinn, Page 489).
4. Government: John F Kennedy instigated the war and Lyndon B Johnson intensified it. People struggled after Kennedy was assassinated especially during an inclined emotional time during the war. It wasn’t until President Johnson began the War on Poverty and Headstart programs that government seemed to be helping. His civil rights laws were well received by everyone (Smith: 72-106).
5. Guilds, unions, business, & corporations: There wasn’t a lot of upper class or middle class support for many guilds or unions, but a lot of the protest backing came from a large group of underfunded or not as wealthy people who banded together. “But most of the antiwar action came from ordinary GIs, and most of these came from lower-income groups—white, black, Native American, Chinese, and Chicano. (Chicanos back home were demonstrating by the thousands against the war.)” (Zinn, Page 495).
6. Social Justice Movements: When the Vietnam War started only a small percentage of the American population opposed the war. The first march to Washington against the war took place in December, 1964. Only 25,000 people took part but it was still the largest anti-war demonstration in American history. As the war continued, more and more Americans turned against it. People were particularly upset by the use of chemical weapons such as napalm and Agent Orange.
COURSE: History 119 Online
CRITIQUE#: 8
CRITIQUE TITLE: Chapter 18
1. POLITICAL ECONOMY –
In this chapter, Zinn discusses the Vietnam war in depth. The Vietnam War was a Cold War-era military conflict that occurred in Vietnam, Laos, and Cambodia from November 1, 1955 to the fall of Saigon on April 30, 1975. The U.S. government participated in the war as a way to prevent a communist takeover of South Vietnam. The North Vietnamese government and Viet Cong viewed the conflict as a colonial war, fought initially against France, backed by the U.S., and later against South Vietnam. U.S. military involvement ended on August 15, 1973 as a result of the Case–Church Amendment passed by the U.S. Congress. The capture of Saigon by the Vietnam People's Army in April 1975 marked the end of the war, and North and South Vietnam were reintegrated the year after.
2. RACE –
The Vietnam War saw the highest proportion of blacks ever to serve in an American war. During the height of the U.S. involvement, blacks made up 12.6 percent of the soldiers in Vietnam. “ Wallace Terry, a black American reporter for Time magazine, taped conversations with hundreds of black soldiers; he found bitterness against army racism, disgust with the war, generally low morale. More and more cases of "fragging" were reported in Vietnam—incidents where servicemen rolled fragmentation bombs under the tents of officers who were ordering them into combat, or against whom they had other grievances.” (Zinn, Page 495).
3. GENDER –
Women served in the Vietnam war – some volunteering themselves to be soldiers, but most of the time, volunteering or recruited for clerical or medical duties. “Between 1962 and 1973, according to Department of Defense statistics, approximately 7,500 women served on active military duty in Vietnam.” (http://www.deanza.edu). The meaning of being a "man" was also affected by the war. Men who were ant-war often wore long hair as part of their protest. Traditional American men called them "hippies" or "fags." Also, the real gay and lesbian people began the Gay Liberation Front" to protest abuses to gays (Smith: 395).
4. CLASS / SOCIAL STRATIFICATION –
1. Describe “upper class”: The people serving in the upper class beat the war financially, and were probably participating in other ways – politically or with volunteer work, like donations, bonds, etc.
2. Describe “middle class”: The Middle class suffered a bit during the war because of the attention they were getting from different protests. “The publicity given to the student protests created the impression that the opposition to the war came mostly from middle-class intellectuals.” (Zinn, Page 491).
3. Describe “working class”: Working class was also forced to volunteer, but a majority of them also stayed behind to work, and especially during war, factory commissions were nearly quadrupled and man-power was needed.
4. Describe “under class”: Those being forced into the draft or forced to volunteer and participate in the war – these men and women were selected because other people of working and middle class either protested against the war or refused to sign on or volunteer.
5. SOCIAL / CULTURAL DEVELOPMENTS –
1. Religion(s): “The effect of the war and of the bold action of some priests and nuns was to crack the traditional conservatism of the Catholic community.At Boston College, a Catholic institution, six thousand people gathered that evening in the gymnasium to denounce the war.” (Zinn, Page 490).
2. Science / technology: A new variety of weapons were invented and used between the different armies of the Vietnam war. In 1961 and 1962, the Kennedy administration authorized the use of chemical weapons to destroy vegetation and food crops in South Vietnam. New machine guns were being tested and the elimination of large groups of people by dropping bombs with new mainstream aircrafts like the MiG-17 fighter plane.
3. The Arts: Few people spoke out against the war unless they were in a large group protesting. Even fewer wrote about it, but one man in particular was set out against the war that it even took the FBI months to find him. “When his appeals had been exhausted, and he was supposed to go to prison, Daniel Berrigan disappeared… he hid inside a giant figure of the Bread and Puppet Theatre which was on stage, was carried out to a truck, and escaped to a nearby farmhouse. He stayed underground for four months, writing poems, issuing statements, giving secret interviews, appearing suddenly in a Philadelphia church to give a sermon and then disappearing again, baffling the FBI, until an informer's interception of a letter disclosed his whereabouts and he was captured and imprisoned.” (Zinn, Page 489).
4. Government: John F Kennedy instigated the war and Lyndon B Johnson intensified it. People struggled after Kennedy was assassinated especially during an inclined emotional time during the war. It wasn’t until President Johnson began the War on Poverty and Headstart programs that government seemed to be helping. His civil rights laws were well received by everyone (Smith: 72-106).
5. Guilds, unions, business, & corporations: There wasn’t a lot of upper class or middle class support for many guilds or unions, but a lot of the protest backing came from a large group of underfunded or not as wealthy people who banded together. “But most of the antiwar action came from ordinary GIs, and most of these came from lower-income groups—white, black, Native American, Chinese, and Chicano. (Chicanos back home were demonstrating by the thousands against the war.)” (Zinn, Page 495).
6. Social Justice Movements: When the Vietnam War started only a small percentage of the American population opposed the war. The first march to Washington against the war took place in December, 1964. Only 25,000 people took part but it was still the largest anti-war demonstration in American history. As the war continued, more and more Americans turned against it. People were particularly upset by the use of chemical weapons such as napalm and Agent Orange.
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.