H301Worksheets

H301 Historians' Craft

H301 Worksheets

Reading Updated, articles are posted on Moodle

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WORKSHEET #1: In-Class Ideas

1-What historical time and space interests you?

Ancient history, Greece or Rome? The era of exploration? The nineteenth century? Are you most intriqued with the history of China or Asia? Europe or the American West? Beijing or Cincinatti? What research question is of most interest to you?

2-What kinds of historical questions most interest you?

Are you most interested in intellectuals and the history of ideas? Are you interested in biography? Or are you most interested in social history and the past experiences of common people? Are you curious about Issues of class, race, or gender?

2-What kinds of primary sources could you use to answer these questions? What kinds of primary sources might you find interesting?

3-There are individual records, diaries, autobiographies, newspapers, magazines, radio programs, pieces of art, or music--to name a few.

4-How could these sources help you to answer your questions?

5-QUESTION & PRIMARY SOURCES: Biography

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WORKSHEET #2: Draft Proposal

For your DRAFT PROPOSAL, please work most on your QUESTION and your PRIMARY SOURCES. For example, if you are going to do BIOGRAPHY, your primary sources might be autobiography, memoirs of your person or people they knew, or newspaper articles. You might find your sources first, then form your question. Regarding your question, express a specific curiosity about your person, a thoughtful question that can be answered given your primary sources. Spend some time looking through the library and/or databases discussed in class.

Your proposal should be in the following form; please scroll down for further explanation--again, please work most on your question and your primary sources. Please ANNOTATE your PRIMARY SOURCE bibliography.

1. QUESTION--Focus your question on a person for whom their is an autobiography

2. METHOD-Biography

3. BIBLIOGRAPHY

A. PRIMARY SOURCES--annotate to explain how you think these sources will be most helpful. Choose an AUTOBIOGRAPHY for your primary source (you can add others if you like--newspaper articles, etc.)

B. SECONDARY SOURCES--annotate to explain how you think these sources will be most helpful. You need AT LEAST THREE book-length BIOGRAPHIES and 1-3 ARTICLES. After searching through the library/ databases, you might have up to 15 secondary sources though you likely will not use them all. It might be useful to gather together those sources you find most useful in the event you need more information--but you will want to rank your secondary sources in the order of importance. Perhaps the more recent studies are most important, or perhaps you will want to look at the progression of ideas on your topic by choosing one of the earliest works up to the most recent.

1. PUBLISHED BOOKS

2. RECENT ARTICLES

4. HYPOTHESIS

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1. QUESTION & INTRODUCTION

I suggest you begin writing and thinking about your question with an introduction--you can include your reasons for choosing your topic, and begin introducing it with the basics. For most of you, you may want to write a brief and concise timeline of significant events regarding your topic as well. In any case, introductions involve conveying the basics of your subject, and also require catching the attention of the readers. Begin getting these ideas down, and you have taken the first steps in writing your paper. ASK A QUESTION ABOUT A PERSON WHO HAS WRITTEN AN AUTOBIOGRAPHY.

2. METHOD

How can you answer your question using primary sources? How can you use primary sources to understand change over time? Can you answer your question with biography? Oral History? Official documents? Newspapers? (and PROQUEST, available through the library, provides indexed copies of LA TIMES, NY Times, & The Chicago Defender) Census records? Archives of letters, pictures, scrapbooks, notes, etc.? Diaries? Maps? Radio or early television broadcasts? Film? Use your imagination--what is the best way to answer your question with primary sources? IN THIS CLASS, OUR METHOD WILL BE BIOGRAPHY.

Exactly how are your going to answer your question, and which part of it will you answer with your primary sources? Secondary sources? Your method is the way in which you will use your sources to answer your question. Here the primary sources are critical--your reading and interpretation of the primary sources is what makes the work yours--your insights result in your contribution to the writing of history.

3. BIBLIOGRAPHY-SOURCES

For most of you, you will need to be selective--perhaps you might want to list a few more sources than you will be able to read, but the idea here is to select out the sources you will be able to read in one semester. This is the heart your work for the semester, and this is why it is important for you to spend MUCH TIME putting your bibliography together. Use the bibliographic form discussed in class and found in Turabian. Divide your bibliography into Primary and Secondary Source sections.

A. PRIMARY SOURCES

You need to identify a body of primary sources that you can read carefully within the 16 week semester, and that will give you insight into possible answers to your question. If you are having difficulties narrowing down a question, you might begin here, by looking for interesting documents. You should choose primary evidence that is interesting to you. YOUR PRIMARY SOURCE WILL BE AN AUTOBIOGRAPHY, AND CAN INCLUDE OTHER SOURCES AS WELL

B. SECONDARY SOURCES (most critical to your topic--again, be selective)

What are the MOST important secondary sources on your topic? Because your time is limited, you need to SELECT the MOST important sources on your topic. Look for work done in book form, as well as the most RECENT work. For the most RECENT work, it is important to look at the article literature--and I usually begin with JSTOR, and then look at EBSCO HOST. JSTOR will include the scholarly journals of the major journals in any given field, then EBSCO HOST includes a larger and more popular array of periodicals.

SELECTION is the key word here, and it means looking through the library and a variety of databases. This takes TIME to do--and if you take the time it will be well worth it. From the variety of sources you look through, choose the most significant to your question. The BIBLIOGRAPHY that you develop for your proposal should include, if possible, about five or so more sources than you can actually look at--in this way, if you have difficulties getting your first choices, you will have others to use.

1-BOOKS

The most important book-length studies on your topic. YOU WILL CHOOSE AT LEAST THREE BIOGRAPHIES ON YOUR SUBJECT, AND YOU CAN INCLUDE OTHER TYPES OF SECONDARY SOURCES THAT WILL BE HELPFUL

2-RECENT ARTICLES (Check JStor, EBSCO Host, etc.)

Are there recent articles written on your topic? In which years are there most articles written about your topic. Why? INCLUDE ONE TO THREE OF THE MOST RECENT ARTICLES YOU CAN FIND.

4. HYPOTHESIS

Finally, your proposal should include a hypothesis, an educated guess about what you think you will find. Putting words to any expectations you might have is important. If you are aware of these expectations, then you can take care to put them aside as you read your primary sources so you don't READ-IN your own ideas. What do you think your answer will be, what do you think you will find?

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WORKSHEET #3: Library Treasure Hunt

1. Go to the Oviatt Library and choose a book from each of the following areas listed below. Write the call numbers of the books you have chosen, then copy the Imprint* Page of each (and attach them to your work).

American History ___________________________

History of Religions _________________________

History of Iraq_______________________________

*Imprint \Im"print\, n. [Cf. F. empreinte impress, stamp. See Imprint, v. t.] Whatever is impressed or imprinted; the impress or mark left by something; specifically, the name of the printer or publisher (usually) with the time and place of issue, in the title-page of a book, or on any printed sheet. "That imprintof their hands." --Buckle.[1913 Webster] (From the Collaborative International Dictionary of English v.0.48, found online at: http://onlinedictionary.datasegment.com/word/imprint)

2. In the reference area, find a biographical encyclopedia of interest, then enter its title and call number below:

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3. Take a look at the Oviatt directory in the lobby, or look at one of the flyers on library services. What kinds of collections does the library own--what forms (i.e. , the Media Library), and what kinds of services are offered to students?

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What specialized libraries are located on campus?

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What kinds of archival materials are located at CSUN?

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4. Find a computer terminal and look for the CSUN Homepage. Explore the campus homepage and website. Find the listing of "Research Centers and Institutes"--list TWO that look interesting to you.

1._________________________________________________________________________________

2._________________________________________________________________________________

5. At the computer terminal, find the CALL NUMBER for Richard Shenkman's Legends, Lies & Cherished Myths of World History. _____________________________________________________

6. Find the AUTHOR, PUBLISHER, and PUBLICATION DATE for a book entitled, William Morris: Romantic to Revolutionary. ___________________________________________________________

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7. Survey of the Journal of American History. At a computer terminal, find the JSTOR Database; enter JSTOR; find “search,” and then find History Journals. How many journals are used in this database? How many in the discipline of history? List 5 of the history journals used that look interesting to you, that would be helpful to your research.

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

Next, in JSTOR, go to “Browse Journals” and look for Reviews in American History, No. 1, March 1973. Look at the Table of Contents for this volume, then click: "Welfare and Poverty in American History." Who wrote this review, and what books were reviewed?

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8. Look through the list of library databases at the Oviatt Library. Which ones look most interesting to you? List five of possible interest.

1_________________________; 2____________________________; 3____________________________;

4____________________________; 5____________________________.

9. Find “Dissertation Abstracts” in the library databases. Find an abstract for a dissertation on a topic of interest to you, and possibly your paper, and write its author and title below.

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10. Survey of The American Historical Review (AHR). Browse JSTOR for The American Historical Review, and find the volume for December of 1989. Find the Table of Contents for this issue, and look for the section entitled, “Book Reviews.” How are the book reviews arranged. Which category is of most interest to you?_______________________________________________________________________________

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FINAL ANNOTATED RESEARCH PROPOSAL (15%/ 60 pts)

1. Question & Introduction (state your question and write a brief explanation below)

2. Method: How will you use your primary sources to answer your question?

3. Bibliography (w/ citations as discussed in class) -- with notes regarding anticipated usefulness

A. Primary Sources

(you can arrange this is a way that will help you with your research, perhaps in chronological or priority order)

B. Secondary Sources (this bibliography should be put in alphabetical order by author)

1. Books (book-length studies)

2. Articles

4. Hypothesis (Expanded Version)

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WORKSHEET #4: Proposal Critique

You will be assigned a Proposal Critique author. One copy for the author, one copy for the instructor.

Thoughtfully critique your classmate's proposal--evaluate your classmate's proposal in a way in which you would like your own work critiqued. Be thoughtful, clear, and encouraging. If you find fundamental problems, how can they be fixed? How might you fix them?

Is the question clear? Is it an analytical "why" question?

Do the method and primary sources answer the question, or part of it?

Do you see any problems?

Do the primary and secondary sources seem adequate for answering the question?

Has the author, do you think, put expectations fully into words, along with his/her reasoning?

Do you see any problems? If so, how might you suggest fixing them?

What grade would you give this proposal?

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WORKSHEET #5: Primary Source Notes #1

I encourage you to design your project, and to approach your questions, with passion and strong ideas--if they be the fuel for your project. What are your expectations? Be bold in putting together your hypothesis, your statement about what you expect to find. THEN, when you begin reading your primary sources, be critical of your own view--be aware of any information which may change your ideas altogether. When reading, be open to any information which may counter your original ideas.

I am only assigning TWO primary source notes as homework, and you may want to write more as you read your primary sources. The idea here is that you write briefly after reading your primary sources to record insights gained. These notes will help you to write your primary source essay.

The FOLLOWING ASSIGNMENT should NOT necessarily be lengthy. It should, however, be THOUGHTFUL regarding your primary sources. Include the following:

Primary Source Read: Include a FULL CITATION of your primary source at the top.

What insights have you gained? Have you found any answers to your question?

List your insights, along with page numbered references, quotes, or photocopied pages important to the support of your conclusions.

Has your reading raised MORE questions? Questions you have never before thought about? What additional questions has your reading raised?

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WORKSHEET #6: Primary Source Notes #2

The FOLLOWING ASSIGNMENT should NOT necessarily be lengthy. It should, however, be THOUGHTFUL regarding your primary sources. Include the following:

Primary Source Read: Include a FULL CITATION of your primary source at the top.

What insights have you gained? Have you found any answers to your question?

List your insights, along with page numbered references, quotes, or photocopied pages important to the support of your conclusions.

Has your reading raised MORE questions? Questions you have never before thought about? What additional questions has your reading raised?

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WORKSHEET #7: Primary Source Notes #3

The FOLLOWING ASSIGNMENT should NOT necessarily be lengthy. It should, however, be THOUGHTFUL regarding your primary sources. Include the following:

Primary Source Read: Include a FULL CITATION of your primary source at the top.

What insights have you gained? Have you found any answers to your question?

List your insights, along with page numbered references, quotes, or photocopied pages important to the support of your conclusions.

Has your reading raised MORE questions? Questions you have never before thought about? What additional questions has your reading raised?

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PRIMARY SOURCE ESSAY (10 %/ 40 pts)

A 6 to 8 page essay answering your original question with your primary sources. This should be a formal essay, with an Introduction and thesis paragraph, essay body, and conclusion. Answer your question as if these are the only sources that exist to answer your original question.

Begin by considering the insight gained from your primary sources, what 3-6 points regarding your original question might you conclude based on these sources? You might put these points, and the evidence that supports them, on index cards as we did in preparation for the quiz. Write your conclusions in paragraph form.

Or you might want to begin by writing a paragraph or to about each significant point evident from your research--write down the point, then explain and expand with examples from your sources. Then you might write your conclusions.

After you have your conclusions, you may then put together a thorough THESIS STATEMENT that brings together your points of insight used to answer your original question. Remember, you may also find that there is no answer to your question, or that you have gained only partial insight based on your primary sources.

* * * * * *EXAMPLE* * * * * *

A. HOW YOU MIGHT DEVELOP YOUR PRIMARY-BASED RESEARCH INTO A THESIS:

Gather together your thoughts so far, based on your primary sources, and make an expanded outline--to help your write your essay, an outline organized around an answer to your original question. For example:

(Question) What was the role of women writers in the production of the modern daily newspaper after the Civil War, as from 1868 to 1900?

(Summary of Findings) The identified writing of women is found in the weekend editions of San Francisco's mass circulating dailies, especially in the weekend "magazine" pages, and on the front pages as "lady correspondents." (summarize of the most important insights found in your primary documents).

List Evidence:

1. Women Correspondents

Explanation of examples: SF Bulletin (23 Nov 1868), p. 1; SF Chronicle (20 Nov 1868), p.1, etc.

2. Women wrote book reviews

Explanation of examples: SF Call (22 Nov 1868), SF Examiner (20 Nov 1890), p.9, etc.

3. Women wrote theater reviews

Explanation of examples: SF Call (22 Nov 1868) p.6, SF Examiner(19 Nov 1889) p.11, etc.

4. Women who wrote fiction and articles on food, family, etc. . . .

ONCE YOU HAVE GATHERED TOGETHER YOUR FINDINGS, THEN WRITE A THESIS THAT PULLS THEM TOGETHER:

"As correspondents and as magazine writers for the weekend editions of San Francisco's largest mass-circulating dailies, women created traditions for both the feature writing of the nineties and the form of the modern daily press of the twentieth century."

B. ONCE YOU HAVE YOUR THESIS, the most difficult task, then you can build a solid outline for your primary source essay-- one linked to your overall argument. For example, an essay outline for the above example might be:

1-INTRODUCTION: Women and the press in S.F.

2-THESIS PARAGRAPH: (THESIS) As correspondents and as magazine writers for the weekend editions of San Francisco's largest mass-circulating dailies, women created traditions for both the feature writing of the nineties and the form used in the modern daily press of the twentieth century. (BRIEF EXPLANATION) Women wrote front page correspondence, along with fiction, book reviews, and pieces on food and family issues for the expanding weekend editions of the largest dailies. (A BRIEF STATEMENT OF ORGANIZATION OF ESSAY TO FOLLOW) Exploring the correspondence and magazine writing of women in the early years of the San Francisco press, we can then understand their impact on the nature and form of the modern daily newspaper.

ESSAY BODY:

(Having briefly introduced the organization of the esay to follow, the body of your paper should flow together well and the reader will know exactly what to expect)

1-Women Correspondents and feature writing

2-Women "Magazine Writers" of the dailies and the modern newspaper form:

3-Impact of women writers on nature and form of the modern daily in S.F.:

A-growth of feature writing

B-growth of weekend editions

C-overall expansion of daily size, financed by popular weekend editions

CONCLUSION: Women writers had a definitive impact on the nature, form, and size of the modern daily in S.F.

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WORKSHEET #8: Book Reviews

Take a look at the SECONDARY SOURCES on your BIBLIOGRAPHY. Go to JSTOR and find TWO book reviews on one of your secondary sources. Read these book reviews, then evaluate:

What is the purpose of these book reviewers?

What kind of information do they tell the reader?

What is the organization of these book reviews, the format?

Are these book reviews organized in a similar fashion?

Do you find these book reveiws helpful? Why or why not?

Do these reviewers reveal more questions about your topic? What questions do you have about your topic after reading them?

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SECONDARY BOOK REVIEW #1 (5%/ 20 pts)

The first of your THREE+ book reviews is graded. Use the critical questions we have used in class, along with looking up JStor book reviews on your book. Be sure to cite properly. Please note that I am only assigning THREE book reviews to turn in, but you should write one for each of the secondary sources you use--this will make the writing of your historiographic essay easier.

Your book review should include the following elements--but make sure it is in ESSAY FORM--please do not list answers to the following answers. Write your book review in essay form, use the book reviews you find as templates. Please write your review in ESSAY FORM, and use reference notes and bibliography for any reviews or other books used.

Summarize the arguments found in your book-- WHAT does the author say?

What is his/ her interpretation?

What evidence/ primary sources does he/she use? How does the author use the evidenc?

Read critically. Evaluate the author's argument--what are his/her weaknesses? Strengths?

What is your opinion? Do you agree or disagree? Why?

What FURTHER questions does he/ she raise? What ELSE do you want to know?

Who is the author? Why do you think the author writes on this topic?

Are there book reviews written on this book? (Check JStor, EBSCO Host) --cite these properly in your BOOK REVIEW.

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WORKSHEET #9: Critical Thinking & Seminar Preparation

A) HISTORIOGRAPHY GALLOIS ON TIME (find this in Moodle)
According to Gallois, what are examples of different ideas about time? How do you see history?

1-William Gallois, "The Varieties of Time" and "Theorizing Time" from Time, Religion and History: History Concepts, Theories and Practice (Edinburgh Gate, U.K.: Pearson Education, Limited, 2007), 13-50.

B) CRITICAL READING, SEMINAR PREPARATION & DISCUSSION: Story/ Laurie on The New Right (find this in Moodle)

2-Bruce Laurie and Ronald Story, "Introduction" form The Rise of Conservatism in America, 1945-2000 (Boston, Ma: Bedford/ St. Martin's, 2008), 1-32.

1- What is the article/ excerpt about?

2-Summarize the author/s' overall argument? What is his/ her interpretation?

3-What evidence/ primary sources does he/she use? How does the author use these documents to make his/her point?

4-Read critically. Evaluate the author's argument--what are his/her weaknesses? Strengths?

5-What is your opinion? Do you agree or disagree? Why or why not?

6-What FURTHER questions does he/ she raise? What ELSE do you want to know?

7-Who is the author? Why do you think the author writes on this topic? (you can use web here to find basic info on the author)

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#10

WORKSHEET #10: Secondary Book Review #2

The first of your THREE+ book reviews is graded, above, while the second and third are checked off as assignments. Use the critical questions we have used in class, along with looking up JStor book reviews on your book. Be sure to cite properly. Please note that I am only assigning THREE book reviews to turn in, but you should write one for each of the secondary sources you use--this will make the writing of your historiographic essay easier.

Summarize the arguments found in your book-- WHAT does the author say?

What is his/ her interpretation?

What evidence/ primary sources does he/she use? How does the author use the evidenc?

Read critically. Evaluate the author's argument--what are his/her weaknesses? Strengths?

What is your opinion? Do you agree or disagree? Why?

What FURTHER questions does he/ she raise? What ELSE do you want to know?

Who is the author? Why do you think the author writes on this topic?

Are there book reviews written on this book? (Check JStor, EBSCO Host) --cite these properly in your BOOK REVIEW.

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#11

WORKSHEET #11: Critical Thinking & Seminar Preparation

A) HISTORY PROCESS Gilderhus, "Historical Consciousness in the Modern Age" & "Philosophy of History: Speculative Approaches" from History and Historians: A Historiographic Introduction (New Jersey: Prentice Hall, 2010), pp. 29-49 & 50-69,

Find TWO historians from each of these chapters that you find most interesting--what did he/she write about, what was there major work (s), why does Gilderhus tell us he/she was significant, and why do you find them interesting?

B) CRITICAL READING, SEMINAR PREPARATION & DISCUSSION: Article on Woodstock

In preparation for discussion, review this article with the following questions.

1- What is the article/ excerpt about?

2-Summarize the author/s' overall argument? What is his/ her interpretation?

3-What evidence/ primary sources does he/she use? How does the author use these documents to make his/her point?

4-Read critically. Evaluate the author's argument--what are his/her weaknesses? Strengths?

5-What is your opinion? Do you agree or disagree? Why or why not?

6-What FURTHER questions does he/ she raise? What ELSE do you want to know?

7-Who is the author? Why do you think the author writes on this topic? (you can use web here to find basic info on the author)

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#12

WORKSHEET #12: Secondary Book Review #3

Summarize the arguments found in your book-- WHAT does the author say?

What is his/ her interpretation?

What evidence/ primary sources does he/she use? How does the author use the evidenc?

Read critically. Evaluate the author's argument--what are his/her weaknesses? Strengths?

What is your opinion? Do you agree or disagree? Why?

What FURTHER questions does he/ she raise? What ELSE do you want to know?

Who is the author? Why do you think the author writes on this topic?

Are there book reviews written on this book? (Check JStor, EBSCO Host) --cite these properly in your BOOK REVIEW.

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#13

WORKSHEET #13: Critical Thinking & Seminar Preparation

A) HISTORY PROCESS Mark T. Gilderhus, "Philosophy of History: Analytical Approaches" & "Professional History in Modern Times" from History and Historians: A Historiographic Introduction (New Jersey: Prentice Hall, 2010), pp. 29-49 & 50-69,

B) CRITICAL READING, SEMINAR PREPARATION & DISCUSSION: Article on Disneyland

In preparation for discussion, review this article with the following questions.

1-Summarize the author/s' overall argument? What is his/ her interpretation?

2-What evidence/ primary sources does he/she use? How does the author use these documents to make his/her point?

3-Read critically. Evaluate the author's argument--what are his/her weaknesses? Strengths?

4-What is your opinion? Do you agree or disagree? Why or why not?

5-What FURTHER questions does he/ she raise? What ELSE do you want to know?

6-Who is the author? Why do you think the author writes on this topic? (you can use web here to find basic info on the author/s)

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#14

WORKSHEET #14: Secondary Book Review #4

Summarize the arguments found in your book-- WHAT does the author say?

What is his/ her interpretation?

What evidence/ primary sources does he/she use? How does the author use the evidenc?

Read critically. Evaluate the author's argument--what are his/her weaknesses? Strengths?

What is your opinion? Do you agree or disagree? Why?

What FURTHER questions does he/ she raise? What ELSE do you want to know?

Who is the author? Why do you think the author writes on this topic?

Are there book reviews written on this book? (Check JStor, EBSCO Host) --cite these properly in your BOOK REVIEW.

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#15

WORKSHEET #15: Secondary Article Reviews

Summarize the thesis and evidence for each of your articles (a couple paragraphs each);

how do these authors compare to the books you have read?

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QUIZ & Essay (5%/ 20 pts)

Class Quiz-the first two parts will be done in class, but you should

bring the last section with you--you should do this at home.

1) Historians (6 Matching Questions/ 7 pts)

Know the basics about the following historians--when and where he/ she lived; the basic ideas that he/ she are known for; and the title of his/ her major work. If it helps, you can make index cards for the following:

Herodotus	Niccolo Machiavelli	Georg Wilhelm Friedrich Hegel
Thucydides	Robin Collingwood	Karl Marx
Tacitus	Voltaire	Leopold von Ranke
St. Augustine, Bishop of Hippo	Giambattista Vico	Arnold Toynbee
Bede	Immanuel Kant	Isaiah Berlin

2) Book and Journal Citations as discussed in class (8 pts)

You will be given two books and two journals to put into Note and Bibliographic forms as discussed in class (worksheets used in class are posted on Moodle)

3) Your Favorite Historian & View of History (2 well written paragraphs/ 5 pts)

A) Which historian do you think provides the best understanding of the nature of our past? Why? (Include Name, dates lived, where lived, basic ideas, and most important work, followed by a paragraph explanation of what you find most perceptive about their ideas). Please choose your words carefully, proofread and revise your two paragraphs, and turn in two very well written paragraphs--be thoughtful and concise. Please cite your use of sources (Gilderhus) properly with footnotes or endnotes.

B) Your view of history (2 well written paragraphs)

Two carefully written paragraphs describing your view of history--discuss three significant aspects of the past that in your view must be included in any perceptive interpretation of the past. Why? (Of course, continue to cite any other works used)

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HISTORIOGRAPHIC ESSAY (10 %/ 40 pts.)

Your historiographic essay is comprised of your secondary books and articles--what is it that other historians and writers have said about your topic, and how do you characterize their ideas? Have the ideas on your topic changed substantially over time, that is chronologically? Are the ideas on your topic characterized by different schools of thought?

Write a 6-8 page essay characterizing the secondary literature on your topic, how have historians answered your question? Depending upon your topic, the conclusion of this essay is often the beginning of your final paper because you conclude with a summary of ideas written on your topic, integrating your own evaluation of these works.

Be sure to cite properly.

In writing your essay, consider the following:

Using the book reviews you have written on your secondary sources to write your historiographic essay. Given your ONE general topic area, what are the different views and approaches? Why? How do these views compare? Which are the most compelling, and why? You might find that historical views have changed over time, as with African American historiography. Or, you might find there have been persistent schools of thought, as you might find in the history on the Middle East. Too, you might find some of both--change over time and schools of thought.

If you summarize EACH BOOK CONCISELY in one or two sentences, you can then compare these sentences in order to construct a more general statement about all of the books you have read. Your main thesis argument MAY be that NOT much research has been done and there is a need for more information before any conclusions can be made--or that SO much research has been done that there are a variety of very different perspectives.

Many historians use index cards--as we did with the quiz, to summarize and evaluate books/ articles, and then when writing, they can arrange the cards physically in different orders as an aid to creating an argument.

You may find the best approach to this assignment is just to begin writing. By the time you finish, your polished thesis will probably emerge. You can then go back to the introduction, rewrite your argument, and then tighten the transitions and structure of your paper.

Based on the secondary books and articles that you have read, make some observations about the literature on your topic as if these are the only books and/or articles that exist. In other words, make the most of what you have read--realizing that there are likely other sources out there. SO-Make YOUR OWN ARGUMENT characterizing the literature in the field, reflecting the reading you have done. Include recent article literature as well. After making an ARGUMENT regarding the nature of your secondary sources, explain your argument by addressing every work read, then draw your conclusions--you might have a paragraph or two on each source.

However you put this essay together, take your time and be thoughtful. This essay will likely form a good part of your paper, along with giving you insight into your primary sources.

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Your essay should have the following parts:

1-INTRODUCTION

THESIS-How do you characterize the secondary literature on your topic? For example, the views on my topic have changed with time, as we can see in the work of W, X, Y, & Z. Include brief explanation here.

2-BODY

Work of W

Work of X

Work of Y

Work of Z

3-CONCLUSION-Sum up how the works of each these authors support your argument of changing ideas over time.

INCLUDE FOOTNOTES/ ENDNOTES (Rompolla, also see Turabian)

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#16

WORKSHEET #16: Thesis and Rough Draft Writing Outline

1-Return to your original research question and write a PARAGRAPH of conclusions made based on your primary source research

2-Based upon your primary source conclusions, write an all-encompassing THESIS STATEMENT that represents your overall argument and interpretation

3-Write an OUTLINE for the writing of your rough draft

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ROUGH DRAFT/ 5% 20 PTS

How do your primary sources answer your question?

Do your primary source conclusions agree with the work of secondary sources?

Begin your rough draft writing with an outline-begin writing, then when your are finished, after you have written your conclusions, work on your introduction and thesis paragraph.

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#17

WORKSHEET #17: Rough Draft Critique

Rough Draft Critique--1 copy to classmate, 1 copy to instructor.

(you will be assingned a Rough Draft Partner). Critique your classmate's rough draft, and consider the following:

1. Organization & Structure: Is the thesis clear? How well developed is the thesis? Does the organization logically reflect the thesis argument?

2. Does the author use his/her primary sources?

3. How does the author use secondary sources?

4. What revisions are needed regarding sentence structure and grammar?

5. How could the paper be improved?

6. How would you grade this draft?

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PRESENTATION (5%/ 20 PTS.)

You are graded for giving a 5 Minute synopsis of your project and findings, along with being there for your classmates's projects and providing them with helpful comments and insight.

You will be asigned a "presentation" day--arrive with:

-a prepared 5 Minute Synopsis of your Question, Primary Sources, and Conclusions

-a brief and typed outline of the above

(This is NOT an easy assignment--you want to be thoughtful about these 5 minutes, consolidated your project into this time requires more time than a 30 minute presentation as you must choose your words carefully. This is a helpful exercise in formulating a strong thesis for your paper)

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#18

WORKSHEET #18: Presentation Outline

Due with your presentation (various assigned dates)

In the last weeks of class, you will be assigned a presentation date, and along with others in class, you will have 5 minutes to tell us about your project, your progress, and your conclusions. We will begin these classes with panels of presentations, after which the class will provide comments, critique, and questions. This worksheet is a brief outline due the day of your presentation. The purpose of this worksheet is to help you focus your thoughts--as opposed to a more informal relating of your work. Think about your question and conclusion. You have five minutes to tell us about your work, so think about how you will sum up the most important points. Include the following in your presentation, and a brief summary in your outline:

I. Your Question & Method/ Approach

2. Summarize your primary sources used

3. Summarize your findings, perhaps with an example of how your evidence supports your conclusions

4. Your joys and concerns about your work, sharing any problems with which the class can help

After your presentation, turn in this outline--you will not be given credit if your outline is turned in after your presentation has been done.

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FINAL DRAFT (25 %/ 100 pts.)

Please, no emailed papers--please turn in to the History Department on or before the deadline for full credit.

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