World Historical Marker Commission of TSU Public history is any type of history that is directed at the general public (that is, NOT something done mainly for students and teachers in the history classroom). Historical markers are a form of public history that just about everyone has seen sometime, somewhere (there are several on the TSU campus). You will be creating your own historical markers for sites that were historically significant in the period before 1500 CE. As creators of markers you will fill many roles. As RESEARCHERS/AUTHORS you will look up information in appropriate peer-reviewed reference works as defined in the Historical Marker assignment and present the information in historical marker format with an emphasis on historical relevance and interest to the public. You also have the opportunity to serve as FACT CHECKERS AND EDITORS for the markers of others. As such you will double-check the factual information on someone else’s marker for accuracy using appropriate sources and will make corrections/suggestions on matters of grammar, style, organization, clarity, and overall impact of the marker (does it "grab" the reader?). Fact checkers and editors must post their own markers before they can edit someone else’s and will not edit their own markers. Each student in HIST 2060 is responsible for handing in at least two markers by the deadline and is encouraged to act acting as fact-checker and editor to up to three additional markers (researched and written by other students). For more information on public history and historical markers: National Council on Public History, "What is Public History?" http://ncph.org/cms/what-is-public-history/ Historical Marker Database. http://www.hmdb.org/ Assignment Write three historical markers (one for each major period covered by the course). Upload your marker into the D2L (elearn) dropbox for the assignment. Due dates and topics are indicated below. Your lowest grade will be dropped. Compose a text (entirely in your own words) that is historically accurate, full of interesting detail, grammatically correct, and no longer than 150 words. The focus of your marker should be on the time period covered in the course (before 1500 CE and as indicated in the assignment). Your historical marker assignment should include the following sections: (1) Text of the marker. Required elements are a brief description of the historical site/object (remember that in real life marker readers are generally able to see the site, so keep this to a sentence and/or focus on things not necessarily visible), historical context (what was going on in that place generally, such as religious movement, establishment of an empire, etc.), specific historical details relevant to the site, and historical significance. Put information entirely in your own words. Try to avoid quotations since a real-life marker doesn't include facilitate citations, EXCEPT yo.

1. World Historical Marker Commission of TSU
Public history is any type of history that is directed at the
general public (that is, NOT something
done mainly for students and teachers in the history classroom).
Historical markers are a form of public
history that just about everyone has seen sometime, somewhere
(there are several on the TSU campus).
You will be creating your own historical markers for sites that
were historically significant in the period
before 1500 CE.
As creators of markers you will fill many roles. As
RESEARCHERS/AUTHORS you will look up information in
appropriate peer-reviewed reference works as defined in the
Historical Marker assignment and present the
information in historical marker format with an emphasis on
historical relevance and interest to the
public.
You also have the opportunity to serve as FACT CHECKERS
AND EDITORS for the markers of others. As
such you will double-check the factual information on someone
else’s marker for accuracy using
appropriate sources and will make corrections/suggestions on
matters of grammar, style, organization,
clarity, and overall impact of the marker (does it "grab" the
reader?). Fact checkers and editors must post
their own markers before they can edit someone else’s and will
not edit their own markers.

2. Each student in HIST 2060 is responsible for handing in at
least two markers by the deadline and is
encouraged to act acting as fact-checker and editor to up to
three additional markers (researched and
written by other students).
For more information on public history and historical markers:
National Council on Public History, "What is Public History?"
http://ncph.org/cms/what-is-public-history/
Historical Marker Database. http://www.hmdb.org/
Assignment
Write three historical markers (one for each major period
covered by the course). Upload your
marker into the D2L (elearn) dropbox for the assignment. Due
dates and topics are indicated below. Your
lowest grade will be dropped.
Compose a text (entirely in your own words) that is historically
accurate, full of interesting detail,
grammatically correct, and no longer than 150 words. The focus
of your marker should be on the time
period covered in the course (before 1500 CE and as indicated
in the assignment).
Your historical marker assignment should include the following
sections:
(1) Text of the marker. Required elements are a brief
description of the historical site/object
(remember that in real life marker readers are generally able to
see the site, so keep this to a sentence
and/or focus on things not necessarily visible), historical
context (what was going on in that place
generally, such as religious movement, establishment of an

3. empire, etc.), specific historical details
relevant to the site, and historical significance. Put information
entirely in your own words. Try to avoid
quotations since a real-life marker doesn't include facilitate
citations, EXCEPT you are encouraged to
quote briefly from primary sources if relevant (and you must, of
course, clearly identify the sources). Even
though real-life markers do not include citations of secondary
sources, you should cite sources for all
information (citations not included in the word count).
Remember to stick to the 150-word limit.
(2) Process paragraph: This paragraph (about 100-200 words)
will discuss your process in creating
the marker. The first part of your paragraph should address the
academic decisions you made in putting
together the marker. Things to include are your decision to
leave out some information (not enough
room on the marker), your decision to include other
information, things that you wanted to add but
couldn't find information about (for example, if you wanted to
give the population of a city but couldn't
get that info), and decisions that you had to make about
organization and presentation. Be sure to
provide in-text citations of sources in this paragraph. The
second part should be a more personal
discussion. You can discuss why you chose your topic, how well
you liked (or disliked) the available
sources), any surprises along the way (either good or bad
surprises; for example, there was a name that
could be spelled several different ways, which made looking it
up difficult, or if you found out something
cool you didn't know before or if your sources gave seemingly
contradictory information), and any help
(from a librarian or a writing tutor, for example) that made your
marker better. You will be graded on
content (providing insight into how you worked) and writing

4. (paragraph structure, grammar and style).
(3) Full citation (Chicago Manual of Style) of all sources used
in your marker and in the process
paragraph. You must use at least one article (minimum 200
words) in the collection Oxford Reference
Online Premium (available on the eBooks page of the TSU
library; password required for off-campus
access); you may also use your textbook (give full citation of
book and cite specific chapter and page
numbers) and articles from the History Compass Journal (in
Wiley Online Library on the TSU library’s
Database page). If you wish to use any other sources, you must
get written permission from the instructor
(email [email protected]) at least 48 hours before the
assignment is due and attach a copy of your
correspondence to the assignment. Your fact-checker and the
director will be looking to make sure that
the information you include is supported by your sources, so
include in the text of the marker ONLY
information that you found in your sources and include in the
citation section ALL sources used. If there is a
disconnect between sources cited and the information in the
marker text, you will be severely penalized.
Your editor and the director will be looking to make sure that
the form of the citation is correct.
Grading will be as follows:
Each marker will be worth 10% of your final grade and will be
graded on a 10-point scale. The text
of the marker will be worth 4 points, the citations 3 points, and
the process paragraphs 3 points. Late
markers will be penalized a point a day up to a maximum
deduction of 5 points out of 10.
Participating in fact-checking and editing is optional and will

5. gain you bonus points on your final
grade. To receive full credit, you must post your own marker to
the discussion board by the deadline and
do a fair and honest job with the markers of other students, and
complete both of these tasks in a timely
manner.
First Marker (choose ONE and focus on the period before 500
BCE)
Marker due: February 22. (Fact-checking and editing due:
February 15-19).
Altamira caves (focus on pre-historic info, NOT on modern
rediscovery)
Tell El-Amarna (hint: Akhenaten/Amenhotep IV)
Nineveh
Phaistos (Festos), Crete
Mohenjodaro
El Tajín (hint: Mesoamerica)
Second Marker (choose ONE and focus on the period 500 BCE
to 500 CE)
Marker due: March 28. (Fact-checking and editing due: March
21-26).
Kerma (hint: Kush civilization)
Fishbourne (Roman villa in Britain)
Great Wall of China (focus on period before 500 CE)
Palenque (focus on classic period, before 800 CE)
Alexandria, Egypt (focus on period before 500 CE)
Varanasi (or Benares; focus on the period before 500 CE)
Third Marker (choose ONE and focus on the period 500-1600

6. CE)
Marker due: April 20. (Fact-checking and editing due: April 13-
18).
Aachen (Aix-la-Chapelle; city in Germany; hint: Charlemagne)
Krak des Chevaliers
Templo Mayor of Tenochtitlan
Varanasi (Benares) (focus on the period before 1500 CE)
Great Zimbabwe
Bukhara, Uzbekistan (on Silk Route) (focus on period before
1500 CE)
Directions for submission of markers
1. Be sure to complete all parts of the assignment (text of
marker, process paragraph, citations)
and put them in a single file.
2. Save your marker in an appropriate file format (acceptable
formats are Word and Rich Text
Format). Keep formatting simple (no text boxes, please) and be
sure to put your name on the first page of
the marker and give your file a meaningful name (for example,
author’s last name and first initial followed
by a hyphen and the name of the marker: BrownA-Babylon.doc).
3. Upload a complete file to the Dropbox for the marker in
eLearn. Be sure to put the marker in
the correct folder (misplaced markers will not be graded).
Directions for fact-checking and editing of markers (bonus
point)

7. 1. Go to the appropriate Discussion board in eLearn and choose
one marker to fact-check/edit
(not your own marker). (Note that ability to read posts on the
discussion board will be restricted to those
who have made their own post to the appropriate Discussion
board.)
2. Write a message assessing the marker. You MUST address
the following in your comments (you
may choose to divide these up into separate posts; just be sure
that it is clear what you are doing and
that you address all information before the deadline for
comments):
a. Discuss how well the author selected and arranged the
subject matter of the marker
text. Summarize and discuss at least one piece of information
from the marker text to support your
evaluation.
b. Discuss the use of sources in the marker. Fact-check at least
one statement in the
marker against the cited sources. Quote from and provide a
citation of the source that supports the
statement in the marker. (If the marker text does not appear
well-supported from the cited
sources, then mention which sources you looked at and what
types of information they provided; if
you think that the writer of the marker misread something, cite
what the source says and indicate
how the marker text seems to have presented the information
incorrectly.)
c. Discuss the overall writing in the marker. Consider
organization, clarity of style, vividness
of imagery, and overall technical proficiency (spelling,
grammar, etc.). Be sure to give specific
examples from the text of the marker to support your

8. evaluation.
d. Did the student follow the directions for the assignment?
Specifically, is the topic from
the assigned list of topics? Are the sources from the specified
collections only? Is the word-count
for the marker text correct? Did the student include the required
process paragraphs?
PSY 632 Module Four Short Paper Guidelines and Rubric
(Montessori: The Forgotten Theory)
Maria Montessori’s approach to education demonstrates a core
developmental theory that spans the biological, cognitive, and
social domains. While many might
contend that this method lacks consistent and valid outcome
data, it continues to be utilized in more than 4,000 schools in
the United States, and it is one of the
most prolific educational approaches used across the world.
Utilizing the resources on Montessori, or researching your own,
summarize the key points that
distinguish the Montessori Method. Second, critique the
statement that the Montessori Method may be the most sensitive
to diversity of the foundational
theories of cognitive development.
Module Four Montessori Resources:
The Intelligent Search: Some Considerations on the Montessori
Method
American Montessori Society

9. Montessori: The International Montessori Index
In this short paper, be sure to address the following critical
elements:
education in the Montessori Method relate to theories of
learning (i.e., social learning,
behaviorism)? What distinguishes Montessori from Piaget or
Vygotsky? In what ways might Montessori be similar to those
approaches? Despite its
worldwide popularity, why is the Montessori Method less
recognized by researchers in cognitive and learning fields?
in child development imply sensitivity to diversity? What
aspects have been suggested to
support this method as being diversity sensitive? Given the
method’s worldwide popularity, how does this indicate its
application across diverse
populations?
Guidelines for Submission: Your paper must be submitted as a
two- to three-page Microsoft Word document with double
spacing, 12-point Times New Roman
font, one-inch margins, and at least three sources cited in APA
format.
Instructor Feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.

10. Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Key Points Meets “Proficient” criteria and
the summary is substantiated
with specific and relevant
details supported by research
Provides a detailed summary of
the key points that distinguish
the Montessori Method
Provides a summary of the
Montessori Method, but the
summary lacks details
Does not provide a summary of
the key points that distinguish
the Montessori Method
40
http://ezproxy.snhu.edu/login?url=http://search.proquest.com/do
cview/1431280627?accountid=3783
http://www.amshq.org/
http://www.montessori.edu/
http://snhu-
media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf
Critique Meets “Proficient” criteria and
the critique is substantiated
with specific and relevant
details supported by research

11. Provides a detailed critique of
the statement that the
Montessori Method may be the
most sensitive to diversity of
the application of foundational
cognitive developmental
theories
Provides a critique of the
statement that the Montessori
Method may be the most
sensitive to diversity of the
application of foundational
cognitive developmental
theories, but the critique lacks
details
Does not provide a critique of
the statement that the
Montessori Method may be the
most sensitive to diversity of
the application of foundational
cognitive developmental
theories
40
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read

12. format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
20
Earned Total 100%