Initial Post InstructionsTopic Poisson Probability Distribution.docx

Initial Post Instructions
Topic: Poisson Probability Distribution
The Poisson Distribution is a discrete probability distribution
where the number of occurrences in one interval (time or area)
is independent of the number of occurrences in other intervals.
April Showers bring May Flowers!! Research the "Average
Amount of Days of Precipitation in April" for a city of your
choice.
In your initial post,
Introduce
a. Introduce the City and State. Let us know a fun fact!
b. Tell us the average number of days of precipitation in that
city for the month of April.
c. Cite your Source
Calculations
a. What is the probability of having exactly 10 days of
precipitation in the month of April?
b. What is the probability of having less than three days of
c. What is the probability of having more than 15 days of
Analysis
Write a sentence for each of the probabilities explaining what
those probabilities mean in context of days of precipitation in
your chosen city.
Would any of the situations be considered unusual? Why or
Why Not?
Formatting Sample/Example for 1-page response paper Shimko

Student’s Name
Document # and Title
The first paragraph should be a brief summary of the primary
source. This includes the author, a
sentence about the author, and the main points of the document,
etc. Text Text Text Text Text Text Text
Text Text Text Text Text Text Text Text Text Text Text Text
Text Text Text Text Text Text Text Text
The second paragraph should be placing the document in its

historical context using specific
references to the textbook (with page numbers). For example:
Why is the document important? Why was
it important at that specific time? What was happening at the
time? Text Text Text Text Text Text Text
The final paragraph should be your impression of the document.

For example: Was it what you
expected? Did it enhance your understanding of the time
period? Did the author seem to have ulterior
motives? What questions did the document leave you with? Text
Text Text Text Text Text Text Text
Scanned with CamScanner

HIST 152 A. Shimko
How to Properly Cite Primary and Secondary Sources
When do you need to provide citations?
• Whenever you reference an idea(s) that is not your own, either
by quote or paraphrase (using your own words to explain
someone else’s ideas).
• You must cite the textbook and/or primary source document in
your initial discussion post, and you may choose to cite them in
your weekly responses.
Why do you provide citations?
• Do give the primary or secondary author credit for their work
• To avoid plagiarism
• Is it plagiarism? See:

https://owl.english.purdue.edu/owl/resource/589/02/
• Purdue’s academic integrity policy:
http://www.purdue.edu/odos/osrr/academic-integrity/index.html
How should you cite in this course? There are two options:
• You may paraphrase (put someone else’s ideas in your own
words). If you do so, follow the following examples:
o Textbook example: Foner describes the group of Republicans
who wanted to give black men the right to vote as
“Radical Republicans” (Foner, 581).
o Document example—only page number required: The Black
Codes stipulated that freedmen could be part of civil cases
(9).
• You may quote. If you do so, follow the following examples:
o Textbook example: The Black Codes were “laws passed by the
new southern governments that attempted to regulate
the lives of former slaves” (Foner, 580).
o Document example—only page number required: Section Four
stated that “they shall also be competent witnesses in all
criminal prosecutions where the crime charged is alleged to
have been committed by a white person...” (9).
NOTE: You will also use citations in the one-page response
papers. For these you only need cite the document you choose
by page

number using the examples above. If you do decide to reference
the textbook use the examples above as well.
Hist 152 Shimko
PRIMARY SOURCE ANALYSES RUBRIC
20 points 17 points 15 points 13 points 0 points
Paragraph
One
The first paragraph is a
thorough description of the
primary source, including a
description of the author and a
summary of the text.
The main points of the text
should be covered, avoiding a
summary of the historian’s
introduction to the source
(paragraph found before the

primary source begins).
The first paragraph covers
some of the major points of
the primary source, but not
all. The student avoids
merely summarizing the
background introduction to
the source (found before the
primary source begins).
The first paragraph
provides a cursory
summary of the primary
source document and/or an
incorrect summary.
The first paragraph is
very general and
seems to repeat the

historian’s abstract
about the source
rather than the
primary source,
which suggests the
student did not read
it.
There is no first
paragraph
describing the
primary source.
Paragraph
Two
The second paragraph provides
historical context relating to the
document (what was happening
at the time). It is clear that the

student has thoroughly read the
textbook in order to provide
historical context and has
explained the significance of
the document within history.
The second paragraph
provides some historical
context relating to the
document (what was
happening at the time). It is
clear that the student has read
the textbook in order to
provide historical context
and has partially explained
the significance of the
document within history.
The second paragraph

provides broad historical
context (a description of
the time period) that does
not directly relate to the
document. Nevertheless, it
is clear that the student has
read the textbook in order
to provide historical
context.
It is clear that the
student used either 1)
the historian’s
abstract about the
source or 2) outside
sources* or
*Without citation,
this would be

plagiarism and
would result in a
failing grade.
The student used
his/her own opinion
rather than the
textbook to ascertain
historical context –
OR—there is no
second paragraph
providing historical
context for the
document.
Paragraph
Three
The student provides thoughtful
commentary on the document,
explaining, for example, how

he or she has better understood
the time period as a result, how
the document represents or
does not represent the historical
period accurately (in other
words, did it seem true to what
was happening), and any
questions about the document.
The student provides
commentary on the
document, explaining, for
example, how he or she has
better understood the time
period as a result, how the
document represents or does
not represent the historical
period accurately (in other
words, did it seem true to

what was happening).
commentary on the
document, explaining how
he or she has better
understood the time period
as a result.
basic and/or shallow
commentary on the
document. The
paragraph is vague
and lacks critical
thought about the
primary source.
There is no third
paragraph for this
designated purpose.

Hist 152 Shimko
Spelling,
Grammar,
& Page
Count
Very few grammar or spelling
errors; paper is no shorter than
one page and no longer than
one and a half pages
A few grammar or spelling
errors; paper is no shorter
than one page and no longer
than one and a half pages
Some spelling and
grammar errors; paper is
no shorter than one page
and no longer than one and

a half pages
Many spelling and
grammar errors;
paper is less than one
full page or longer
than a page and a
half.
Excessive spelling
and grammar errors;
paper is less than
one full page or
longer than a page
and a half.
Citations Proper citations for references
to primary and secondary
sources.
Citations for all references to
primary and secondary

sources but not correctly
formatted.
1-2 citations missing/
improper formatting.
3-4 citations missing;
major mistakes in
citations
Very few or no
citations.
Total= 100 points
Janine Baltazar
#3 Bartolomé de las Casas on Spanish Treatment of the Indians
Bartolomé de las Casas was a strong advocate and supporter of
the proper and morally
correct treatment of the Indians in the 1500’s. His advocacy

towards eradicating Spanish
mistreatment of the Indians paved the way to their freedom and
for other nations help them get
saved from Spanish control (9). This excerpt focuses on the
intense details and stories of the
mistreatment and unjust lives of the Indians under Spanish
control. Las Casas strongly
humanized the Indians by stating the horrible conditions in
which they were forced to work in
and the unfair pay that they received, discussing how they only
continued their labor to “appease
their raging hunger and find ways to escape their desperate
lives” (10). Other injustices that Las
Casas highlighted are the inadequate food and nutrition that the
Spanish gave the Indians, as well
as the violent treatment they received when they gained
illnesses. To Las Casas, the treatment of
the Indians was entirely harsh and the most “horrible form of
servitude” (10), comparing them to
having even less freedom than animals in the wild (10). Las
Casas stated that the lack of change
regarding this situation caused almost the entire population of
the islands to perish (11).
This excerpt on the perspective of Bartolomé de Las Casas

highlights the extreme view
that Europeans held against Indians during the discovery of the
New World. This harsh and
negative view consisted of Indians being considered as
“uncivilized barbarians” (Foner, 10). The
factors that made up Indian culture, including their religion,
conception of property, and gender
roles (Shimko), helped create this perspective of being less
worthy of being treated as normal
people. It also further provided them with justification for
taking their land which was a crucial
component in the colonization of America. For example, the
Europeans concluded that Indian
religion, which worshipped nature, was superstitious leading
them to assume that Indians held a
backwards mindset (Shimko). The lack of agreement that
Europeans held towards how Indians
ran their culture allowed their negative view on them to grow
intensely. This led to conquests of
their land, such as Hispaniola, to result in extreme abuse and
mistreatment towards them (Foner,
17). As stated by Las Casas, the abusive conquests that
consisted of Indian enslavement and
mistreatment resulted in a tragic death toll of one-fifth of

humankind, which was the “greatest
loss of life in human history” (Foner 20). These catastrophic
events play a pivotal role in the
growing Spanish empire at the time.
Bartolomé de Las Casas revealed to me the reality of what
Native Americans experienced
in the 16th century. I was aware of the mistreatment that they
went through, but reading this
showed me how serious and intense it was. Las Casas was able
to speak out against the
mistreatment in great detail, which was able to make an impact
in gaining their freedom (9). As a
result, this was interesting to read since it opened my eyes and
helped me gain a new level of
sympathy for those who have suffered. As someone from
Filipino descent, a country that also
experienced Spanish colonization, reading this made me wonder
how the Spanish handled their
conquests in other regions, including my own country. How did
they treat other countries in their
conquests? What was the reasoning behind their treatment in
other countries? Was it similar to

their reasoning behind the Indians? Did Las Casas influence
other notable historical figures to
speak out against injustice and mistreatment?

Initial Post InstructionsTopic Poisson Probability Distribution.docx

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