American Revolutionary War Heroes
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Third graders are researching American Revolutionary War Heroes in the context of South Carolina history.
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1 F2016 Writing Citations for Print Sources Pr.docx
1
F2016
Writing Citations for Print Sources
Print: BOOKS, PERIODICALS, NEWSPAPERS
Information You Will Need:
TO CITE BOOKS
Author’s name (author of the entire book – or author of a separate article).
Title of the part of the book (in quotes) (This applies if you used only a short section, not the entire book.).
Title of the book (italicized),
Name of the editor, translator, or compiler (if given),
Edition used (if given),
Number(s) of volume(s) used (if it is part of a multi-volume set),
Name of publisher, and year of publication (use UP for university press, omit Company and Inc.),
Give page numbers for a reference book article, only if the articles are not arranged in ABC order
Series name is optional.
Examples:
Article From a Typical Reference Book (articles not in ABC order)
Rottner, Klemens, et al. “Cytoskeleton Proteins.” Cell Biology, edited by Julio E. Celis, 3rd ed., vol. 3. Elsevier Academic
Press, 2006, pp. 111-19.
Printed Book
Hillstrom, Kevin. The Great Depression and the New Deal. Omnigraphics, 2008.
TO CITE PERIODICALS AND NEWSPAPERS
Author’s name (if given).
Title of article in quotes.
Title of the periodical (italicized),
Volume and issue number for journals only (Do not give volume number for magazines.),
Date of publication,
Page numbers of article or section and page number for newspapers.
Examples:
Popular Magazine Article
Worland, Justin. “What is Killing off the Pollinators?” Time, 14 Mar. 2016, p. 10.
Scholarly Journal Article
Sohrabi, Nader. “Historicizing Revolutions: Constitutional Revolutions in the Ottoman Empire, Iran, and Russia,
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2
F2016
Writing Citations for Electronic Sources
Electronic: WEB PAGES AND SUBSCRIPTION ONLINE DATABASES
Information You Will Need:
TO CITE WEB PAGES
Author or editor’s name – last name, first name (if given).
Title of article, essay, blog entry, or poem/short story in the Web site (in quotes).
Title of the overall Web site, scholarly project, database, periodical, or professional site (italicized).
Publisher or sponsor of the site (if given); do not duplicate name of publisher if it is the same name as the Web site.
Date of material (if given) Use “n.d.” if no date is given and include access date at the end of the citation.
URL, omitting http:// or https://.
Date you accessed the Web site if no date is given for the Web site.
Note: Often you will have to consult a Web page other than the one you are viewing to identify author, date, and/or
page publisher. Examine the home page or page just before the one you are viewing.
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John VargaHistory 111Class Section # 1234507-08-2016.docx
John Varga
History 111
Class Section # 12345
07-08-2016
Primary Source Analysis
Document’s Name: The Declaration of Independence Comment by Owner: 5 points
Document’s Author: Thomas Jefferson Comment by Owner: 5 points
Year document was written: 1776 Comment by Owner: 5 Points
Textbook chapter or chapters to which the document is historically relevant: Comment by Owner: 10 points
The Declaration of Independence is directly relevant to Chapters 5-7. It is relevant to Chapter 5 because the Declaration reflects ideals associated with the Enlightenment. It is relevant to Chapter 6 because it is a response to changes in Britain’s imperial ethos as directed by King George III. It is relevant to Chapter 7 because the Declaration serves a major turning point in the Revolution because it reflects how Americans changed their objective from restoring colonial federalism to independence. It is also relevant to those chapters which address, either explicitly or implicitly, the American vision of equality. Thus, the Declaration’s articulation of the American vision of equality is relevant to Chapters 14 (Civil War) and 15 (Reconstruction), respectively.
Analysis: Comment by Owner: 75 points
The Declaration of Independence is best known for its articulation of the American vision of quality as embodied in the phrase “…all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are life, liberty, and the pursuit of happiness” (Jefferson, 1776). Aside from this well known principle, the Declaration also enunciates the right of revolution based on the principle of the consent of the governed. Moreover, the Declaration provides a lengthy indictment of the putative injustices King George III perpetrated against his North American colonial subjects (Jefferson, 1776).
The Declaration reflects the Enlightenment’s influence. Enlightenment thought emphasized a common human nature, in which people were essentially the same and deserved the same rights. Hence, the acceptance of the idea of a common human nature contoured how Americans conceived and expressed their belief in human equality (Oakes et al., 2015, pp. 150, 198). For Jefferson and his contemporaries, however, equality was not defined as it is in the mathematical sense. Rather it was based on the premise that “equality possessed several layers of meaning. It meant first of all what [one] might call equality of opportunity…”(Wood, 1996, p. 2140). Moreover, Jefferson and his fellow revolutionaries rejected the premise that talent, skills, or faculties were hereditarily guaranteed and that enlightened society should strive to find and promote that talent to develop without restrictions associated with aristocratic privilege (Wood, 1996, 2140). Jefferson and others conceived of a society “in which who one's father was, whom one married, and whom one knew would no longer matter. They anticipated a society in which mobility up and down.
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Here is a colourful show depicting workstyle of an organisation
in comparison to the various birds.
Having come from different backgrounds,
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1 F2016 Writing Citations for Print Sources Pr.docx
1
F2016
Writing Citations for Print Sources
Print: BOOKS, PERIODICALS, NEWSPAPERS
Information You Will Need:
TO CITE BOOKS
Author’s name (author of the entire book – or author of a separate article).
Title of the part of the book (in quotes) (This applies if you used only a short section, not the entire book.).
Title of the book (italicized),
Name of the editor, translator, or compiler (if given),
Edition used (if given),
Number(s) of volume(s) used (if it is part of a multi-volume set),
Name of publisher, and year of publication (use UP for university press, omit Company and Inc.),
Give page numbers for a reference book article, only if the articles are not arranged in ABC order
Series name is optional.
Examples:
Article From a Typical Reference Book (articles not in ABC order)
Rottner, Klemens, et al. “Cytoskeleton Proteins.” Cell Biology, edited by Julio E. Celis, 3rd ed., vol. 3. Elsevier Academic
Press, 2006, pp. 111-19.
Printed Book
Hillstrom, Kevin. The Great Depression and the New Deal. Omnigraphics, 2008.
TO CITE PERIODICALS AND NEWSPAPERS
Author’s name (if given).
Title of article in quotes.
Title of the periodical (italicized),
Volume and issue number for journals only (Do not give volume number for magazines.),
Date of publication,
Page numbers of article or section and page number for newspapers.
Examples:
Popular Magazine Article
Worland, Justin. “What is Killing off the Pollinators?” Time, 14 Mar. 2016, p. 10.
Scholarly Journal Article
Sohrabi, Nader. “Historicizing Revolutions: Constitutional Revolutions in the Ottoman Empire, Iran, and Russia,
1905-1908.”American Journal of Sociology, vol.100, no. 6, 1995, pp. 1383-477.
Newspaper Article
Hoppe, Christy. “Y’all Can’t Take My Cellphone.” Dallas Morning News, 13 Apr. 2009, pp. 1A+.
2
F2016
Writing Citations for Electronic Sources
Electronic: WEB PAGES AND SUBSCRIPTION ONLINE DATABASES
Information You Will Need:
TO CITE WEB PAGES
Author or editor’s name – last name, first name (if given).
Title of article, essay, blog entry, or poem/short story in the Web site (in quotes).
Title of the overall Web site, scholarly project, database, periodical, or professional site (italicized).
Publisher or sponsor of the site (if given); do not duplicate name of publisher if it is the same name as the Web site.
Date of material (if given) Use “n.d.” if no date is given and include access date at the end of the citation.
URL, omitting http:// or https://.
Date you accessed the Web site if no date is given for the Web site.
Note: Often you will have to consult a Web page other than the one you are viewing to identify author, date, and/or
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Examples:
Author Given
Menand, Louis. “Honest, Decent, Wrong.” The New Yorker, 27 Jan. 2003, w.
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History 111
Class Section # 12345
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Primary Source Analysis
Document’s Name: The Declaration of Independence Comment by Owner: 5 points
Document’s Author: Thomas Jefferson Comment by Owner: 5 points
Year document was written: 1776 Comment by Owner: 5 Points
Textbook chapter or chapters to which the document is historically relevant: Comment by Owner: 10 points
The Declaration of Independence is directly relevant to Chapters 5-7. It is relevant to Chapter 5 because the Declaration reflects ideals associated with the Enlightenment. It is relevant to Chapter 6 because it is a response to changes in Britain’s imperial ethos as directed by King George III. It is relevant to Chapter 7 because the Declaration serves a major turning point in the Revolution because it reflects how Americans changed their objective from restoring colonial federalism to independence. It is also relevant to those chapters which address, either explicitly or implicitly, the American vision of equality. Thus, the Declaration’s articulation of the American vision of equality is relevant to Chapters 14 (Civil War) and 15 (Reconstruction), respectively.
Analysis: Comment by Owner: 75 points
The Declaration of Independence is best known for its articulation of the American vision of quality as embodied in the phrase “…all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are life, liberty, and the pursuit of happiness” (Jefferson, 1776). Aside from this well known principle, the Declaration also enunciates the right of revolution based on the principle of the consent of the governed. Moreover, the Declaration provides a lengthy indictment of the putative injustices King George III perpetrated against his North American colonial subjects (Jefferson, 1776).
The Declaration reflects the Enlightenment’s influence. Enlightenment thought emphasized a common human nature, in which people were essentially the same and deserved the same rights. Hence, the acceptance of the idea of a common human nature contoured how Americans conceived and expressed their belief in human equality (Oakes et al., 2015, pp. 150, 198). For Jefferson and his contemporaries, however, equality was not defined as it is in the mathematical sense. Rather it was based on the premise that “equality possessed several layers of meaning. It meant first of all what [one] might call equality of opportunity…”(Wood, 1996, p. 2140). Moreover, Jefferson and his fellow revolutionaries rejected the premise that talent, skills, or faculties were hereditarily guaranteed and that enlightened society should strive to find and promote that talent to develop without restrictions associated with aristocratic privilege (Wood, 1996, 2140). Jefferson and others conceived of a society “in which who one's father was, whom one married, and whom one knew would no longer matter. They anticipated a society in which mobility up and down.
Instructions for HIST 1305 EssayUsing 4 of the primary texts suppl.docx
Instructions for HIST 1305 Essay
Using 4 of the primary texts supplied IN THE FOLDERS ABOVE, write a 750-word essay that demonstrates how proponents and the opponents of slavery used
two
of the four analytical concepts that framed this course (Mobility, Democracy, Capitalism, and Difference). You should explain how these writers used American history to defend their positions. Your paper should conclude by explaining why some contemporaries of slavery may have found certain arguments compelling, while others found them offensive (to conclude effectively, you will need to explain the historical context in which these texts were written, based on what you have read in the Keene text and learned in class discussion). NB: you are not expected to incorporate all sources listed, just those relevant to your approach to paper prompt. Your paper must be submitted as a MS Word document, which can be attached and uploaded by clicking the red text, above.
Please note that the
proslavery
texts reflect the racism found in many quarters of nineteenth-century America. As historians, it is only right that we reject these views as we analyze how these writers constructed their defense of slavery. Other researchers have noted that the
proslavery
appeal to racism was intended to undermine the Abolitionist efforts to put forth "all men are created equal" as the core American value (see the antislavery texts). Please beware that the level of racism seen in these documents can be shocking and disturbing to modern readers.
No secondary sources, other than the Keene text, should be integrated into this paper's analysis.
Your paper should briefly introduce your paper's topic or question and provide a thesis statement. In a paper of this size, your introduction and thesis statement should appear on the first page, in the paper's first paragraph.
Your paper should show that you reasoned through the evidence in a fair-minded way. In other words, you should state (paraphrase) what your evidence says and not what you wish it said or think it should say. You need to state the evidence fairly, even if you think it wrong or offensive.
Your paper should use evidence to answer the historical question. You need to explain how the evidence answers the question. The easiest way to figure this is to think through your evidence and argument using one or more of the key concepts for this course.
Your paper should briefly explain an implication or limitation of your analysis. For an implication, you might consider how your analysis sheds light on one of the course's key terms. For a limitation, you might note which key concepts your analysis does not (or cannot) address.
Your paper should develop and organize your thoughts clearly and logically. Outlining is a necessary, but not required, step in writing a well-organized paper.
Your paper should draw a conclusion that addresses the paper's chief topic or question and that states your answer to the question or your contr.
Struggle for Civil and Human RightsHuman rights are rights y.docx
Struggle for Civil and Human Rights
Human rights are rights you have because you are human. Civil rights are rights you have as a member of a particular society. Some civil rights are political rights to participate in government. Civil rights can be limited. For example, children have human rights like self-defense, but not the civil rights of marriage or driving or the political right of voting. As you did in the pandemic essay, you will synthesize two time periods and then compare and contrast the two periods.
Assignment directions
Read TWO of the sources from the 1950s-1970s AND TWO from the twenty-first century. Select sources which can be easily synthesized and compared; for example, discussing a particular right or a particular group of people. There are multiple documents in the Women's Liberation and Stonewall Riots websites. Your two sources cannot come from the same site. The sources are primary sources of either time period. As before, focus on the actual primary source, not an editor's introduction to it.
1. Using the two sources of the time period, synthesize the status of one or more civil and/or human rights for a particular group of people, such as African Americans or LGBTQ.
2. Using the two sources of this time period, synthesize the current status for the same right(s) and group of people.
3. Compare and contrast the differences and predict what the future will hold for the same right(s) and group of people.
Use only the information from the four sources you chose (and the Lecture Notes if needed). I want your analysis, not something you found on the Internet on the subject. Work alone.
2-4 pages, 12 point font, 1 inch margin all around, double-space. You don't need a title page or Works Cited since you are only discussing the four sources which you will identify in the first paragraph or as soon as you start discussing them. Use proper American English spelling, grammar, punctuation, capitalization, and paragraphs.
Sources
1950s-1970s Sources
1.
King letter
2.
Hamer speech
3.
NOW Statement of Purpose
4.
Women's Liberation Movement
5.
Alcatraz Proclamation
6.
Wounded Knee article
7.
Lopez Tijerina letter
8.
East LA student newspaper
9.
Cold War anti-gay speech
10.
Stonewall Riots documents
Twenty-first Century Sources
1. Affirmative action
2.
Black Lives Matter (Links to an external site.)
3.
Guns and race
4.
Reparations
5.
Pandemic unequal impact (Links to an external site.)
6.
Me Too Movement
7.
Me Too Movement after two years (Links to an external site.)
8.
Reproductive rights
9.
Religious freedom and contraception
10.
Same-sex marriage (Links to an external site.)
11.
Transgender rights
12.
Family separation at the border
13.
Border closing amid pandemic
14.
Native Americans and pandemic (Links to an external site.)
15.
Eastern Oklahoma is tribal land (Links to an external site.)
PLEASE READ TWO OF THE LINKS !!!!
.
Founding fathers
The document discusses America's Founding Fathers and key events in American history. It defines the Founding Fathers as political leaders who participated in the American Revolution by signing the Declaration of Independence and Constitution. It then summarizes the American Revolution, Declaration of Independence, Revolutionary War, and Constitution. Finally, it lists some of the key Founding Fathers, including Washington, Adams, Franklin, Hamilton, Jay, Jefferson, and Madison.
Prison Planet: Free Labor Force
The 13th Amendment to the U.S. Constitution abolished slavery and involuntary servitude, except as punishment for a crime for which one has been convicted. Passed by Congress in 1865 and ratified later that year, the amendment formally ended slavery across the United States. However, it allowed for exceptions in cases of criminal punishment, which some argue led to exploitative convict leasing systems and the modern system of mass incarceration in the U.S. The document provides an overview of primary sources and historical collections at the Library of Congress related to the 13th Amendment and the abolition of slavery.
Webquest
The document provides an overview of a 5th grade social studies and language arts unit on early American colonialists. Students will learn about the 13 original colonies by mapping them, comparing their characteristics, and creating a timeline of key events from 1775-1783. They will analyze early American art and read about the lost colony of Roanoke. For their final project, students will write a persuasive essay arguing why the lost colony mystery is important or presenting their theory on what happened to the colonists, creating an outline informed by research and a persuasion map.
4th of july - Explanation for 6th grader Students
This document provides information about Independence Day celebrations in America. It discusses the historical context of the American Revolution and the signing of the Declaration of Independence on July 4th, 1776 which declared America's independence from Britain. It then describes how Independence Day is celebrated today across America with flags, decorations, parades, baseball games, picnics, barbecues, fireworks and other patriotic events to commemorate the founding of the nation and ideals of liberty, equality and opportunity.
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This document outlines an educational presentation about examining primary and secondary historical sources. It discusses examining images and textual documents from history to glean information about historical figures like Christopher Columbus, John Brown, and Paul Revere. Students practice analyzing these sources in small groups by identifying new information, evaluating reliability, and comparing different accounts. The presentation emphasizes extracting information from primary sources and considering how it compares to general texts.
US History Sources at Oxford
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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- 1. The American Revolution War Heroes
- 2. The American Revolution was the war in which the 13 American colonies won their independence from Great Britain. The colonies became a new country, the United States. The revolution began in 1775 and ended in 1783.
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- 4. Searching the Library Catalog Try different search strategies. Type in your search term (for example, Francis Marion). Then, click on either Subject or Keyword.
- 5. Or try searching the new Destiny Quest. It’s the same catalog but with a different look. It searches everything as a Keyword but has Advanced Search options too.
- 6. Let’s look at some online sources. Websites and Databases
Editor's Notes
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