Hist111: What is a Historical Thesis?

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A historical thesis is similar to an English thesis in that it is a statement or claim that must be proven using evidence. For this class, students will develop historical theses to answer test questions and for discussions by citing primary sources as evidence. Writing will involve discussion posts and test essays, not a research paper. The goal is to practice creating and supporting a historical thesis through referencing primary sources found in class materials and discussions.

Education

What is a Historical Thesis? Lisa M Lane

[object Object],Photo credit: acordova on Flickr

[object Object],On quizzes, the answer to every essay question will be a thesis, supported by some evidence. For example, a test question might be something like: Photo credit Rose_Zhang at Flickr

[object Object],Your answer might begin: Each of these points becomes a paragraph, and each will mention one of the primary sources to support it.

[object Object],Obama won the election because Martians forced the Republicans to surrender.

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Please submit a minimum of five (5) detailed and discussion-provoking questions based on the recent reading assignments, video clips and the other websites assigned. Only complete questions will earn credit. Therefore, it is important for you to think carefully about formulating the kinds of questions intended to stimulate conversations. Ask detailed and specific, rather than broad, general questions. Do not ask, for example, ‘When was the first Mission established in California?’ Instead, ask something like ‘What is the ideological agenda behind maintaining figures like Father Junipero Serra as heroic in California textbooks?’ Other examples include: Does recent news media coverage of the “riots” in Baltimore, Ferguson and other cities promote a message that is pro-police? If not, how does it engender understanding of the root causes of many of the frustrations of local residents? In the film “Banned in Arizona,” why does Superintendent Tom Horne argue in favor of “individualism” and why does he say that the Mexican American Studies program encourages radical thinking? What, if anything, is radical about the way those courses teach students in Tucson, Arizona? If the U.S. reinstated a Vietnam War era-like military draft instead of relying upon the current all-volunteer force, would current public support for war change at all? If so, how? Please consider these guidelines in composing your questions: 1. Make certain to ask at least one question from each source. 2. Ask questions about things that interest you. 3. Write your questions as though you were asking them to the entire class. 4. Be sure to make specific reference to the readings in each question. Many good questions require at least two sentences. 5. Try and use the questions to critique the author's opinion. 6. These homework questions should attempt to raise larger issues and---when possible---to relate the readings to issues in our current world. "This week, I want us to think about the concept of bias , and its application in the places we consume information. This is tricky territory because even the very presentation of this unit is fraught with bias—my personal bias, or frame of reference. I’m going to ask you to read a collection of articles that I think are important, but they all clearly have a perspective and an agenda that comes from a particular worldview. So let’s get that out in the open. Maybe nothing in your liberal arts education is free from bias, but that does not mean we shy away from considering the information, ideas, arguments and critiques. What is bias? For the purposes of our consideration, bias is really just about a set of values that can color or distort fair judgment. We can sometimes recognize obvious bias in others, especially when people use overtly discriminatory or offensive language, or have a clear political or ideological perspective that makes everything they present go through that lens. But more than anything else, I want us to think a.

Please submit a minimum of five (5) detailed and discussion-provokin.docx

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US History 2112 History Here Paper History is not something that happens outside of Douglas. South Georgia also experienced the Civil War, the1920s, the Great Depression, and so on. Often, what happened in Douglas is similar to events elsewhere and a lot of that history still makes up the places we know and love today. This semester, you will research an event in local history and explain how this event connects within the larger context of US history. Due: September 26, 2019 Purpose: The purpose of this project is for you to learn how to do primary and (scholarly) secondary research to demonstrate how local events are a part of larger historical patterns. Skills: In completing this project, you will learn how to analyze sources carefully, draw conclusions based upon facts you have researched, and build an argument based on your findings. In doing so, you will also learn the steps to write an effective college-level research paper. Knowledge: This assignment will let you have a deeper understanding of the importance of historical context, and a greater appreciation for the historian’s task of placing events in historical context. Most excitingly, you will see how even a tiny quiet place like Douglas or Waycross still connects to the events described in our textbook. Tasks: 1. Pick an event that happened in Douglas or Waycross from 1865 to 2000. Using the historic local newspapers available in Galileo is a great way to find a topic. You can do keyword searches or you can just flip through full pages until you find something. Not savvy with the computer? Fear not! The library has the local newspapers on microfilm—pick a decade that interests you and read through a few issues until you find something that interests you. 2. When you find an event that sounds interesting, read the story carefully and, noting the date, think about what was going on nationally when this event occurred. 3. Read the chapter in your textbook related to the local topic you are examining. No, Douglas is not going to be mentioned in your textbook, but the textbook will give you the national context you need to understand what was going on in the US when your event happened. Example: perhaps your topic is about a soldier coming home to Douglas from Vietnam. Reading the chapter on the Vietnam War would be a good idea. If you’re researching when Elvis Presley came to Waycross, you would read the chapter on 1950s America. 4. Use Galileo, Google Scholar, or Google Books to locate TWO MORE reliable and scholarly sources about your topic. These sources do not necessarily have to discuss your specific local event, but, like your textbook, should be related to the general subject and time period related to your local event. 5. Locate TWO MORE primary sources that are similar to your subject, time period, and theme. These might also come from local newspapers, but can also come from other regions as long as they are the same subject matter and time period. For exampl ...

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Assessment Assignment Helpful Hints Abridged version of the Gram/Mehling document, compiled by Betty Sears Mehling Before you begin, read the questions (prompt) first. The questions tell you what sort of information you are expected to find in the written documents and cartoons/pictures. Give yourself enough time to go over the documents multiple times. Really think about the document between each reading. Visualize what the document says as you read. Think about what you learned in class and from the book that goes with the document. Give yourself enough time to answer the questions (prompts) thoroughly. Questions will have multiple parts. 2 or 3 sentences will not suffice. Read your answers thoroughly. Make sure that your answers make sense. Make sure that you have supported your assertions. Make sure that you use college level grammar and punctuation. How to read a political Cartoon: The creator is trying to make an argument or a point about something. Know the historical context of the cartoon. What year was it made? What part of the country? What event it is talking about? Use your textbook and lecture notes to remind yourself of what was happening at the time the cartoon was created. Your secondary sources will give you the information you need to understand and analyze the visuals. What seems important about the cartoon? Political cartoons make a strong, succinct statement. Whatever your eyes are drawn to is probably the main point. Political cartoonists are trying to get you to agree with them about something. What has the cartoonists drawn? Look for symbols. What is in the cartoon? Cartoonists will sometimes use a familiar object to represent something else. Example: If you see an elephant stomping a donkey, the cartoonist could be suggesting that the Republicans will win the next election. Look for exaggeration. Sometimes cartoonists use real objects but draw them in an exaggerated way. If the cartoonist draws the members of Congress as screaming babies, maybe the point is the childish, unprofessional behavior of the members of Congress. Determine if the cartoon is serious or ironic. Short phrases throughout the cartoon can give you hints. Compare the words with the picture. Are we supposed to agree with what the words are saying or are we supposed to realize that the opposite is true? Many of the same rules above apply for photographs. What is going on in the photograph? Why did the photographer think this was something worth photographing? What does he/she seem to be saying about the event or person in the photo. What does the picture focus on? What was happening when this picture was taken? You must know the historical context of what is depicted in the picture before you can analyze it. Reading a Primary Document: Read the essay prompt (question 1) first. Questions are designed to make sure you understand the main points. Who is the author? What do you .

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