Historical Themes Tutorial
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The document discusses how historians create and prove historical themes. A historical theme is like a thesis statement that is proven through evidence in body paragraphs. Historians look for patterns over time to develop analytical themes that span different eras. Themes can be constructed chronologically or topically, with multiple primary sources used to support each point.
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The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
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Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
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I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
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Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
my file of the Pacific Historical Review perished in the great
Santa Barbara fire of June 27, 1990, which caused our home -
with all its contents: computer, computer disks, print-out
Pacific Historical .
The Phases of European History and the Nonexistence of th.docx
The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
rian of medieval Europe presiding at a meeting on the Big
Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
had a splendid banquet, with an abundance of excellent wine.
I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
stand up well when published in our splendid journal, the
Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
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Student Response #1 – Shannon
During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
Based on the information in our text books, I believe that both the Catholics and the Calvinists brought the religious tensions on themselves. With the birth of new religions on the rise there then became a power struggle among the religions. The Protestant Reformation that began set the way for religious extremism. " The agreement helped maintain a relative calm in the lands of the Holy Roman Empire by granting each ruler the right to determine the religion of his territory" (Hunt, p483) This opened the doors for many religious disputes to follow as the years went on. Each war started as a religious dispute but went on to reveal other motives, like political gains, power and greed. As time went on and religion began to spread and more and more people began to covert, there became major power struggles. When the bloodshed began with the Protestants and the Catholics not too much was solved after that, during the bloodshed, Catholic mobs killed over 3000 Huguenots in Paris. These wars about religion have simply paved the way through the years for more conflict regarding religion. I can t just blame one party and pick it to be responsible , i think all parties played a role in the tension caused by religion, each person wanted to believe in what they believed in and didn’t feel like it should have to be mandated.
Student Response #2 – Raul
People rarely make decisions based on one sing.
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Secondary Sources
What are Secondary Sources?
Secondary sources are accounts of historical events written after the event took place and by individuals who did not personally witness them.
They are based on primary sources and backed up by other secondary sources.
Often, the term “secondary source” is used interchangeably with the terms “academic source” or “scholarly source.”
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They are generally written by professional historians or students to build on the work of other historians.
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Lord John Abercromby was a Scottish antiquary known for his 1904 use of the term "beaker" to describe decorated Bronze Age pottery found across Europe. While his explanation that these represented migrating people groups has been disproven, his typological analysis remained influential. He endowed the Abercromby Chair of Archaeology at the University of Edinburgh. The Abu Simbel temples in Egypt, featuring sculptures of Ramses II and Nefertari, were threatened by rising waters from the Aswan Dam but were saved through an international project to dismantle and reassemble them above the new water line.
Biographical Sources
The document discusses various types of biographical sources, including biographies, biographical dictionaries, and Who's Who publications. Biographies provide a full narrative account of a person's life written by another author. Biographical dictionaries contain alphabetical listings of people with key dates and events. Who's Who publications contain concise biographical profiles of notable individuals from various fields. The document provides examples of prominent biographical references, such as the American National Biography, UK Who's Who, and publications from Marquis Who's Who.
A Tradition to Live By New York Religious History, 1624–.docx
A Tradition to Live By: New York Religious History, 1624–1740
Author(s): Thomas E. Carney
Source: New York History, Vol. 85, No. 4 (FALL 2004), pp. 301-330
Published by: New York State Historical Association
Stable URL: http://www.jstor.org/stable/23187346
Accessed: 29-01-2018 23:12 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
New York State Historical Association is collaborating with JSTOR to digitize, preserve and
extend access to New York History
This content downloaded from 146.96.128.36 on Mon, 29 Jan 2018 23:12:14 UTC
All use subject to http://about.jstor.org/terms
A Tradition to Live By:
New York Religious History, 1624-1740.
Thomas E. Carney, Assistant Professor of Constitutional History,
University of Baltimore, Baltimore, Maryland
"Rellijon is a quare thing, " said Dunne's Irish wit, Mr. Dooley. "Be
itself it's all right. But sprinkle a little pollyticl^s into it an dinnymit is bran
flour compared with. Alone it prepares man f r a better life. Combined
with pollytic\s it hurries him to it."1
The issue of religion was a subject of great concern for the people of colonial New York and continues to be so for those historians who
study that place and time. Many historians of this period have focused
their attention upon the relationship of church and state in the colony.2
The purpose of this essay, however, is to look at the development of reli
gion within colonial New York society from a more dynamic perspec
tive. I will argue that the New York colonial experience represents the
development of an expectancy of religious freedom. This expectancy of
religious freedom was a shared belief held by many inhabitants of colo
nial New York: that each individual had the right to choose and prac
tice whatever religion that individual found acceptable. "Expectancy,"
as used in this discussion, is not to be confused with "expectation."
Rather, expectancy refers to a developing legal interest/right in its nas
cent form.ί This belief—this expectancy—is based, in the first instance,
1. Mr. Dooley, created by Finley Peter Dunne, quoted in Leonard W. Levy, The Establishment
Clause: Religion and the First Amendment, 2d ed., revised (Chapel Hill: University of North Carolina
Press, 1994), xivn2.
2. Patricia U. Bonomi, Under the Cope of Heaven: Religion, Society, and Politics in Colonial America
(New York: Oxford University Press, 1986), 50—54; Thomas J. Curry, The First Freedoms: Church and
State in America to the Passage of the First Amendment (New York: Oxford University Press ...
103 Paleolithic and Neolithic
This document discusses cave paintings from the Paleolithic and Neolithic eras, including the Lascaux Caves paintings from 17,000 BC in France and the older Chauvet Caves paintings from 30,000 BC. It also mentions settlements from the Neolithic such as Catalhoyuk from 7500-5700 BC and the Venus of Willendorf sculpture from 24,000 BC. The document notes competing theories about the origins of agriculture and religion and concludes that life during these early eras was likely more complex than traditionally believed.
History 103 Lecture 1: Studying Western Civ
The document discusses tools for studying history, including using context to understand events, considering different types of history (political, economic, etc.), using geography, timelines, and differentiating between primary and secondary sources. Primary sources were created during the time period being studied, while secondary sources analyze primary sources from a later time period. Examples are given of different source types like paintings, maps, and textbooks.
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Hello, this a two part assignment answer the questions I have listed
Hello, this a two part assignment answer the questions I have listed below but please read the instructions below .. no plagiarism, I will check before I submit the work.. also please put down the page number you find your information for each question please from the etextbook.. I will give that info for the etextbook to whom i trust to do the assignment
HIST-2321.WS1: World Civilizations I
1. What and How You Need to Answer:
Be certain to answer only questions that have NOT already been answered by another student. Most questions require a minimum of explanation and detail in the 200-350 word range, and would benefit from detail and development to improve the value of this "online study guide." Remember you need to only respond to a TOTAL of
FOUR
Collaboration questions for
UNIT 1
(not 4 per chapter)
Chapter 02
20. What were the characteristics and accomplishments of Pelesets and Israelites? Explain, with examples.
21. What were the characteristics and accomplishments of the Mycenaeans? Explain, with examples.
22. What were the characteristics and accomplishments of the early Greeks? Explain, with examples.
23. What was the nature and importance of polytheism in the neolithic era? Explain, with examples.
2. unit 1 Essay topics
Read below the instructions and the chapter 5 Research topics -Americas and Oceania (the chapter 5 research topics- Americas and Oceania is below so please read it)
UN01 Essay Topics
As described in the syllabus, there are several possible approaches for essays. Below are outlines for each approach for any chapter, drawing upon material was freely taken from the publisher website.
GOALS:
1. Write an essay of more than 1100 words
2. In your own words - if you must quote, count the cut-n-pasted word count of the quote AND ADD IT
TO THE 1100 word minimum requirement. 350 words in quotes means the essay should total
MORE than 1450 words.
3. Adhere to rules of English grammar, spelling and punctuation
4. Keep the phrasing in the THIRD PERSON and the tense in the past.
("One may conclude" not "I believe", and "They WERE" not "They ARE"
APPROACH 1:
The first possible approach would see you answer one or more of the questions immediately following the document or document fragment in the attached pdfs, below. Answer the question(s) by reading the document(s). You are to answer the question, with reference to the chosen document and the textbook in the form of an essay to be submitted via Canvas Turnitin button at the bottom of this page.
APPROACH 2:
The second possible approach takes you to a list of three to five documents, as above. Choose one, and then answer the following
QUESTIONS
) You should present the answers IN THE FORM OF AN ESSAY and submit it via the button below With either approach, these document-based essays should provide a clearly articulated thesis, supported by relevant det ...
The Phases of European History and the Nonexistence of th.docx
The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
rian of medieval Europe presiding at a meeting on the Big
Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
had a splendid banquet, with an abundance of excellent wine.
I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
stand up well when published in our splendid journal, the
Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
my file of the Pacific Historical Review perished in the great
Santa Barbara fire of June 27, 1990, which caused our home -
with all its contents: computer, computer disks, print-out
Pacific Historical .
The Phases of European History and the Nonexistence of th.docx
The Phases of European History and the Nonexistence of the Middle Ages
Author(s): C. Warren Hollister
Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/3640786
Accessed: 16-05-2017 18:49 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to
Pacific Historical Review
This content downloaded from 128.193.152.0 on Tue, 16 May 2017 18:49:45 UTC
All use subject to http://about.jstor.org/terms
The Phases of European History and
the Nonexistence of the Middle Ages
C. WARREN HOLLISTER
The author is a member of the history department in the
University of California, Santa Barbara. This paper was
his presidential address to the Pacific Coast Branch of the
American Historical Association at its annual meeting
in August 1991 at Kona on the island of Hawaii.
I stand here before you to deliver the 1991 presiden-
tial address on the occasion of the eighty-fourth annual meet-
ing of the American Historical Association, Pacific Coast
Branch. I do hope you all realize what a heartwrenching task
this is for me. I am an historian of medieval Europe. Only a
small handful of you are medievalists -and I brought almost
all of you here myself--to applaud me after my talk.
There is something deeply incongruous about an histo-
rian of medieval Europe presiding at a meeting on the Big
Island of Hawaii--but it is thoroughly enjoyable--not to men-
tion salubrious. Yet it is also, as I said, daunting. We have all
had a splendid banquet, with an abundance of excellent wine.
I do not want to put you to sleep with a boring, highly spe-
cialized address. And yet if my talk is too fluffy it will not
stand up well when published in our splendid journal, the
Pacific Historical Review. Worse yet, Norris Hundley might turn
it down. I should have examined how past presidents, espe-
cially medievalists such as my dear friends Robert Ignatius
Burns and the late Lynn White, coped with this problem. But
my file of the Pacific Historical Review perished in the great
Santa Barbara fire of June 27, 1990, which caused our home -
with all its contents: computer, computer disks, print-out
Pacific Historical ...
readings in philippine history introduction
The document provides an opening prayer for an online class, asking God to bless and guide those gathering and participating. It asks for wisdom, truth, and that participants put what they learn into practice. The summary focuses on the purpose and intent of the prayer rather than summarizing each line directly.
American History in a Global AGE1.pdf
This document summarizes an article that argues for the continued importance of national history writing even in an age of globalization. It makes two main points: 1) Nationalism and national identities are vital to liberal democratic societies as they ensure the social bonds needed for citizens to sacrifice personal interests for the common good. 2) Recent historical work has shown that nations are as real as other historical groups and rejecting national history would require rejecting the history of all groups. The article contends that national history remains a legitimate lens for understanding the past within the discipline of history.
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21st Century Skills in Social Studies Classrooms
This document discusses ways to incorporate primary sources into social studies classrooms to promote 21st century skills. It provides examples of primary and secondary sources and activities teachers can use. One activity involves students analyzing primary sources about a topic like immigration to Ohio to create an exhibit telling that story. The goal is for students to develop historical thinking skills like analysis and using evidence to support an argument. Incorporating primary sources and digital history tools engages students and mirrors how historians work.
Science and religion - historiography
This document discusses the historiography of science and religion. It argues that the popular "conflict thesis" portraying an inherent conflict between science and religion is an oversimplification that fails to consider the historical contexts. The meanings of both "science" and "religion" have changed over time, and examining their conceptual boundaries through history is important. Whiggish histories that judge the past based on present perspectives should be avoided. Both internal developments within ideas and external social influences must be considered.
Using Primary Sources in the Social Studies Classroom
This document discusses using primary sources in social studies classrooms and provides examples of a case study and student project on westward expansion in the United States. It encourages analyzing historical events from multiple perspectives by using primary sources to develop a richer understanding. Examples of primary sources on westward expansion are presented, along with questions historians ask to critically analyze primary sources by considering their context, purpose, and potential biases. The document concludes by discussing multigenre writing projects that have students creatively synthesize and present what they have learned from multiple historical sources.
Power Point and Notes Science: Christianity's Long Lost Child
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1) The development of science historically took place within the Christian West, and many early scientists were religious believers, including clergy.
2) Christianity provided the worldview foundations for science by positing a rational, orderly universe created by God to be understood by rational humans. Other religions did not generate a "full-birthed" science.
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Western Civilization – Week 7 Discussion ForumPlease choose just o.docx
Western Civilization – Week 7 Discussion Forum
Please choose just one of the following questions to answer for the Forum Assignment this week. After you post your own answer, you will need to respond to at least three of your fellow classmates' initial posts.
• Initial Post must be at least 250 words long
• Peer Responses must be at least 125 words long.
1. A medieval German proverb states: "the city air will set you free." What was "the city air" like in many medieval towns? Using what you learned from the readings, do you agree with the proverb? Why or why not?
2. During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
3. People rarely make decisions based on one single factor. In the quest to discover new lands, establish trade routes and colonize, what do you think motivated the explorers the most? Be sure to discuss at least one specific explorer in your post.
Student Response #1 – Shannon
During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
Based on the information in our text books, I believe that both the Catholics and the Calvinists brought the religious tensions on themselves. With the birth of new religions on the rise there then became a power struggle among the religions. The Protestant Reformation that began set the way for religious extremism. " The agreement helped maintain a relative calm in the lands of the Holy Roman Empire by granting each ruler the right to determine the religion of his territory" (Hunt, p483) This opened the doors for many religious disputes to follow as the years went on. Each war started as a religious dispute but went on to reveal other motives, like political gains, power and greed. As time went on and religion began to spread and more and more people began to covert, there became major power struggles. When the bloodshed began with the Protestants and the Catholics not too much was solved after that, during the bloodshed, Catholic mobs killed over 3000 Huguenots in Paris. These wars about religion have simply paved the way through the years for more conflict regarding religion. I can t just blame one party and pick it to be responsible , i think all parties played a role in the tension caused by religion, each person wanted to believe in what they believed in and didn’t feel like it should have to be mandated.
Student Response #2 – Raul
People rarely make decisions based on one sing.
Documents dbq
The documents provide information about China's attitude toward civil liberties during the 20th century. Document 1 describes the traditional practice of arranged marriage in China prior to the 1970s. Document 2 discusses China's gradual liberalization of foreign exchange controls over the past decade. Document 3 notes that the Mongol Empire outlawed intermarriage between Mongols and Chinese and resisted assimilating Chinese cultural traditions when they conquered northern China. Document 4 presents an excerpt from the Chinese Exclusion Repeal Act of 1943 restricting Chinese immigration to the United States and Hawaii. Document 5 argues that protectionism violates human rights and restricting trade with China to increase human rights diminishes the moral case for free trade.
Historical Thinking: The Student Perspective
The document provides background information and objectives for a lesson on teaching critical thinking skills to students. It includes testimonials from two students, Luke and Sydni, explaining how they used skills like sourcing, contextualization, corroboration, and close reading during educational trips. The document also provides metaphors and examples to help teachers apply these skills, such as comparing sourcing to a sports announcer and contextualization to a movie scene. The overall goal is to demonstrate how to incorporate critical thinking into lessons and check students' understanding.
Secondary SourcesWhat are Secondary Sources Secondary sou.docx
Secondary Sources
What are Secondary Sources?
Secondary sources are accounts of historical events written after the event took place and by individuals who did not personally witness them.
They are based on primary sources and backed up by other secondary sources.
Often, the term “secondary source” is used interchangeably with the terms “academic source” or “scholarly source.”
You should usually interpret instructions that ask for secondary sources as asking you for a peer reviewed journal article or book. Where do I find Secondary Sources?
Secondary sources are the product of the analyses of primary sources, with context provided by secondary sources.
They are generally written by professional historians or students to build on the work of other historians.
The best place to find secondary sources for your work is the Ashford University Library. What separates a Secondary Source from a Primary Source?
Secondary sources and memoirs and oral history interviews are all created after a historical event happened.
The important difference is that secondary sources are not first-hand accounts, like memoirs or oral history interviews. What about textbooks and encyclopedias? Are they Secondary Sources? Textbooks, encyclopedias and other reference works, and most documentaries and educational websites are not secondary sources because they are based only on secondary sources. They are called tertiary sources.
Although they provide some good general information that can help students begin the research process, they are generally not acceptable for use in university-level work.
Primary Sources
What are Primary Sources?
Primary sources are documents or artifacts created during a historical event or by someone who personally witnessed a historical event.
Primary sources can take many forms, including: o First-hand accounts—oral histories, memoirs, diaries, letters, interviews, etc. o Media accounts—newspaper or television report o Political or legal documents—Congressional Records, Presidential Papers, Court rulings, Speeches, census or tax records o Artistic works—Photographs, paintings, sculptures, films o Artifacts—clothing, buildings, pottery
All primary sources, except first-hand accounts, must have been created at the time of the historical event that you are researching.
First-hand accounts must be an explanation of the historical event that you’re researching by someone who personally witnessed the event. Where Can I find Primary Sources? There are many places to find primary sources online, like websites for archives and museums.
Here are some places where you can find primary sources: Library of Congress National Archives and Records Administration History Matters National Security Archive FBI Archive Foreign Relations of the United States Tenement Museum Herbert Hoover Library Franklin D. Roosevelt Library Harry S. Truman Library Dwight D. Eisenhower Library John F. Kennedy Library Lyndon B. Johnson Library R.
GEED 02 Reading in Philippine History HISTORY AND HISTORICAL METHODOLOGY
At the end of the course, the learners will be able:
1.To explain the meaning of history as an academic discipline and to be familiar with the underlying philosophy and methodology of the discipline;
2.To apply the knowledge in historical methodology and philosophy in assessing and analyzing existing historical narratives;
3. To critically examine and assess the value of historical evidences and sources
4.To familiarize oneself with the primary documents in different historical periods of the Philippines;
5.To learn history through primary sources; and
6. To properly interpret primary sources through looking at the content and context of the document.
Citation and plagiarism
This document provides an introduction to citation and plagiarism for an English course. It defines citation as referencing sources quoted in academic work and explains that citations and a works cited list are used to avoid plagiarism. Plagiarism is failing to properly cite direct quotations, borrowed ideas, or summarized or paraphrased sources. The document demonstrates proper MLA citation format within text and in a works cited list for different source types such as books, websites, and films.
Ocean Themed Writing Paper Stationery By Winge
Here are a few examples of prejudice and stereotypes I've observed in American society:
- Racial profiling by law enforcement, where certain racial or ethnic groups are disproportionately stopped, searched or arrested due to assumptions about their criminality rather than individualized suspicion.
- Assumptions that Asian-Americans are perpetual foreigners - that they are not truly American regardless of how long their families have lived in the US. This can manifest as questions like "Where are you really from?" even when they were born in America.
- Stereotyping of Latinos/Hispanics as illegal immigrants, even when they are US citizens or legal residents. Policies like mass deportations target whole communities based on ethnicity rather than individual status.
Encyclopedia.of.Archaeology.History.and.Discoveries.eBook-EEn.pdf
Lord John Abercromby was a Scottish antiquary known for his 1904 use of the term "beaker" to describe decorated Bronze Age pottery found across Europe. While his explanation that these represented migrating people groups has been disproven, his typological analysis remained influential. He endowed the Abercromby Chair of Archaeology at the University of Edinburgh. The Abu Simbel temples in Egypt, featuring sculptures of Ramses II and Nefertari, were threatened by rising waters from the Aswan Dam but were saved through an international project to dismantle and reassemble them above the new water line.
Biographical Sources
The document discusses various types of biographical sources, including biographies, biographical dictionaries, and Who's Who publications. Biographies provide a full narrative account of a person's life written by another author. Biographical dictionaries contain alphabetical listings of people with key dates and events. Who's Who publications contain concise biographical profiles of notable individuals from various fields. The document provides examples of prominent biographical references, such as the American National Biography, UK Who's Who, and publications from Marquis Who's Who.
A Tradition to Live By New York Religious History, 1624–.docx
A Tradition to Live By: New York Religious History, 1624–1740
Author(s): Thomas E. Carney
Source: New York History, Vol. 85, No. 4 (FALL 2004), pp. 301-330
Published by: New York State Historical Association
Stable URL: http://www.jstor.org/stable/23187346
Accessed: 29-01-2018 23:12 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
New York State Historical Association is collaborating with JSTOR to digitize, preserve and
extend access to New York History
This content downloaded from 146.96.128.36 on Mon, 29 Jan 2018 23:12:14 UTC
All use subject to http://about.jstor.org/terms
A Tradition to Live By:
New York Religious History, 1624-1740.
Thomas E. Carney, Assistant Professor of Constitutional History,
University of Baltimore, Baltimore, Maryland
"Rellijon is a quare thing, " said Dunne's Irish wit, Mr. Dooley. "Be
itself it's all right. But sprinkle a little pollyticl^s into it an dinnymit is bran
flour compared with. Alone it prepares man f r a better life. Combined
with pollytic\s it hurries him to it."1
The issue of religion was a subject of great concern for the people of colonial New York and continues to be so for those historians who
study that place and time. Many historians of this period have focused
their attention upon the relationship of church and state in the colony.2
The purpose of this essay, however, is to look at the development of reli
gion within colonial New York society from a more dynamic perspec
tive. I will argue that the New York colonial experience represents the
development of an expectancy of religious freedom. This expectancy of
religious freedom was a shared belief held by many inhabitants of colo
nial New York: that each individual had the right to choose and prac
tice whatever religion that individual found acceptable. "Expectancy,"
as used in this discussion, is not to be confused with "expectation."
Rather, expectancy refers to a developing legal interest/right in its nas
cent form.ί This belief—this expectancy—is based, in the first instance,
1. Mr. Dooley, created by Finley Peter Dunne, quoted in Leonard W. Levy, The Establishment
Clause: Religion and the First Amendment, 2d ed., revised (Chapel Hill: University of North Carolina
Press, 1994), xivn2.
2. Patricia U. Bonomi, Under the Cope of Heaven: Religion, Society, and Politics in Colonial America
(New York: Oxford University Press, 1986), 50—54; Thomas J. Curry, The First Freedoms: Church and
State in America to the Passage of the First Amendment (New York: Oxford University Press ...
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This document discusses cave paintings from the Paleolithic and Neolithic eras, including the Lascaux Caves paintings from 17,000 BC in France and the older Chauvet Caves paintings from 30,000 BC. It also mentions settlements from the Neolithic such as Catalhoyuk from 7500-5700 BC and the Venus of Willendorf sculpture from 24,000 BC. The document notes competing theories about the origins of agriculture and religion and concludes that life during these early eras was likely more complex than traditionally believed.
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The document discusses tools for studying history, including using context to understand events, considering different types of history (political, economic, etc.), using geography, timelines, and differentiating between primary and secondary sources. Primary sources were created during the time period being studied, while secondary sources analyze primary sources from a later time period. Examples are given of different source types like paintings, maps, and textbooks.
Early Middle Ages: Europeans and Invasions
The document discusses Europe during the Early Middle Ages, a period characterized by invasions from multiple groups. It describes the advances made in mathematics, science, and astronomy by the Abbassid Caliphate during this time. It also notes the contributions of barbarian groups to Europe, including the development of market towns, agriculture, armor, cathedrals, and water power. Finally, it outlines the major invasion forces Europe faced in the 9th century from the north by Vikings, east by Magyars, and south by Saracens, as well as the influences and records from Byzantium and Russia during this cross-cultural era.
Western Civilization I: Era of Religious Wars
The document discusses the period from 1530 to 1648 known as the Age of Religious Wars in Europe. Key events mentioned include the influx of New World silver causing price inflation, the enclosure of common lands in England leading to social unrest, and important religious works of art produced during this time period including Leonardo da Vinci's Last Supper and Rembrandt's The Shooting Company of Frans Banning Cocq. Witchcraft is also referenced as a topic discussed in Francesco Maria Guazzo's Compendium Maleficarum from 1608.
Ancient Greece
This document provides an overview of ancient Greek history and culture from approximately 1500 BCE to 300 BCE. It mentions the Minoan civilization on Crete, the Mycenaean civilization, the Persian Wars in the 5th century BCE, and the Peloponnesian War in the 5th-4th centuries BCE. It also notes the Golden Age of Greece and highlights important figures like Socrates, Plato, Aristotle, Alexander the Great, and playwrights like Aristophanes and Sophocles.
*The 1920s: A Celebration of Modernism
*NOTE: This was a slideshow with audio. For the full version, see it now on YouTube at https://www.youtube.com/watch?v=e_gOezyDhGg.
For my US History class, a brief discussion of modernist art in the early years. CC Lisa M Lane Attribution-NonCommercial-ShareAlike 2012.
*A Very Brief History of American Women Before 1919
American women before 1919 faced many limitations despite some improvements over time. They had few legal rights, as married women's property and earnings belonged to their husbands. They could not vote at the federal level. However, some women like Abigail Adams influenced politics through their husbands, and movements in the mid-1800s fought for women's rights, education, and suffrage, gaining some successes by the early 1900s.
Program for Online Teaching: Personal Learning Networks (2 Feb 2012)
Program for Online Teaching certificate class session with Lisa M Lane, Ted Major, Eric Robertson, Todd Conaway, and Zack Dowell. Collaborate audio with slides. Creative Commons licensed Program for Online Teaching Attribution-NonCommercial-ShareAlike 2012.
17th century slideshow
This document lists 17 artworks created between 1614-1656 by prominent early modern European artists such as Artemisia Gentileschi, Rembrandt, Anthony Van Dyck, Diego Velazquez, Inigo Jones, Gianlorenzo Bernini, Michelangelo Caravaggio and Peter Paul Rubens. The artworks include self-portraits, religious scenes, portraits of royalty and nobility, and architectural works, showcasing some of the most famous pieces produced in Italy, Spain and the Netherlands during the 17th century.
Online Learning Theory
For the Program for Online Teaching Certificate class, a review of the three online pedagogical models. Creative Commons licensed Lisa M Lane Attribution-NonCommercial-ShareAlike 2012.
Efficient SLO Development Across Courses: The Example of History.
This document outlines a 4-step process for efficiently developing student learning outcomes across history courses. The 4 steps are: 1) Develop shared SLOs that apply to all history courses while allowing for differences between subject areas. 2) Set a standard of 70% or higher for demonstrating success on each SLO. 3) Allow faculty flexibility in assessment methods while standardizing reporting. 4) Make all SLOs, samples, and forms easy to locate.
*Cartoons, Engravings and Etchings from Reconstruction
*NOTE: This was a slideshow with audio. See it now on YouTube at https://www.youtube.com/watch?v=3ZkEvXKRPu0&list=UURtoTdtsenEIQ5Ll8BiuaeQ.
Brief slide show with audio about Reconstruction in the south following the American Civil War.
Moving Out: Why and how to take your web stuff to a hosted space
This document discusses the benefits of moving one's web content from a college server or personal computer to a hosted online space. It notes that hosting provides more control, flexibility, and autonomy over one's content while making all class materials accessible from any location. It recommends two hosting providers, Lunarpages and Bluehost, and outlines the basic process of using a hosting control panel and file manager to upload content and make it available through a personalized domain URL.
Lisa's d106 Final Project: The Minute Epic
A boy must embark on a perilous journey where he learns from elders, gains inner strength by defeating evil foes, experiences love, and emerges a true man. This classic story of a boy becoming a man is seen across civilizations and depicted in many classic films such as Star Wars, Lord of the Rings, and Harry Potter which show protagonists leaving innocence behind as they overcome challenges through extraordinary acts.
Lisa's EC&I 831 Learning Summary Pecha Kucha
This document summarizes Lisa Lane's pecha kucha presentation on blogging and social media. Some of the main points discussed include how blogging allows you to see things differently, the importance of reflection in blogging versus conversation, the value of short communications in helping people get to know each other, and approaching topics discussed on social media with a critical eye. The presentation also touched on issues like gender and technology as well as the work of thinkers like Huxley and Downes.
High Medieval Topics: Scholasticism, Architecture, Chivalry
The document discusses changes in thought between the 12th and 13th centuries. In the 12th century, Peter Abelard emphasized doubt and inquiry to grasp truth, while Thomas Aquinas in the 13th century argued that God's existence can be proved through reason and motion. Architecturally, the document notes the transition from Romanesque to Gothic styles seen in churches built in Toulouse and Chartres during this period. Examples of chivalry discussed include Eleanor of Aquitaine's tomb effigy and legends featuring knights and their devotion.
Roman Empire (Fall 2010)
Lisa's lecture from Fall 2010. Includes emphasis on notetaking and review. No time to cover last slide.
Instructor Presence in Online Classes
A presentation given to faculty at Virginia Commonwealth University's Teaching and Learning with Technology Institute: 8 June 2010.
World War II Lecture (Spring 2010)
A lecture highlighting chronological elements of World War II. I say at the beginning of the lecture I won't go through the European elements of the war, then I did exactly that! :-) Unfortunately, I used the classroom maps, so it might be good to watch this with access to a good map of the war (for example, at http://www.mapsofworld.com/world-maps/world-war-ii-map-of-europe.html)
The Weekly Discussion Two-Step
Presenting Lisa's two-step method for weekly online discussion in online classes.
Creative Commons licensed attribution/non-derivative/non-commercial/share-alike
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Historical Themes Tutorial
- 1. Creating and Proving Historical Themes A filmstrip by: Lisa M Lane >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 2. ...This war was the result of conflicting priorities, skillful use of propaganda, and hatred toward Historians, as we know, rely on facts, but only to prove ideas, known as historical theses. A historical thesis is the Martianthen proven in the body paragraphs with evidence. like a thesis for a paper, which is lifestyle. Historians, as we know, rely on facts, but only to prove ideas, known as historical theses. A historical thesis is like a thesis for a paper, which is then proven in the body paragraphs with primary source evidence.A historical thesis is like a thesis for a paper, which is then proven in the body paragraphs with evidence. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 3. In order to recognize patterns over time, many historians create analytical themes which span many different eras. Some people call this "macrohistory”. In order to recognize patterns over time, many historians create analytical themes which span many different eras. Some people call this "macrohistory”. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 4. History does not repeat itself. Rather, patterns occur which can be recognized or discovered. These patterns, proven with evidence, can provide a different perspective on the past. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 5. Theme I. Topic sentence + 3 supporting sources Topic sentence + 3 supporting sources Topic sentence + 3 supporting sources Conclusion The construction of a historical theme is the same as creating a historical thesis, but a theme is broader and must be proven more deeply, with more detail and supporting sources. This means that in a standard essay, the three paragraphs should begin with a topic sentence, each of which is like a mini-thesis supporting your theme. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 6. There are two basic ways to construct an historical theme. One is chronological, where each of the paragraphs discusses a different era. The other is topical, where each of the paragraphs sets up a topic, with the evidence ordered chronologically within it. Each paragraph needs not one, but several examples, and all must be primary sources, cited correctly. 1880s 1930s 2000s social political cultural >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 7. Here's my theme: International policy is usually a balance of self-interest and concern for other nations. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 8. I can then prove this in two ways. Here's the outline for a chronological answer: I. During the expansion of the British into India, one imperialist goal was ending violence between the Indian principalities. I. During the Spanish-American War, the United States had a goal of saving countries from Spanish domination. I. Japanese policy during the Pacific expansion of the 1930s was partly designed to spread a superior culture. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 9. Here's the outline for a topical answer. I. Concern for other nations can take a religious focus. I. Sometimes the goal is to expand the local economy as well as international trade. I. The liberation of a nation from its enemies can also provide opportunity. >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 10. Each topic sentence is proven using evidence, especially primary sources, and connected back to the main theme. Concern for other nations can take a religious focus. According to Mark Twain’s letter from the “Sandwich Isles” (Hawai’i) in 1866, “The missionary ship arrived in safety shortly afterward, timed by providential exactness to meet the emergency, and the gospel was planted as in a virgin soil. “ ( http://www.twainquotes.com/18660922u.html) Although his own view was sarcastic, Twain is noting the goal of the U.S. missionaries... >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 11. And each paragraph needs more than one source to prove its point. Britain had similar goals. According to a letter published by missionaries to justify annexing the New Hebrides in 1883, “150 native evangelists and teachers are employed” in Christianizing the local people for the good of the British empire (John G. Patton, Urging the Annexation of The South Sea Islands, 1883, http://www.fordham.edu/halsall/mod/1883hebrides. html). Always be sure to cite the source! >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 12. Themes are what historians do. They find patterns in the past, using sources to support their thesis, and thus provide new ways of looking at the past. “Husband Taming”, John Leech, Punch Magazine, 1859 http://www.john-leech-archive.org.uk/archive.htm >> 0 >> 1 >> 2 >> 3 >> 4 >>
- 13. Thanks for listening! >> 0 >> 1 >> 2 >> 3 >> 4 >>