Primary Source Analysis Assignment - 10 of overallRead and anal.docx

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Primary Source Analysis Assignment - 10% of overall Read and analyze The Lowell Mill Girls Go on Strike, 1836 find at http://historymatters.gmu.edu/d/5714 . In paragraph form, address each of the parts below in your analysis. The assignment must be turned in as a Word attachment to the Dropbox on our course webpage before noon (12pm) Friday, May 4, 2015 . Also paste the assignment in the text box to be safe. (2 pages in length – double-spaced) 1.) Basics: Identify the basic features of the document. (ie…What is the title of the document? What kind of document is it? Who is the intended audience? When was the document produced? Who produced the document?) 2.) Contextualize: What events/developments were swirling around the author at the time the document was produced? 3.) Purpose: What are the major points made in the document? What is the author’s purpose in creating the document? Tip – Be sure to integrate direct quotes from the document into your analysis. 4.) Historical Significance: What does the document say about the specific historical moment in which it was produced? (ie…what does it say about the beliefs, attitudes, material realities and social relations at the time it was produced?). Does the document illuminate a historical shift? .

Education

the time it was produced?). Does the document illuminate a
historical shift?

This document provides instructions for students to complete a research project on a turning point in American history between 1600-1920. It outlines four graded assignments that make up the project: choosing a research topic, creating an annotated bibliography, writing a research journal, and a final research paper. It provides guidance and criteria for each assignment, as well as deadlines. Resources from the National History Day website are recommended to help students with their research and formatting of citations. The document emphasizes communicating with the teacher if any issues arise.

Research project overview

jubie1978

This document provides instructions for a US history research project consisting of 4 assignments: 1) choosing a research topic, 2) creating an annotated bibliography, 3) writing a research journal, and 4) completing a final research paper or other project. Students must choose a topic related to a turning point in US history between 1600-1920. The project involves research from primary and secondary sources on the chosen topic. Deadlines are provided for submitting each assignment.

2-3 pages, double spaced---For this project, students will a

cargillfilberto

2-3 pages, double spaced --- For this project, students will access FIU's dPanther Repository ( http://dpanther.fiu.edu/dPanther/home )to conduct a primary source examination and explain how these sources on South Florida's past relate to the general themes and topics discussed in this Modern American Civilization course. The format for this project differs from a typical paper; the project focuses more on an in-depth analysis of sources rather than answering a question-based prompt. Students are expected to understand the purpose, the relevance, and the importance of the sources based on both a local and national level. For this project, students are encouraged to explore the digital archives to find a topic that they find interesting. The years of investigation for these sources should range from 1877 to 2000. Try to use between 1 to 5 sources for the project. Students should look for sources that push them to re-evaluate the themes explored throughout the course and provides fascinating historical discussions for the writing portion of the project. These are the digital collections that are acceptable for this project. These collections include documents, photographs, and videos: City of Miami Beach ( http://dpanther.fiu.edu/dPanther/collections/imbda ) Virginia Key Beach Park Trust ( http://dpanther.fiu.edu/dPanther/collections/vkt ) Coral Gables Memory ( http://dpanther.fiu.edu/dPanther/collections/cgm ) Everglades Digital Library: Reclaiming the Everglades ( http://dpanther.fiu.edu/dPanther/collections/rte ) Miami Metropolitan Archive ( http://dpanther.fiu.edu/dPanther/collections/mca ) Mile Markers: Linking Keys History ( http://dpanther.fiu.edu/dPanther/collections/mile ) Greater North Miami Historical Society ( http://dpanther.fiu.edu/dPanther/collections/ignmhs HistoryMiami Museum ( http://dpanther.fiu.edu/dPanther/collections/ihm Miami Shores Village Archives at Brockway Memorial Library ( http://dpanther.fiu.edu/dPanther/collections/bml Tequesta: the Journal of the Historical Association of Southern Florida ( http://dpanther.fiu.edu/dPanther/collections/teq I want to see creativity about combining the sources and coursework for these reports. For example, there are several photos and videos about the history of African Americans of Miami in these collections. An idea for a project is to look at the Civil Rights movement in the United States and compare it to efforts in South Florida. Other ideas include looks into how the events like the Great Depression, early 20th-century immigration, Post WWII development of the Sun Belt, and Conservationism affected the development of the South Florida area. Please only focus on a single topic. Conciseness is key. THINK ABOUT KEYWORDS FROM THE CLASS TO USE AS SEARCH TOOLS! As for citations, the textbook should serve as the primary reference. Additionally, use the discussion boards and essays to explain the themes and topics of the project. ...

Primary sources are extremely important, not only in history, bu.docx

arleanemlerpj

Primary sources are extremely important, not only in history, but in many other fields. It offers a window into the past, an inside view into a certain time period. It will require you to be more critical and analytical and give you a deeper understanding of what that document meant during that time period. There are times that a source can have a hidden meaning and you will have to read between the lines. Primary sources can come in different forms. They can be photographs, memoirs, paintings, letters, newspaper articles, films, government documents, etc. I do not want just a summary or an overview of the primary source but also an analysis. For ex., if you read a slave narrative like the  Diary of a Slave Girl  by Harriet Jacobs, you can bring in information that not only supports Jacobs's narrative but also expounds on it. While you are reading and analyzing your source, you will be thinking about the time period and the historical significance of your primary source. Think about the author’s biases and assumptions. You can bring in secondary sources and other information to round out your work. Paper Requirements · The paper should utilize APA/MLA STYLE, double spaced, 12 pt font, and Times New Roman or Arial font. · It must be within the timeframe of HIST 1302 · Students must turn in a hard copy of their paper and upload it on SafeAssign (eCampus) to receive full credit. · A minimum of two pages, analyzing and interpreting the historical significance of a primary source in an essay format; including stating a position, drawing conclusion, using evidence and separating opinions from arguments. · The utilization of academic sources with proper citations (Wikipedia does not count as a source). · Attach a copy of your primary source to your paper Things to Think About: (Do not list answers to the questions below. The paper must be written in essay format) 1. When and where was the source created? 2. Who is the author? 3. What is their place in society? (gender, class, ethnicity, etc.) 4. Why did the author create the primary source and who is their intended audience? 5. What is going on in history at the time the primary source was created? 6. Is there a possibility that the intended audience and/or historical event would have shaped the perspective of this primary source? 7. Does the author have an agenda? 8. Are there any biases or beliefs that would have helped to create the message of the author? 9. Is there anything that is not discussed or mentioned? .

Choosing a topic 2013

Mary Alice Osborne

This document provides guidance on choosing a topic for a U.S. history paper. It emphasizes selecting a topic of interest and understanding terminology. Keywords are important for research. Background research in various sources provides context. Narrowing the topic ensures it is manageable. Sources should be evaluated for relevance and reliability. Developing a clear thesis statement that answers the research question is essential.

Document Analysis.docx

write30

This document outlines the requirements for analyzing a primary source document from the course materials on Blackboard. Students must select one document and write a 500 word analysis considering the author, type of document, date and place of production, purpose for creation, and intended audience and their potential response. By critically analyzing the selected document and answering these questions, students should be able to determine the historical significance of the primary source.

Overview research writing powerpoint 1

Beulah Heights University

This document provides guidance on conducting research for a project. It discusses choosing a topic that interests the reader and meets assignment requirements. It also covers finding and evaluating information from various sources, as well as thinking through the purpose, audience, and context of the research. The document emphasizes that research involves answering questions and sharing results with others. It stresses clarifying the assignment, managing time, and outlining the research process.

Sesi 1 - Penulisan dan Komunikasi Akademik.pdf

GlenaShafira1

Here are some potential focused topics derived from broad topics with actions/relationships: Broad topic: Poverty in developing countries Focused topic: Analyzing the impact of conditional cash transfer programs on poverty reduction in Indonesia. Broad topic: Economic growth in Southeast Asia Focused topic: Comparing infrastructure development and its contribution to GDP growth in Indonesia and Vietnam from 2000-2020. Broad topic: Financial inclusion in emerging markets Focused topic: Evaluating the effectiveness of digital financial services in expanding access to finance for micro-enterprises in rural Indonesia.

PROJECT 3 SUBMISSION In this project, you will write the introductory paragraph of a history paper based on one of the questions you identified in your topic exploration worksheet. To do this, however, you must first find out a bit more information about your topic and draft a research plan. This will allow you to transform your question about your topic into a thesis statement, as well as give you the background information you will need to craft an interesting introductory paragraph. You will not write the entire paper, just the introduction to the paper that concludes with a thesis statement. The following critical elements will be assessed in a Word document of 3–5 pages that combines both your research plan (Critical Elements I–II) and your introduction (Critical Element III). Specifically, the following critical elements must be addressed: I. Compile secondary sources about your event that address the following questions using the provided materials. Be sure to cite your information using the most recent version of APA guidelines. Based on the sources you have selected, address the following questions: A. What is the historical context of the event? In other words, what was going on in the world/area/society around the event? B. How did the historical context influence the event? For instance, what was happening in the world/area/society around the event that impacted how it occurred? II. Compile primary sources you could use for additional information using the provided materials. Be sure to cite your information using the most recent version of APA guidelines. Based on the sources you have selected, address the following questions: A. Discuss how the primary sources relate to the secondary sources. Do the primary sources support what the secondary sources are telling you, or do they contradict what those sources have told you? B. Explain what these primary sources add to your understanding of the topic. How does it help you understand the topic better than the secondary sources? III. Write your introduction. A. Based on your primary and secondary source research, turn your research question into a thesis statement that addresses your topic and how it has been influenced by its historical context. B. From the knowledge you have gained from your primary and secondary sources, determine what background information you will use in the introduction to lead to your thesis statement. C. Write your introduction. Be sure to incorporate your background information and to conclude with your thesis statement. Supporting Work and Resources Throughout Theme: Interpreting History, there are opportunities to work directly on different elements of the research plan and introduction. 1. In learning block 6-1, you will use your chosen secondary sources to help you establish the context for your topic and your research. What historical trends affected your topic? How did your topic affect historical trends? 2. Determine how your ch.

Freedom in America Paper Assignment Step 1 Pick a topic. Wh

SusanaFurman449

Freedom in America Paper Assignment Step 1: Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic. Step 2: Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least at least ONE primary source for your paper, you may use more than 1, but you must use at least 1. Step 3: Analyze. When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “ Guidelines for Analyzing a Primary Source ” (below) to help you come up with a complete analysis of your primary source(s). Step 4: Choose at least 4 books and/or articles from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse. *Do not use any encyclopedia sources or the class readings as a secondary source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources. Step 5: Make sure you have a thesis statement . This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be concise and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can debate . Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement. 1 Step 6: Write your paper! Keep in mind the following: 1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least 5 full pages plus a Works Cited page (6 total) and include an introduction, body, and conclusion. 2) You should have a well-articulated thesis . Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use.. 3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis.... 4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...

i want a Informative Speech Outline about Brj Alarb Assignment.docx

jewisonantone

i want a Informative Speech Outline about Brj Alarb Assignment Details Perform the following tasks: Step 1: Review the information presented in the lesson . Step 2: Create a formal outline for your informative speech. Be sure to include the Introduction, Body, and Conclusion sections in your formal outline. Step 3: Create a reference list including all sources you use to locate information for your outline. Step 4: Save and submit your document (.doc format). When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor below. Make sure your name is on the document. The superior outline (grade A):  Topic is creative, appropriate, and original.  Name, general purpose, specific purpose, and thesis statement (central idea) are included.  Constitutes a genuine contribution by the speaker to the knowledge or beliefs of the audience.  Remains audience-centered throughout outline.  Content fits the assignment.  Contains elements of vividness and special interest in the use of language.  Language is clear, concise, memorable, and easy to follow.  If sources are required, high quality sources are used.  If sources are required, adheres to quantity of sources rule (one source per minute for total amount of sources).  If sources are used, a reference page is included.  Outline is in complete sentences.  Standard subdivisions are used.  Transitions are advanced and included in proper places.  In-text citations are present.  Various sections and components of the outline are labeled.  Main points are declarative sentences.  Main points are logical.  Appropriate number of main points is included.  Support material is appropriate.  All components of the introduction, body and conclusion are included and well-developed.  Organizational pattern is clear. .

10 11 investigation report - topc, technique

Ross

This document outlines six steps for effective research for a personal grade 10 project. Step 1 is to define the problem, objectives, methods, and final result. Step 2 considers information seeking strategies. Step 3 identifies possible source locations and how to access them, including books, audio/visual, interviews, and internet sources. Step 4 provides guidance on note taking without full sentences to avoid plagiarism and on evaluating sources. It also includes questions to guide research on the topic and techniques.

Lesson 1.1 texas history v2003

mrsantos6thgrade

This document outlines the lesson plan for setting up and beginning to use an interactive student notebook for a Texas history class. Students will create sections in their notebook like the cover page, table of contents, and unit pages. They will also analyze primary source documents using the AP-PARTS strategy to understand author, place and time, audience, and more. By the end of the lesson, students will have practiced with primary and secondary sources and selected a document to further analyze in their notebook.

Semantic engagement

STIinnsbruck

This document discusses semantic analysis and natural language processing. It describes 7 typical tasks: 1) topic detection, 2) named entity recognition, 3) co-reference resolution and word sense disambiguation, 4) relation extraction, 5) sentiment analysis, 6) social annotation, and 7) text summarization. For each task it provides details on the goal, common techniques used, and examples. The document also discusses publishing content as linked data using semantic vocabularies and ontologies to make it machine-readable and processable.

writing_excellent_papers_8_31_10.ppt

Shawn406084

The document provides guidance on writing excellent research papers. It discusses using a step-by-step notebook process for organizing a research paper project. This includes creating sections for things-to-do lists, calendars, notes, bibliographies, and outlines. Taking detailed notes is emphasized as a way to deepen comprehension of source materials. An integrated outline is developed that incorporates all notes and helps structure the paper. This process is presented as a way to manage writing tasks, stay organized, and avoid procrastination or "binge writing".

Order #185993101 writers choice (5 pages, 4 slides)type of serv

JUST36

The document provides instructions for a research paper assignment on redesigning how a concept from an Asian studies course is taught. It outlines four steps: 1) choosing a concept, 2) identifying and evaluating 3 outside sources on the concept, 3) determining a new way to teach the concept to first-year students based on the sources, and 4) writing a 7-8 page essay addressing the concept, source evaluation, concept redesign, and bibliography. The essay is due on May 4th. It also provides instructions for a separate assignment on analyzing literary devices used in three Isaac Asimov stories and includes a proposal addressing the stories, devices, and thesis.

10 11 investigation report - topc, technique

Ross

This document outlines a six-step process for effective research for a personal grade 10 project. Step 1 involves defining the problem, objectives, work methods, and final result. Step 2 considers information seeking strategies. Step 3 focuses on identifying and accessing appropriate sources like books, interviews, and the internet. Step 4 involves taking notes without full sentences to avoid plagiarism and considering the coverage, authority, accuracy, objectivity, and currency of the information. Step 5 has students investigate their topic and techniques through guided questions and note-taking from sources. Step 6 is the production and presentation of the final project.

Social Issues Of The Progressive Movement

jmonroe3

This document provides instructions for an activity where students will analyze primary documents related to social issues during the Progressive Era, including the Anti-Lynching Movement, urban problems, child labor, settlement houses, and the temperance movement. Students will be divided into expert groups to analyze one document and answer analysis questions. They will then form new jigsaw groups with one member from each expert group to teach the others about their document and take notes in a provided chart. The activity aims to give students insights into life during the Progressive Era based on its social issues.

John Q. StudentProfessor StalbirdEnglish 1201.xxx27 February.docx

vrickens

John Q. Student Professor Stalbird English 1201.xxx 27 February 2020 Annotated Bibliography Author’s Last Name, First Name. “Name of Article in Quotation Marks.” Name of Source/Publication in Italics. Publication Date/Info. Name of Database in Italics. Url. Date Accessed. This article discusses (give the thesis of the article). In the next 2-4 sentences, give the main points of the article. Tell what the article said. The purpose of this article is ______. The intended audience seems to be _______. Address the credibility of the source and the author. For example, for a database article you could write: The source came from the Sinclair database and the article came from a scholarly peer-reviewed journal. The author seems credible because she has written many other articles on the subject. The article was written in 2020. I can use this source for ______. I plan to use the following quote: “______.” Next Citation. Note there are no extra lines of white space anywhere. Double-space throughout. Writing the Annotated Bibliography From the Working Bibliography that you created, you will choose 10 sources that best answer the questions you posed in your Research Proposal. Those sources will form the basis for the Annotated Bibliography. You will need a minimum of five sources from Sinclair databases and at least three of those sources should be "scholarly." Briefly, the annotated bibliography includes notes and analysis on sources that will be quoted and paraphrased in the final essay. You have already had practice with the skills that are required, but the assignments do require that you set aside several hours for reading and analysis. If you've taken ENG 1101 at Sinclair recently, you may have already had some experience with the annotated bibliography. Annotated Bibliography To begin to put the Annotated Bibliography together, review the sources you listed on your Working Bibliography. Choose 10 that look like they come the closest to answering the research questions you posted in your Research Proposal. If, after reading and researching further into your topic, you realize that you do NOT have 10 that address the issue you are writing about, go back to the library databases and find more sources. Keep searching until you have ten. Choosing the 10 sources for the Annotated Bibliography is important because you are going to spend considerable time reading, summarizing, and critiquing these sources. Make sure you take as much time as necessary to read and choose sources that answer the questions you posed in your research proposal. The work that you do for the annotated bibliography will form the basis for your research paper. The time you put into this assignment will pay off when you go to write the paper because what you create for the annotated bibliography will go directly into your paper to support the ideas that you are sharing with your readers. This assignment is one of the most important steps in writing the paper. ...

r_padsaddsadsaddasddsdadd fddfdfd ddfasdsadadaper_p.ppt

NamitNayan1

This document outlines the steps in the research paper writing process. It begins with clarifying the assignment, selecting a topic, and developing a preliminary thesis. It then covers developing an outline, drafting the paper while integrating sources, and revising. The goal is to break the process into manageable steps, from topic selection to finalizing the paper, and provide resources for help.

How to write a biography

José Antonio Alcalde López

This document provides guidelines for writing a biography, including finding multiple sources of information about the subject, researching basic facts like their birthdate and education, and highlighting prominent life events and accomplishments. It recommends organizing one's thoughts, considering time or space limits, deciding on a structure like chronological order, and using past verb tenses while keeping the text narrative, descriptive, and objective when recounting the subject's life story.

The big six!

Laura Kieselbach, MEd

The document introduces the Big6 model, which is a six-stage process for solving information problems: 1) Task Definition, 2) Information Seeking Strategies, 3) Location and Access, 4) Use of Information, 5) Synthesis, and 6) Evaluation. Each stage contains two sub-stages, for a total of 12 steps. The Big6 model is widely used to teach research and technology skills from K-12 through higher education. It provides a systematic approach for handling any problem or task by defining the problem, locating and evaluating sources, extracting relevant information, organizing it, and assessing the results.

Donnie isaacs - Historical Thinking Teacher

Donnie Isaacs

Chapter 12 part 1 becoming rhetorical class notes.

InCruzBay

The document outlines a metaphor and steps for engaging in research and writing. It presents a metaphor that research involves identifying scholarly conversations, listening through materials, and adding one's own voice. It then lists steps for beginning research, including developing questions, searching keywords, vetting sources, taking notes, and creating thinking drafts to repeatedly refine the process.

Milestone Exercise for Eng 102

Wilmington University College of Arts and Sciences

This document provides instructions for students to complete three milestone exercises for an English research paper assignment. The exercises guide students through framing a research question, finding relevant sources, evaluating sources, incorporating sources into their writing, and citing sources properly. For the first exercise, students are instructed to develop two potential research topics and search the library databases to find five articles for each topic. The second exercise has students assess the credibility of their sources by answering a series of questions. They then write an annotated bibliography. The third exercise focuses on selecting quotes, paraphrases and summaries from sources and incorporating them into paragraphs for their paper with proper APA citations.

Semantic engagement handouts

STIinnsbruck

The document discusses using semantics to improve search engines and information retrieval. It describes some current limitations like recall issues, results being dependent on vocabulary, and content not being machine-readable. It then outlines several key aspects of using semantics: semantic analysis to extract facts from text, using semantic vocabularies as channels to publish linked data, using ontologies for semantic content modeling, and semantic matchmaking for automatic distribution of content. The goal is to move from isolated data silos to a global web of data where objects are linked with typed relationships and explicit semantics.

Episodic Assignments

burdick

This document discusses using episodic assignments to enhance learning and enrich the educational experience. It defines episodic assignments as brief tasks completed during the middle of the week to keep students engaged with course material between primary readings. Examples of episodic assignments provided include analyzing historical photographs and documents, interpreting political cartoons, and discussing competencies not covered in regular class narratives. The document encourages designing episodic assignments that appeal to student interests, employ experiential learning, and are fun. It stresses that these assignments should not take much time and should be graded lightly.

Wk 4 referencing1

Jools Jerome

This document provides guidance on how to reference sources for projects. It explains that referencing is important to acknowledge authors, avoid plagiarism, and add credibility. It then outlines how to reference different source types like books, websites, newspapers, and interviews by listing the key information needed like author, title, date. Students are instructed to keep a reference log to record source details and download documents on referencing and bibliographies.

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