This presentation provides a short introduction to the differences between primary and secondary sources. This is aimed at teaching history undergraduates how to use primary sources for their historical research.
In this presentation, we briefly introduced Chinese history and culture, including the facts and figures of China, and some recent changes and trends. It could be quite helpful especially for the non-Chinese who would like to understand China more and/or foreigners who would come to live and work in China.
In this presentation, we briefly introduced Chinese history and culture, including the facts and figures of China, and some recent changes and trends. It could be quite helpful especially for the non-Chinese who would like to understand China more and/or foreigners who would come to live and work in China.
cause-effect essay ppt made by me, to fulfill academic writing score in group presentation. hope it can help u to understand what cause-effect essay is.
cause-effect essay ppt made by me, to fulfill academic writing score in group presentation. hope it can help u to understand what cause-effect essay is.
Rev. 0319 General Education Common Graded Assignment His.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 112-History of the United States II
Primary Source Analysis
HIST 112 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about the
topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they occurred,
and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and creative
works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians nee ...
This presentation focuses both on subscription databases and U.S. government information resources available for students enrolled in the POL 211 class.
This is a class presentation for HIS 357: The Cold War in Latin America. It mainly focuses on research resources for Cold War in Latin America that are available at the University of Miami Libraries and also inludes other resources that are freely available online.
This presentation focuses on library research resources and freely available digital collections for the history course, HIS 538: Fin de Siecle Europe.
This is a short presentation prepared for a history class, HIS 544: Weimar Republic and Hitler's Rise to Power. The presentation is to help students get started with their research for their term papers.
This presentation provides step-by-step instructions on how to create a course page on Blackboard, link LibGuide to Blackboard, and upload documents and videos to the page.
Presented by Chella Vaidyanathan on January 25, 2009 at the 2009 ALA Midwinter Conference for the Joint Meeting of the WESS Germanists' and Social Sciences and History Discussion Groups.
This presentation focuses on the NLM products - Clinical Trials, Senior Health, Asian American Health, Household Products, Tox Town, and Tox Mystery. This was presented by Chella Vaidyanathan as a part of the panel presentation on October 21 at the 2008 DLC Conference.
This presentation discusses the importance of teaching and promoting government and international documents to the students of History, International Studies, Political Science, and Latin American Studies.
Teaching Promoting Govt. Information via Libguides and BlackboardChella Vaidyanathan
Various options such as Flickr, blogs, wikis, LibGuides, Blackboard,YouTube, etc. are available to teach and publicize government information services. In this presentation, I will demonstrate how to teach and promote government information via LibGuides and Blackboard systems. It is easy to create user-friendly course and subject guides using these two systems. With the availability of web 2.0 technologies, we can integrate video clips, RSS Feeds, and images to make our guides interesting. Now is the time to "jazz it up" and reveal the hidden treasures to our user community.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Primary vs. Secondary
Sources
Chella Vaidyanathan
History, Political Science, U.S. Govt. &International Docs
Librarian
University of Miami Libraries, Coral Gables, FL
2. What are Primary Sources?
Primary sources are:
Original first hand accounts of
historical incidents
Invaluable because they give an
exact account of a particular
historical event as and when it
occurred
Usually written/created by an
individual who either was involved in
or witnessed the historical event
3. What are Primary Sources?
(continued)
Primary sources are:
Examples include
letters, diaries, speeches, interviews, a
utobiographies, poems, newspaper
articles, treaties, government
documents, etc.
Visual resources such as
photos, maps, posters, original
artwork, and pamphlets are
also primary sources
4. Examples of Primary Sources
Here are a few examples of primary
sources from the Library of Congress’
collections which have been uploaded on
the Flickr Commons
5. What are Secondary Sources?
Secondary Sources:
Offer an interpretation or analysis of
the primary source materials
Second hand accounts of historical
events
Examples of secondary sources are
articles, biographies, books, textbooks,
reports on events, etc.
6. Tutorials for Learning and
Practice
Here are some tutorials for your
practice. Try these and they
will help you to better understand the
differences between primary and
secondary sources
How to Distinguish between Primary and
Secondary Sources (UCSC) –
http://library.ucsc.edu/ref/howto/primar
ysecondary.html
Primary and Secondary Sources (UConn)
–
http://www.lib.uconn.edu/instruction/tut
orials/research/HTML/Basics/basic03.ht
m
7. Tutorials for Learning and
Practice (Continued)
What are Primary Sources (Univ. of
Washington) –
http://www.lib.washington.edu/uwill/resea
rch101/Images/primary.swf
What are Primary Sources (Univ. of
Arizona) –
http://dlist.sir.arizona.edu/617/01/index.ht
ml
Primary Sources Tutorial (UCI) –
http://www.lib.uci.edu/tutorial/?page=intr
oduction_to_primary_sources
Using Primary Sources in your Research
(MSU) –
http://www2.lib.msu.edu/exhibits/primeso
urce/