"Anybody can make history; only a great man [sic] can write it." --- Oscar Wilde

History 302: Introduction to History W14 MWF 1:30 - 2:55 / L&L 223

Prof. Jason Dormady Office: L&L 100M Email: dormadyj@cwu.edu Office Phone: x1244 Office Hours: M, T, R, 10 to 11, T, Th 1-2

Course Description: Introduction to the historical profession, with emphasis on training in research methods and historical analysis centered on primary sources found at CWU. Also introduces students to career paths for historians. Student Learning Outcomes: 1) Students will be able to evaluate the role of the historian in society. 2) Students will be able to locate, identify, evaluate, and differentiate primary and secondary sources. 3) Students will be able to develop an evidence-based argument using primary and secondary sources. The student will be able to use a clearly defined thesis, correctly structure and organize their evidence, use historical interpretation based on evidence, write with clarity and generally demonstrate improved history writing skills, citation and documentation. 4) Students will be able to use evidentiary citation using CMS (Chicago Manual of Style) as introduced in Kate Turabian’s guide for writers. 5) Students will follow directions.

ANY WORK DONE OUT OF CLASS THAT YOU TURN IN NEEDS TO BE TYPED. ALL TYPED MATERIAL IS DOUBLE SPACED. Required Readings: Inga Clendinnen, Ambivalent Conquest: Maya and Spaniard in Yucatan Kate Turabian, A Manual For Writers (8th Edition) GRADING AND COURSE REQUIREMENTS: 1250 points. (see syllabus appendix for detailed instructions for each assignment). THE EASY STUFF / 150 points Attendance: 50 points / See attendance policy below. In-class Participation: 50 points / Students are expected to actively contribute to class with both

questions and comments. Participation is recorded each day by the professor. Writing Group Participation: 50 points / Based on evaluation by your peers. SKILLS EXCERCISES / 400 Points The following exercises focus on the skills students need to complete a quality research paper. These are not “busy work,” but reflect the actual nuts and bolts skills that should be reflected in the final paper. 1/13 ⨷100 Primary Document Location Due – Start of class. Typed out on paper. 1/22 ⨷20 points / Thesis Exercise - in class. 1/27 ⨷20 points / Thesis Exercise - in class.

2/3 ⨷ 100 points / Ambivalent Conquest – short quiz. In class. 2/10 ⨷ 20 Points / Open book citation activity using Manual for Writers. In class. 2/21 ⨷ 20 points / Open book quiz using Manual for Writers on style choices. In class. 2/28 ⨷ 20 points / Post lecture quiz on history and theory. In class. 3/19 ⨷100 points / Analysis of Ambivalent Conquest, due to SafeAssign by 5pm.

HISTORY AS A PROFESSION – 200 points The following exercises focus on the profession of being a historian. This course is likely the only opportunity you will have to reflect on what you can actually do with a history degree. One of the top complaints of graduating seniors is that not enough time was dedicated to helping them consider what they will do with their degree. This is your chance. Take advantage of it. 1/31 ⨷100 points / ”Other than teaching, I can do X with my history degree paper” due by 5pm

to SafeAssign. 2/19 ⨷ 25 points / Explain what public history is in 250 words or less. Typed out on paper and

turn in at the start of class. 2/19 ⨷ 25 points/ Find information about jobs in public history and find one of the jobs that

appeals to you (even if you are going to be a school teacher). Print it out. Bring it to class at the start of class.

3/7 ⨷ 50 points / In class essay. Be prepared to answer the question: Is History a part of the humanities or is it a social science?

RESEARCH PAPER – 500 points 1/24 ⨷25 points / Turn in: A plan for how you plan to tackle your research project. 2/14 ⨷50 points /Annotated bibliography due today 2/14 ⨷25 points / Possible thesis statements due today 2/12 to 2/24 ⨷ Interviews with the professor about the paper.Come prepared to discuss your

working hypothesis, what sources you are using, and your research plan. No points assigned for this task – HOWEVER, 100 point penalty assigned for not having an interview. 50 point penalty for not coming prepared.

2/26 ⨷100 points / Turn in a Draft to Prof. Dormady / Bring a Draft for every member of your group.

2/26 ⨷Draft retrospect letter. What is weakest part of the paper? What is best? What do you most want feedback on? Put a copy of this letter on each of the drafts you give to your group as well as to me. 50 point penalty for incompletion. Letters that do not complete the assignment parameters will merit additional penalties.

3/12 ⨷200 points / Final Draft for me only. 2200 (max) to 1800 (min) words. SafeAssign copy due by 5pm. (MUST SCORE AT LEAST 100 POINTS ON THE PAPER TO PASS THE CLASS). ANY LESS THAN 100 POINTS RESULTS IN AN AUTOMATIC C- for the class, meaning you have to take the class again.

3/12 ⨷Revision cover letter. What changes did you make and why? Email to dormadyj@cwu.edu by 5pm. 50 point penalty for incompletion. Letters that do not complete the assignment parameters will merit additional penalties.

3/12 ⨷ Grade of your writing group. Grading sheet provided. No points assigned for this task – HOWEVER, If you don’t fill out a grade sheet for your peers, 100 point penalty.

3/10, 12, and 14 ⨷ 100 points / Oral presentation.

Grades are based on the following scale: (presented as % of points earned). A: 100-94% A-: 90-93% B+: 87-89%

B: 83-86% B-: 80-82% C+: 77-79%

C: 73-76% C-: 70-72% D+: 67-69%

D: 63-66% D- : 60-55% F: 54% or Lower Academic Integrity and Classroom Behavior Electronic devices in the class room during lecture

- Cell phones are to be turned off in the class room or set to vibrate. Student’s that have phones ring during class will please leave or they will be asked to leave. Emergency medical response personnel are excluded. If you are waiting for an emergency phone call it may be best to just get notes from another student.

- Cell phones and tape or digital recorders may be used as recording devices. - Cell phones may not be out in the open during exams or quizzes. - Students engaged in texting will be invited to leave the room.

E-mail etiquette:

- Please use etiquette in your emails. This includes starting emails politely, ending communications with your first and last name, using written English as opposed to texting language.

Definition of Academic Dishonesty - Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to

(1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit.

- All cheating will be met with an immediate F for the course and a reporting of that offense to university officials. I take cheating very seriously.

Students with Disabilities - To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with

disabilities must contact the office of Disability Support Services and complete the Confirmation of Eligibility for Academic Adjustments forms.

- I must receive a copy of the form as well as a verbal verification from the student regarding academic adjustments. Failure to request services in a timely manner may delay your accommodations. Students arrange all special accommodations and they must notify me that such arrangements have been made at least 48 hours in advance.

- For exams and quizzes, students with disabilities must have the same start time as students in the regular class meeting.

WEEK 1 1/6 INTRO / Source Location 1/8 Intro to Library Resources with Courtney Paddick or Talea Anderson 1/10 Research and Primary Sources / Primary Source Evaluation

Reading: A Manual for Writers, 5-36, 131-132. WEEK 2 1/13 Archive / Gov Docs ⨷Primary Document Location Due

1/15 STATE ARCHIVE – Meet at the Washington State Archive Central Branch on Dean Nicholson (14th) and D Street. 1/17 Reading Secondary Sources Reading: A Manual for Writers, 37-41 (top of 41) WEEK 3 1/22 Thesis

⨷Thesis Exercise in class 1/24 Taking Notes

Reading: A Manual for Writers, 41-48, 79-83 ⨷Turn in: A plan for how you plan to tackle your research project.

WEEK 4 1/27 Crafting an Argument

Reading: Manual for Writers, 49-62; be prepared to discuss. ⨷Thesis Exercise in class

1/29 LIBRARY DAY – GO GET SOME WORK DONE 1/31 Argument, Evidence, Logical Fallacy

⨷”Other than teaching, I can do X with my history degree paper” due by 1/31 at 1pm to SafeAssign on Blackboard. Be prepared to spend some time talking about your paper in class.

WEEK 5 2/3 - Historiography: What is that?

⨷ Discuss Ambivalent Conquest – short quiz 2/5 LIBRARY DAY – GO GET SOME WORK DONE 2/7 So, You Want To Go To Grad School…

Reading: Blackboard readings; be prepared to discuss. WEEK 6 2/10 Turabian Mania on Citation: Bring A Manual for Writers to class.

Reading: Manual for Writers, 135-143. Browse sections 16 and 17. ⨷ Open book citation activity using Manual for Writers

2/12 LIBRARY DAY – GO GET SOME WORK DONE 2/14 Grammar, Diction, and Editing

⨷Annotated bibliography due today ⨷Possible thesis statements due today

WEEK 7 2/19 So you want to work in Public History? Read and prepare to discuss the following: Read http://www.publichistory.org/what_is/definition.html ⨷ Explain what public history is in 250 words or less.

⨷ Find information about jobs in public history and find one of the jobs that appeals to you (even if you are going to be a school teacher). Print it out. Bring it to class.

2/21 Grammar, Diction, and Editing. ⨷Open book quiz using Manual for Writers on style choices found in Part III.

WEEK 8 2/24 LIBRARY DAY – GO GET SOME WORK DONE 2/26 DRAFT DUE TODAY

⨷Turn in a Draft to Prof. Dormady / Bring a Draft for every member of your group. We will exchange papers. And you will make arrangements to meet to discuss edits.

2/28 Theory and schools of historical thought / historiography. ⨷ Post lecture quiz.

WEEK 9 3/3 The Role of Historians in Society

Readings: Blackboard Readings 3/5 WRITING DAY _ GO GET SOME WORK DONE 3/7 Is History a Social Science? One of the Humanities?

Readings: Blackboard Readings – Be Prepared to Discuss. ⨷In class essay. Be prepared to answer the question: Is History a part of the humanities or is it a social science? (HINT: Before class, you should be able to define both the humanities and the social sciences).

WEEK 10 3/10 In Class Presentations Today 3/12 In Class Presentations Today

⨷FINAL DRAFT DUE TODAY. Paper packet copy due at the start of class. SafeAssign copy due by 5pm.

3/14 In Class Presentations Today 3/19 FINALS WEEK ⨷Analysis of Ambivalent Conquest, due by March 19th to SafeAssign by 5pm.

Appendix 1 “The Easy Stuff” THE EASY STUFF / 150 points Attendance: 50 points In-class Participation: 50 points / Students are expected to actively contribute to class with both

questions and comments. Participation is recorded each day by the professor. Writing Group Participation: 50 points / Based on evaluation by your peers.

Attendance: There are 20 classes. The percent of classes attended will be adjusted to 50 points and you will earn that number of points. For example, if you attend only 15 of the 20 face to face classes, you have attended only 75% of the classes making your score 37.5 of 50 points. There is no way to “make up” or “excuse” attendance. In-class Participation: Students are expected to actively contribute to class with both questions and comments. Participation is recorded each day by the professor. The percent of classes participated in will be adjusted to 50 points and you will earn that number of points. For example, if you participate in only 15 of the 20 face to face classes, you have participated in only 75% of the classes making your score 37.5 of 50 points. There is no way to “make up” or “excuse” participation. Writing Group Participation: Students will be assigned paper groups according to their availability. Writing groups are expected to apply the skills of mechanical and content editing to improving the quality of their peer’s papers. At the end of the quarter you will evaluate to what extent your group has been cooperative, thorough, and professional in the treatment of your work. NOTE: Peer evaluations may contain two options that trigger further bonuses or penalties for their work in this area. The Nuclear option will appear on your evaluation form and allows students to draw attention to particularly uncooperative, unhelpful, vague, or unprofessional treatment. For example, if you have a member of the group that made no comments on your work, was late to group meetings, and was generally a negative presence in meetings, you can suggest the nuclear option. If the nuclear option is suggested by more than one member of the group, I will consider a 50 point penalty in addition to the loss of the entire group participation grade. The Happy Happy Thousand Blossoms Option is for you to suggest if a group member goes above and beyond, giving detailed, thorough, and insightful commentary on the paper that makes turning in a quality product possible. If more than one person suggests it, you get an A on the paper, and I look at the draft copy and agree with your analysis, I’ll trigger the Happy Happy Thousand Blossoms Option and add a 75 point bonus to your group member. Not filling out the grade for your group carries a 100 point penalty.

APPENDIX 2 Skills Assignments: The following exercises focus on the skills students need to complete a quality research paper. These are not “busy work,” but reflect the actual nuts and bolts skills that should be reflected in the final paper. 1/13 ⨷100 Primary Document Location Due – Start of class.

a. Typed out on paper. Students will identify one body of primary sources for each of only three of the following five fields: African history, East Asian history, European history, Latin American history, and United States history. A “body” of primary sources means more than one source that can serve as the foundation for a research project. For example, a single, short letter is often too little to make a convincing historical argument, but a collection of letters is a broad base from which to argue.

b. The body of primary sources must be either physically available in the CWU library OR it must be easily available on the internet. At least one MUST come from the CWU library.

c. For each body of evidence you find, give a brief statement (five sentences or less) about the kind of history paper you might write using that body of documents.

CWU LIBRARY EXAMPLE: Latin American History:

Cantares mexicanos: Songs of the Aztecs : translated from the Nahuatl, with an introduction and commentary / by John Bierhorst. CWU Library, call number PM4068.6 C3 1985 The collection contains thirty documents with information on instrument construction, musical lyrics, and performance. I could write a cultural history that examines Mexica identity through song values found in the lyrics and context of performance. I could also use this document with conquest accounts of Mexica musical performance to make an argument about the role of music in Mesoamerican society, such as The Bernal Díaz chronicles ; the true story of the conquest of Mexico, call number F1230 D5. ONLINE EXAMPLE United States History: The Area 51 File: Secret Aircraft and Soviet MiGs: Declassified Documents Describe Stealth Facility in Nevada edited by Jeffrey T. Richelson. Online resource, http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB443/ The National Security Archive contains declassified government documents from government and intelligence services from around the world, and this collection on Area 51 has 60 documents about the security of Area 51. I could write a short history of the importance of Area 51 in every U.S. armed conflict from 1965 to 2013. I could also write a short history of the importance of private industry, military, and security services in maintaining global US power, or maybe a legal / constitutional examination of the implication of such alliances. Using pop media resources such as the archive of shows like Coast to Coast AM http://www.coasttocoastam.com/ or the Alex Jones show http://www.infowars.com/search-page/ or even references found in the Internet Movie Database http://www.imdb.com/ I can make an argument about the importance of facilities like Area 51 in American popular media, culture, and politics since 1965.

1/22 ⨷20 points / Thesis Exercise - in class. 1/27 ⨷20 points / Thesis Exercise - in class. The thesis exercise will present the students with readings from both professional historians and students and you

will be asked to underline, highlight, or bracket the thesis to demonstrate what it is.

2/3 ⨷ 100 points / Ambivalent Conquest – short quiz. In class. One skill you should develop as a history major is reading larger amounts of secondary material quickly and for

content. However, what most students don’t realize is that you also need to look for the important links between

content and structure. Why is a book divided into three sections? Why are the chapters in a particular order?

Why are the chapters titled that way? Why is the book give that title? What is the thesis of the book and how is the

structure of the book designed to forward that argument. This quiz on Ambivalent Conquest will ask you four short

essay questions about the relationship of the structure of the book and the argument of the book. For example, I

might ask why the book is called “Ambivalent Conquest” or why chapters five, six, and seven are called “Conflict,”

“Crisis,” and “Attrition” and why they are in that order.

2/10 ⨷ 20 Points / Open book citation activity using Manual for Writers. In class. Bring Manual for Writers to class for this fun-filled citation exercise where you need to correctly cite the books and

sources that are presented to you. Bring some lined note book paper and a pencil. While you might feel that

getting citation correct is “busy work,” correct citation is often the firewall between you and a charge of plagiarism

or libel. If you publish, correct citation may mean the difference between the acceptance of your paper or not: You

may not agree with the logic, but some editors fee that if you can’t get the small mechanical things correct, how can

we trust an author’s evidence and argument. Prepare for this exercise by looking at the assigned section in Manual

for Writers for the day as well as sections 16 and 17 and noticing that not all book citations are the same. Edited

collections, translations, original publication dates, republishing dates, etc. – these all carry with them different

citation needs.

2/21 ⨷ 20 points / Open book quiz using Manual for Writers on style choices. In class. Bring Manual for Writers to class for this fun-filled style exercise where you need to correctly edit the style of

sentences presented to you. Exam page will be presented to you. You will edit for style on the correct way to write

items such as numbers, abbreviations, government agencies and more. While you might feel that correct style is

“busy work,” style sheets are used by all publishing organizations, and correct style may mean the difference

between the acceptance of your paper or not. No editor wants to put extra hours into correcting your bad style

choices. Prepare for this exercise by looking at the assigned section in Manual for Writers for the day and noticing

where you can find the style guide for Chicago style.

2/28 ⨷ 20 points / Post lecture quiz on history and theory. In class. One of the great challenges for students is forming an argument out of documents. One thing that can spark new

ways of thinking about documents is found in the schools of historical thought. We’ll go through a brief history of

history and some of the schools of thought that influence the way we do history. At the end of the lecture I’ll pass

out a short fill in the blank exam.

3/19 ⨷100 points / Analysis of Ambivalent Conquest, due to SafeAssign by 5pm. Using your knowledge of the history profession and what it takes to write a “good,” professional history, evaluate Clendinnen’s book. Focus on items like thesis, organization and structure, evidence use, language and prose, editing, readability, etc. If improvements need to be made, where and how? Be specific. Cite all sources using Chicago style bibliographic footnotes. Be very careful. This is not a book review. This is a historiographical evaluation of the quality of this book, not a retelling of the narrative of the book. Please use a serif font, 12 pt.

APPENDIX 3 History as a Profession HISTORY AS A PROFESSION – 200 points The following exercises focus on the profession of being a historian. This course is likely the only opportunity you will have to reflect on what you can actually do with a history degree. One of the top complaints of graduating seniors is that not enough time was dedicated to helping them consider what they will do with their degree. This is your chance. Take advantage of it. 1/31 ⨷100 points / ”Other than teaching, I can do X with my history degree paper” due by

5pm to SafeAssign. 500 word minimum, 1000 word maximum. 25 Point penalty for papers that lack college-level grammar, syntax, spelling, etc.

Other than teaching elementary, junior high, high school or college, pick one profession or job that a person can do with a history degree. Explain what skills from a history degree will be useful in that job and show how a person can accomplish that career goal with a clear plan. Cite your sources using Chicago style. You may want to start (but not limit yourself) to looking at professional organizations for historians such as www.historians.org or www.oah.org. 2/19 ⨷ 25 points / Explain what public history is in 250 words or less. Typed out on paper and turn in at the start of class. Cite your sources using Chicago style.

2/19 ⨷ 25 points/ Find information about jobs in public history and find one of the jobs that appeals to you (even if you are going to be a school teacher).

Print it out. Bring it to class at the start of class. Be prepared to discuss the job, what kind of skills it requires, and

what sort of pros and cons are associated with the job.

3/7 ⨷ 50 points / In class essay. Be prepared to answer the question: Is History a part of the humanities or is it a social science? Prepare for this

exercise by being able to define what a social science is and what the humanities are and explain why you think

history fits best in either of those categories.

APPENDIX 4 The research project

History 302 – Research Project THE ASSIGNMENT Students will select one of the three bodies of primary sources they found in the library or on line as the foundation of their research project. Then, in conjunction with other primary or secondary sources, they will create a research paper with an annotated bibliography, at least one draft of the paper to the professor and the writing group, a meeting with the professor, and a final panel presentation on the paper. 1/24 ⨷25 points / Turn in: A plan for how you plan to tackle your research project. Full credit plans will have dates and specific goals for the amount of time that will be spent on each stage of the research project as well as a plan that takes into account conflicts and time requirements for other courses or other assignments for this class. This document should lay out your dates for accomplishing every part of the research paper: When will you go to the library? Will you be reading primary or secondary sources? How much time will you spend writing? What days will you write? When will you have early drafts ready? Who else besides your writing group will read the paper? When do you have other papers of projects due for other classes?

I don’t think it is a coincidence that students that score the highest on this assignment end up scoring the

highest on the final project. No credit is given for plans that just type out the dates that each stage of the

project is due.

2/14 ⨷50 points /Annotated bibliography “An annotated bibliography is a list of citations to books, articles, and documents. Each citation is

followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The

purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources

cited.” Cornell University – Olin & Uris Library. Use citation styles for bibliographies from Manual for

Writers to create the citation for the work you are using. Follow each citation by description and

evaluation of that work. EXAMPLES OF THE DESCRIPTION/ ANALYSIS THAT FOLLOWS THE CITATION:

BAD EXAMPLE: This book as about Christopher Columbus and talks about his live and voyage.

GOOD EXAMPLE: Published in 2012 by the University of California Press, this book represents the most

recent scholarship from a reputable scholarly press on the topic, including important information from

new manuscripts discovered in 2010 in Seville, Spain, that talk about the personal motivations of

Columbus. The bibliography is a good resource for both classic and recent scholarship on Columbus as

well as foundational primary sources available in English. Most useful is the detailed description of the

second voyage and the interaction with Cuneo and Fray Frau.

Organizing the bibliography. Divide the bibliography into titled sections: Primary sources, journal articles, monographs, online resources, and other. Within those categories put the material in alphabetical order.

2/14 ⨷25 points / Possible thesis statements due today Turn in a typed, double spaced possible thesis for your paper. You’ve had a chance to find and reflect on

a body of primary and secondary sources. What is your thesis going to be?

What a thesis is: A conclusion you can argue based on the evaluation of evidence presented in the

primary and secondary documents you are reading. “Without shadow puppetry (Karagoz and Hacivat)

the Ottoman Sultanate would have collapsed in 1563 CE due to noble discontent, palace coups, and

disunity among eunuch slaves. Instead, Karagoz and Hacivat stories placated noble egos, diffused coups

by teaching loyalty, and unified eunuch slaves in constructive artistic projects. By examining the ”

What a thesis isn’t: 1) A description of your topic; 2) A question; 3) A statement of Fact; 4)A statement of

evaluative opinion (Charles DeGaul is my favorite French president).

2/12 to 2/24 ⨷ Interviews with the professor about the paper. Come prepared to discuss your working hypothesis, what sources you are using, and your research plan. No points

assigned for this task – HOWEVER, 100 point penalty assigned for not having an interview. 50 point

penalty for not coming prepared.

2/26 ⨷100 points / Turn in a Draft to Prof. Dormady / Bring a Draft for every member of your group.

This draft should contain significant progress toward the construction of a paper with a recognizable (if rough)

thesis, attempts to present evidence in a somewhat organized body, and possible summary of the paper. It should

be in prose, not bullet points. An outline is NOT a rough draft. Please attach a “Draft Retrospect Letter” to each of

the copies for your group and the copy for the professor.

2/26 ⨷0 points/ Draft retrospect letter. 50 point penalty for not doing it. Write a brief letter where you reflect on the quality of the draft. What is weakest part of the paper? What is best?

What do you most want feedback on? Put a copy of this letter on each of the drafts you give to your group as well as

to me.

3/12 ⨷200 points / Final Draft for me only. 2200 (max) to 1800 (min) words. SafeAssign copy due by 5pm. (MUST SCORE AT LEAST 100 POINTS ON THE PAPER TO PASS THE CLASS). ANY

LESS THAN 100 POINTS RESULTS IN AN AUTOMATIC C- for the class, meaning you have to take the class

again.

THE MECHANICAL DETAILS Important note: Part of your grade is based on the ability to follow basic instructions. You will receive a lower grade for failure to follow mechanical instructions. Physical Format: 2200 word maximum, 1800 word minimum. Minimum and maximum do not include footnotes or the annotated bibliography. Minimums and maximums must be respected. Times New Roman font, 12pt size. 1 inch margins. Double spaced. A NOTE ON PAPER SIZE: If you are closer to the minimum than the maximum and the paper had room for improvement, expect a rough critique. If you are closer to the maximum, and the paper lacks quality editing, expect a rough critique. Title: The paper should have a title at the top of the paper on the first page. NO TITLE PAGE. Write your name, date, and the word count on the BACK of the paper on last page. Put your name, date, and word count on the back of the last page of the paper. Put your name, date, and word count on the back of the last page of the paper. Citation style: Use foot notes in the notes-bibliography style as shown in Turabian (section 16 and 17, style example is often listed as N). The first time you use a source, give a full bibliographic footnote citation. Subsequent citation will use abbreviated conventions.

Annotated Bibliography: “An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.” Cornell University – Olin & Uris Library. Organizing the bibliography. Divide the bibliography into titled sections: Primary sources, journal articles, monographs, online resources, and other. Within those categories put the material in alphabetical order. Use CMS style for the bibliography. Any changes in the annotated bibliography turned in early in the quarter and the one with the final document must be indicated with an asterisk (*). What does Professor Dormady expect? Does the paper have both a descriptive and attention getting title? Does the paper have a well presented thesis located in a brief introductory paragraph? Does the paper contain the properly cited evidence to back up that thesis? Readability: Does the paper use language to not only communicates fact but also convey emotion, convince the reader, and engage the reader’s interest? Is the evidence presented in an organized fashion? Is the evidence used within the correct historical context? Is the evidence presented with proper spelling, punctuation, and grammar? Has the paper been edited to eliminate repetition (both in language and subject)? Does the paper use active verbs instead of passive verbs? Does the paper use the past tense? Does the conclusion sum up the thesis and evidence of the paper? Does the student follow basic instructions? Did the student meet all of the basic milestones for the project? Did the student make a confident and quality presentation of their findings during the presentation? Did the student demonstrate a command of their project during the presentation? Could they answer questions? The paper should demonstrate historical thinking.

• Constructing and evaluating arguments: using evidence to make plausible arguments. • Using documents and other primary data: developing the skills necessary to analyze point of view, context, and to understand and interpret information. • Developing the ability to assess issues of change and continuity over time. • Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference, particularly in secondary material.

HOW TO TURN IN THE PAPER: The goal with this course is to mark improvement. Turn in the final paper and final annotated bibliography with the following paper copies:

1) The final draft letters AND the first draft letter. 2) The draft with Dr. Dormady’s comments. 3) The drafts from other writing groups.

4) The first annotated bibliography. 5) A copy of the tentative research plan.

3/12 ⨷0 points / Revision cover letter. 50 point penalty for not doing it. What changes did you make and why? Email to dormadyj@cwu.edu by 5pm.

3/12 ⨷ Grade of your writing group. Grading sheet provided. No points assigned for this task – HOWEVER, If you don’t fill out a grade sheet for your peers, 100 point penalty.

3/10, 12, and 14 ⨷ 100 points / Oral presentation. Failure to participate in the oral presentation at all will result in an automatic C- for the course.

In-class presentation.

The group will be divided into three groups of four. Each person will present their research in a ten to

fifteen minute presentation (and no longer – your presentation will end at fifteen minutes). Audience

members will then be allowed to engage the panel in a question and answer session and will assess the

student’s presentation quality using a grading form distributed by Dr. Dormady in class. A copy of the

form is attached so you can see what your peers will be grading you on.

A conference paper presentation is the historian’s opportunity to present their research in an abridged

form; you are not reading the whole paper. The goal of the conference presentation is to state your

thesis, present your evidence, inform the audience how you found that evidence, and get them to see how

important your research is. Here are some guidelines:

1) Dress professionally – you will be standing in front of the class. Your panel will be seated in front of the class.

2) Speak to the audience – not to the podium or paper. 3) Relax – be excited about your abilities and research; convince the audience through your enthusiasm. 4) You can NOT use PowerPoint. 5) Be mindful of the time – have a time keeping device ready. Stick to the limit. Don’t go too short,

either. Presentations under 10 minutes will be penalized. 6) Ask the questions in the days before the presentation for any clarifications.