HISTORY 104 COURSE ADDENDUMPOLICIES GRADE POSTING Expect grades posted immediately after quizzes, within a week of primary source exercises, and within two weeks of the anno
history writing question
Look on page 3 and choose one prompt at the bottom.
Requirements:
HISTORY 104 COURSE ADDENDUMPOLICIES GRADE POSTING Expect grades posted immediately after quizzes, within a week of primary source exercises, and within two weeks of the annotated bibliography’s due date. GRADE VAUES Grades for assignments can be found under the “Grades? section of our D2L page. The value of each assessment in this course is shown below: ??Annotated Bibliography (20%)??Final Quiz (20%)??Primary Source Exercises (20%)??Quizzes (40%)??Global Thinking Exercise (0%)*No extra credit is available.INSTRUCTOR RESPONSES Expect responses to student email within 24 on weekdays and 48 hours on weekends or the next business day, whichever occurs first. LATE WORK With an extenuating circumstance, quizzes may be taken within a week of the due date. Primary source exercises and annotated bibliographies must be submitted on time. PARTICIPATION To demonstrate attendance, students must engage in an assignment by the first set of due dates. Failure to do so will result in being removed from class permanently. ASSESMENTS ANNOTATED BIBLIOGRAPHY To demonstrate proficiency in historical research, writing, and documentation, each student must upload a DOC, DOCX, RTF, ODT file to”Assignments.” Each bibliography must fulfill the requirements detailed on pages 2-3 of this document. FINAL QUIZ To demonstrate the ability to communicate and think critically about history, each students is responsible for taking a timed short-essay quiz. As well, the final quiz will also have a geography component included. PRIMARY SOURCE EXCERISES To demonstrate proficiency in analyzing primary source documents, each students must complete all exercises found in the appropriate section in Discussions.” Students are responsible for fulfilling the requirements detailed at the top of that forum. QUIZZES To demonstrate an understanding of historical information, students are responsible for taking 6 timed quizzes. Each covers two chapters worth of content and consists of 20 random multiple-choice questions. There will be geography questions included on each quiz. GLOBAL THINKING EXERCISETo demonstrate an understanding and appreciation of global and international issues, students will be asked to complete a non-graded global thinking exercise as part of their final exam. This exercise will be in a survey format with no right or wrong answers simply asking the student their own apolitical opinions on global and international issues.
2 ANNOTATED BIBLIOGRAPHY To begin, select a prompt from the list found on page 3 of this document. Then, conduct research to find scholarly sources providing information about this prompt. Next, properly document each source with a citation followed by an entry evaluating the source and explaining how it helps answer your prompt. This entry calls for an argument about how a source helps answer your prompt ? not just a description of that source. Last, post your work to the appropriate section in “Discussions” as well as upload a DOC, DOCX, RTF, or ODT file to “Assignments.” REQUIREMENTS ??Five citations from acceptable scholarly sources must provide all the correct publication information.??Each citation is followed by a single-spaced annotated entry of at least 300 words.??Each entry should evaluate the source and describe how that sources helps answer your prompt.??No direct quotations are allowed.ACCETABLE SCHOLARLY SOURCES??It must exist somewhere as a published book orbe an article within an academic journal.??It must bear an author or editors name.??It must provide either a title, name of apublishing house, and date of publication [or] atitle, journal title and number, and date ofpublication.UNACCEPTABLE SOURCES??Websites (e.g. academic blogs, authorlessdatabase articles, university web pages, generalinformation web pages, Wikipedia, etc.?). ??Encyclopedias, textbooks, or non-print sourcesELECTRONIC SOURCES Scholarly sources can be found on online. TTC’ library provides access to databases with eBooks and journals. Links are located at the bottom of our class’ “Course Announcements” page under User Links.? If you log onto these databases, you will need your TTC ID#, found on TTC Express under the “TTC for Credit Students”??”Academic Profile”??”My Profile” tabs. GRAMMAR & STYLE Active Voice: Strong formal writing uses active voice, in which the subject performs the action. Active: Egyptians believed Osiris judged the dead. Passive: It was believed that the dead were judged. First Person: Formal writing avoids using first person pronouns (“I” or “me”). Verb Tense: write in the past tense when referring to past events, people, and societies: Martin Luther nailed his Ninety-Five Theses to a church door in Wittenberg. The exception to this rule is when referring to an author’s assertions in the context of their writings: Meyer argues that eighteenth-century capitalists like Adam Smith promoted social stability. PLAGIARISM To avoid failing this assignment, do not copy any portion of your work from any source. Using a previously written work is plagiarism. Changing a few words does not make a passage your own. See tutorial “How to Prevent Plagiarism” in “User Links.” ??Students cannot earn a grade for theirAnnotated Biography unless they upload their workto “Assignments,” at which time Turnitin ? softwareautomatically checks the work for plagiarism.
3 ANNOTATED BIBLIOGRAPHY PROMPTS 1.What was the relationship between kings, priests, and gods in Mesopotamia?2.What was the relationship between the pharaoh and Egyptian religion?3.How did Indo-European migrations affect the cultures of the Indian subcontinent?4.What forces caused Indian religion to change over many generations?5.How was the Mandate of Heaven used to legitimize political power in China?6.How did Chinese society accommodate three traditions ? Daoism, Confucianism, and Buddhism?7.How realistic was Homers epic and what does it tell us about Greek society?8.How exactly was the Hellenistic world multi-cultural?9.What was the Roman Empire’s relationship to the peoples within its borders?10.What did the relationship between paganism and the Roman state change over time?11.What set of circumstance led to the division of the Roman Empire into two parts?12.What shaped identity in Western Europe in the Early Medieval period?13.How can we account for the scope and speed of Arab conquests?14.Why do many scholars consider the Abbasid Dynasty a “golden age” of Islam?15.What role did Trans-Saharan trade play in linking Afro-Eurasian society?16.How was religion central to Aztec rulers who wished to maintain political power?17.What role did empire play in organizing Mesoamerican society?18.What forces can account for the expansion and contraction of the Mongol Empire?19.Why were the Mongols so open to various philosophies sand religious doctrines?20.What was Humanism’s relationship to the Renaissance?21.What was the relationship between Christianity and the Age of Exploration?SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY??Based on the hypothetical prompt, “In what context did witch hunting occur in Early Modern England?”Macfarlane, Alan D. J. Witchcraft in Tudor and Stuart England. New York: Harper and Row Publishers, 1970. This work concentrates on witchcraft prosecutions in Essex County, England, between 1560 and 1680. Macfarlane provides numerous statistics from ecclesiastical and secular trials on the gender, age and social status of the accused. He discusses the relationships of the accused to their accusers and attempts to explain the motivations which spurred neighbors to press charges against one another. He proceeds to list reasons for the decline of witch trials in Essex by the middle of the seventeenth century. The alleged witchcraft in this part of England was considerably less colorful and more practical than elsewhere in continental Europe. They were, in fact, accused of killing, attempting to injure people and destroy property, invoking evil spirits, seeking out treasures and lost items with the aid of magic, and various methods of fortune telling. It appears that the major factors in determining the guilt or innocence of an Essex witch were their character, drinking habits, and general reputation. Concerning the root causes for prosecution, he dismisses as unproven untrue or problematic causes such as destitution, illness, or religious fervor. Instead, Macfarlane suggests that the Essex witch trials responded to how the elderly strained economic resources and caused friction between themselves and younger families, keenly felt in Tudor and Stuart England, where ideals of charity were beginning to change. Also, Macfarlane suggests that tensions between neighbors, such as being refused some charity, played a role. Accusing someone of witchcraft was a way to divert guilt from one’s self onto someone else.
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