A critical evaluation of a monograph

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*Rubric/Instructions for Formatting Book Reviews *Achieving 250 Words/24-25 Lines of Text per Page * Carlos R. Rivera. PHD LCDR. Columbus OH. 2019

A critical evaluation of a monograph selected by the

student and approved by the instructor. The review will

summarize the author’s main argument and discuss supporting

examples from the book. A significant portion of the review

should relate the book selected to the appropriate section of

the main textbook. Criticisms in this section will focus on

differences in interpretation and not on the lack or abundance

of details. The best reviews will include relevant criticisms of

the author’s thesis. The reviews should be written in standard

formal English with a formal introduction and conclusion.

SUMMARIZE THE MAIN ARGUMENT 1-Find author’s argument in introduction, preface & conclusion.

2-Briefly restate this argument in your own words.

3-Recount important facts, points of evidence, major turning

points & interpretations supporting the argument.

4-Was the argument difficult to follow or to understand?

5-How could the author make his or her work more understandable?

Hints: Chapter outlines may help you follow your author’s thesis

throughout the book. Use the outlines to determine if the author

proved his or her thesis.

COMPARE TO THE TEXT

 

 

1-Find similar topics in both books such as important events or

people.

2-Compare the interpretations or use of these events or people.

3-Are there any discrepancies between the book and the text?

4-Does the book provide a view of the event or person not

offered in the text?

CRITIQUE THE AUTHOR’S THESIS 1-What is the author’s bias?

2-How does this bias influence the author’s interpretation of

events?

3-What elements of the argument were the most/least convincing?

4-Cite specific examples of the most/least convincing elements

of the argument.

5-What sources were used/ignored?

All left-hand justified. In the upper left corner of your

1st page and single spaced, print your name on line 1, date on

line 2. Skip two lines. Type bibliographic citation (Author,

Title, Publication Company, City, State and Year)—no other

citations will be allowed. In the body, you will use page

numbers only for citations. Skip two more lines. Begin typing

the review body with double spacing. The review will be four

pages, no more and no less. Disable extra line between

paragraphs, set offsets to 0. Ask for help with those functions.

DO NOT USE PAGE NUMBERS (1-4, I-IV), or HEADERS of any kind.

 

 

*Instructions for Formatting Primary Source Reviews *Achieving 250 Words/24-25 Lines of Text per Page *Carlos R. Rivera.

All left-hand justified. In the upper left corner of your

1st page and single spaced, print your name on line 1, date on

line 2. Title of your reading on line 3-no other citations will

be allowed. In the body, you will use page numbers only for

citations. Skip two more lines. Begin typing the review body

with double spacing. The review will be four pages, no more and

no less. Disable extra line between paragraphs, set offsets to

0. Ask for help with those functions. DO NOT USE PAGE NUMBERS

(1-4, I-IV), or HEADERS of any kind.

Indent the first sentence 5 spaces (use the Tab key) in

each paragraph. In order to achieve the format for the paper,

you must strive for 250 words per page, with margins at one inch

all the way around using Courier New 12 Bolded. You set your

margins and begin counting lines. Don’t panic–there’s an easy

solution to achieving 24-25 lines per text on pages 1-4.

In Word, Click on PAGE LAYOUT in the menu bar, trace down

and select PARAGRAPH, make sure you are on the INDENTS AND

SPACING tab and go to the center section of the dialog box that

says SPACING. Find the box that says LINE SPACING and click on

the down arrow. For a quick solution to the problem of counting

lines, turn your line numbering on until you are ready to do the

final print of the paper. Turning off line numbering–follow the

 

 

same steps and remove the check mark, or deselect the option. In

Word: Click PAGE LAYOUT. In the dialog box, click on the LAYOUT

TAB then click on the LINE NUMBER button in the lower left

corner. In the next dialog box place a check, or click, in the

ADD LINE NUMBERING box. The default is to number the lines on

each page from 1-25. You can change that option to sequentially

number every line but it makes tracking on the page a little

harder. Ask if you need help with that function.

There is one more trick you want to make sure and do to

insure you get 24-25 lines per page. Turn off the widows and

orphans lines. Widows and Orphans cause the paragraph to move at

least two lines to the next page to prevent a single line ending

a paragraph on a page. You want the 25 lines per page regardless

of an orphan line.

In Word, Go to PAGE LAYOUT in the menu bar, trace down and

click on PARAGRAPH. This time in the dialog box you want to

click on the LINE AND PAGE BREAK tab. Deselect (remove) every

check so that all boxes are empty. The Widows and Orphans option

is the top box, but you do not want any of the options active

for this type of manuscript typing. Now your lines will end up

at 24-25 lines per page and your word count will average 250.

Some pages will have fewer words, some a few more but that is

acceptable. But, you must have 3 full pages for PSRs and 4 full

pages for book reviews, no more, no less, as per the format.

 

 

Questions for Primary Source Reviews–PSRs

1. Provide a short biography of the author in about 1 paragraph.

Who wrote the primary source?

Why did they write it?

What training did they have for their occupation?

Are they associated with any movements?

Are they affiliated with any organizations?

2. Provide an historical context for the primary source in no

more than 2 paragraphs.

When was the selection written?

Was there a specific event or idea that inspired the author to

write the selection?

What big events (wars, elections, protest movements) occurred at

about the same time?

3. Evaluate the primary source’s arguments in about 2 paragraphs

with these ideas, if applicable.

a. TRACE the argument.

Cite the major steps toward the author’s conclusion.

What are the major turning points in the selection?

What types of evidence are offered or used?

Are there any obvious inaccuracies in the argument?

What parts were most/least convincing?

b. Discuss the author’s bias.

How reliable is the author?

 

 

What bias does the author offer?

How does that bias influence the author’s work?

Does the author claim to represent a wider ideology or view

point? If so, define and explain that ideology or view point.

How does the author’s view compare to others with similar

ideologies?

How might the author react to other ideologies existing at the

time?

Who are the critics/opponents of the author’s arguments?

Why do these critics disagree with primary source’s author?

4. Be specific in your criticisms. You can quote a very short

phrase the primary source with no notation: no source or page

number. Refer to critics by name and ideology. When reviewing

the primary source, provide enough detail to demonstrate that

you read and understood the selection under review.

The Reagan-Bush Years: 1981-1993 Worksheet

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HIS 450 WORKSHEET

The Reagan-Bush Years: 1981-1993

Respond to the following prompts. Each prompt should be supported with research. Source three or five relevant, scholarly sources in support of the content. Turabian format is required for essays only. Solid academic writing

1.What was “Reaganomics”? Describe the difference in the state of the U.S. economy from when Reagan took office in January of 1981 until he left in January of 1989. Was this change a positive change? Explain.

2. What is a “Go-Go” economy? Was the U.S. economy in the 1980s a “Go-Go” economy? Explain.

3. Who were the “Culture Warriors”? Assess their impact on the U.S. during the 1980s.

4. What was the Iran Contra scandal? What effect did it have on politics and society in the U.S.? Explain.

5.Describe the impact of the Rehnquist court. How did their rulings affect American society? Explain.

Study References

Read “Remarks on East-West Relations at the Brandenburg Gate in West Berlin,” by Reagan (1987).

URL:

http://media.pearsoncmg.com/pls/az/gcu/1323178368/Reagan_Speech_Brandenburg_Gate.html

Read “Remarks at the Annual Convention of the National Association of Evangelicals in Orlando, Florida,” by Reagan (1983).

URL:

http://media.pearsoncmg.com/pls/az/gcu/1323178368/Reagan_Natl_Asso_Evangelic83.html

Different Approaches to Diversity Issues (1865–1925)

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Assignment 1: Different Approaches to Diversity Issues (1865–1925)

Due Week 3 and worth 120 points

In Assignment 1, we ask you to choose one of three topic choices listed below on the subject of diversity then use the Writing Guide located in Blackboard to write a brief paper on the subject. Each topic explores two different approaches to diversity during the 60-year period after the Civil War (1865–1925). The dynamic between the two approaches will have a profound impact on our history then—and now.

As you prepare and brainstorm ideas for your paper, first read and review what our Schultz textbook covers on the subject. Then, consider the other sources listed with each topic below. It is important that you review these sources carefully because your paper should use a minimum of three sources from the list below.

TOPIC CHOICE ONE: Empowering African Americans—Two Strategies

Here you will focus on the approaches of Booker T. Washington and W. E. B. Du Bois. Other noted names and certainly different organizations will become part of your inquiry. Washington’s famous 1895 “Atlanta Compromise” speech (labeled such later by critics) sets the tone. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.

Sources: Schultz, p. 340–2, 400–1, 404–5. See http://historymatters.gmu.edu/d/39/; and see http://historymatters.gmu.edu/d/40

TOPIC CHOICE TWO: Getting Women the Vote—Two Strategies

Here you will focus on the approaches of two organizations and some names associated with each. These are the NAWSA (National American Woman Suffrage Association; later the League of Women Voters) and the NWP (National Women’s Party). You will identify the strategic approach and key players in each as they pursued the common goal of getting women the right to vote. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.

Sources: Schultz, p. 364–366. Also see https://www.womenshistory.org/education-resources/biographies/carrie-chapman-catt on one of the leaders of the NAWSA; on the NWP’s Alice Paul, see https://www.youtube.com/watch?v=5GDe4DkZN2A ; and https://americanhistory.si.edu/blog/2012/05/alice-paul-champion-of-woman-suffrage.html.

TOPIC CHOICE THREE: Immigration—Two Opposing Approaches and Views

Here you will focus on two opposing views of immigration and its impact on American culture and life. These are visible in the late 1800s and early 1900s, in a time where immigration was skyrocketing for a long period—but significant restrictions would come into play. One view is represented by lines of a famous poem on the base of the Statue of Liberty. The other finds its place in laws restricting immigration. One might find virtues, problems and successes associated with one or both strategies. You might see elements of each in strategies of later leaders and related issues even today.

Sources: Schultz, p. 334–5, 348–9, 358–9, 408–9. Look for events and issues like the opening of Ellis Island, the melting pot idea, the Chinese Exclusion Act, and the National Origins Act. Also see the poem on the Statue of Liberty base: https://www.nps.gov/stli/learn/historyculture/colossus.htm . And see http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm .

Us History Reflection About My Answer With My Group

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Write a one-paragraph (approx. 200 words) reflection on this week’s discussion in Zoom. Your reflection should include:

  • your key takeaways from the discussion
  • what your contribution has been to the discussion
  • what you have learned from the discussion
  • refer to at least one specific example from the discussion
  • your group number and the time of your Zoom meeting

While this is an informal assignment, you should write in complete sentences and pay attention to grammar and style.

Breakout Room 13  (12 p.m.)

 

Discussion Questions based on the two poems:

 

1. What does Churchill claim that the Soviet Union wanted? (Doc A)

Answer: Churchill claims that the Soviet Union does not want war. Rather, he says they want “…indefinite expansion of their power and doctrines.” (Churchill). He mentions how they want increased control from Moscow and to expand the Soviet sphere of influence. 

 

2. What does Truman mean when he claims, “Should we fail to aid Greece and Turkey in this fateful hour, the effect will be far-reaching to the West as well as to the East”? (Doc B)

Answer: When Truman claims that failing to assist Greece and Turkey will have far-reaching effects, he means that the stability of the region will deteriorate. Truman suggests that for the region to remain stable and free, the United States should intervene. “One of the primary objectives of the foreign policy of the United States is the creation of conditions in which we and other nations will be able to work out a way of life free from coercion.“ (Truman).

 

3.How does Novikov describe the United States? What evidence does he use to support his description? (Doc C)

Answer: Novikov claims that the United States sees itself as a world leader, seeking to maintain power through weakening allies and spreading influence. He claims American leaders wanted to “…avoid direct participation in the war…” (Novikov) and only get involved when it was most convenient. 

 

4. What is Wallace’s main argument? (Doc D)

Answer: Wallace’s main argument is that the United States could have acted differently after World War II. He suggests that the expansion of military control and spread of American weaponry could be detrimental to future peace opportunities. “I cannot but feel that these actions must make it look to the rest of the world as if we were only paying lip service to peace at the conference table.” (Wallace)

 

5. Based on evidence from the provided sources and material in this week’s lesson address the following question: Who was primarily responsible for the Cold War – the United States or the Soviet Union? And why?

Answer:  The Soviet Union seems primarily responsible for the Cold War due to accusations of deception regarding World War II. The United States was attacked first, rather than the claim that the USA only entered when it was most convenie