Primary Source Document Analysis

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Primary Source Document Analysis

The European occupation of colonies across the globe required a sense of Christian duty and capitalist ambition. There was also a sense of racist disregard for local cultures. It is not a story of villains and heroes, but one of millions of people seeking security for themselves and sometimes relying on great violence and exploitation. The nuances are quite complex. This week, let’s consider these view points while using multiple sources. Part of this week’s assignment will require you to cite your sources as you use them and synthesize information from multiple sources in a single paragraph.

During the European occupation of areas spanning the world, often explorers, officers, and travelers exaggerated the sense of brutality in the areas they saw. Why was it important to portray the local people in colonies as unfit to rule themselves, even in areas where it wasn’t really accurate? Use the following links to give examples of these kinds of comments and use your textbook for historical context in order to write a 2-page paper concerning the depictions of colonial subjects during the 19th century. Be sure to cite the sources as you use them.

Edmondo de Amicis, One Day in Morocco, c. 1870
(Amicis, One Day) for in-line citation
http://www.fordham.edu/halsall/mod/1870morocco.asp

Paul du Chaillu, Travels in Africa, 1868-1870
(Chaillu, Travels) for in-line citation
http://www.fordham.edu/halsall/mod/1870chaillu-africa.asp

Alfred Egmont Hake, The Death of General Gordon at Khartoum, 1885
(Hake, Khartoum) for in-line citation
http://www.fordham.edu/halsall/islam/1885khartoum1.asp

Dadabhai Naoroji, The Benefits of British Rule, 1871
(Naoroji, British Rule) for in-line citation
http://www.fordham.edu/halsall/mod/1871britishrule.asp

** Your final page should include a bibliography of the sources you used, including the Author, Title, web URL, and date accessed.

Understanding of Historical Fiction

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Number of sources: 2

Writing Style: MLA

Type of document: Essay Academic Level:Undergraduate

Number of Pages: 1 (Double Spaced)

Category: History

Language Style: English (U.S.)

Order Instructions:

 

The purpose of this assignment is to provide students with a better understanding of Historical Fiction and Historical Non-fiction. Students are required to read both Required Textbook: Harriet Jacobs’ Incidents In The Life of A Slave Girl (Historical Non-Fiction) and Mark Twain’s Pudd’nhead Wilson (Historical Fiction). After reading these books students are required to write an essay comparing both books to examine how enslaved blacks lives and experiences are documented in both book. Students must select any four topics (4 separate paragraphs) and compare how such topics are documented in both books. Jacobs’ Incidents In The Life of A Slave Girl must be the main point of reference. Meaning, students must first select their four topics from Jacobs’ and then the same four topics from Mark Twain’s Pudd’nhead Wilson and then compare how Twain (historical fiction) attempts to document real life events.

(Even though the below is an example, this is how each topic discussion should be organized in the essay.).

For example: First, if Jacobs discuss enslaved clothing, then the students should document Jacobs description. Second, this discussion should be followed by a comparison to how Mark Twain discusses the enslaved dress. Finally, this discussion should address the following point of reference questions: Did Mark Twain document the enslaved dressing historically correct according to Jacobs’ description? Or did Mark Twain use literally descriptions to embellish and create his own idealized imagery of the enslaved dress? Explain.

Point of reference questions:

Students must use these questions when attempting to compare specific topics in Jacobs and Twain.

Did Mark Twain document the enslaved experiences historically correct according to Jacobs’ description? Or did Mark Twain use literally descriptions to embellish and create his own idealized imagery of enslaved experiences? Explain. Do not type or restate these question in the essay. These are thinking points that allow students to generate discussion points.

 

 

 

 

 

How will I be graded on this essay?

o Graded per Essay (MS Word Document) Format on this syllabus, so follow those directions.

o Incorrect essay formatting, discussion, book review (75-point deduction),
o No footnotes, or incorrect footnote formatting, or no bibliography page, or use of parenthetical citation. (50-point deduction),

o No quotes can be used; students must paraphrase this essay.

o Point deduction for using outside sources beyond the first paragraph. You can only reference the books after the introductory paragraph.

 

Essay Format:

Follow these directions when writing all essays. This is how all these assignments will be graded.

• All essays must be written in Chicago Manual of Style format, in an MS Word Document.

 

• All essays must have footnotes and a bibliography and will be submitted to Turnitin (plagiarism 
software). Please upload all MS Word document essays to the Turnitin link: LastName_FirstName_EssayName_Essay Title

How will I be graded for Essays and Discussion Board posts?

Essay Formatting:

Times New Roman 12pt ft. Double spacing

Five or more sentences per paragraph

No quoting (all work must be paraphrased and in your own words)

No Contractions (lacking possession)

Thesis statement

MS Word Assignment Heading on essays

3 or more footnotes per paragraph

Footnotes (only). Please visit the writing center to learn how to place footnotes in the essay. 
Correct footnote formatting only. Only footnotes can be use in the essay. If you use 
parenthetical citations, endnotes, comments, or combination of all, points will be deducted.

If there are no footnotes and/or no bibliography page 50 points will be deducted from the 
overall assignment.

Bibliography page

Must have correct grammar

 

Following the essay formant below will allow students to earn the maximum allotted number of points for the assignment.

Introduction – The introduction is typically used to appeal to the reader’s attention and provide the reader with a general idea of the essay’s focus.

Body—In this section you should discuss major themes, events, dates, and key players in a chorological or sequential order. Do Not Ramble! No points will be given for rambling or your opinion. Opinions should only be stated when asked.

Conclusion—In the conclusions you should provide the reader with a summation of all the major points discussed in the essay. In this section, when asked, you should state your opinion on your essay topics.

Footnotes— Documenting your resources will provide the reader with a means to find additional information on the topics discussed in your essay as well as helps to support your argument. Do not use parenthetical citations or endnotes, these are not footnotes and you will earn a zero on essays. Do not place comments or notes in your footnotes. No credit will be given. This Applies to discussion board post and essays.

Bibliography page—Students are advised to visit “The Chicago Manual of Style Online” (see link below) to acquire a better understanding of how to use Chicago-Style formatting in answering essay questions. Chicago Manual of Style Online. “Chicago-Style Citation Quick Guide.” Accessed January 1, 2010. http://www.chicagomanualofstyle.org/tools_citationguide.html

 

ASSIGNMENT HEADING FOR MS WORD DOCUMENTS ONLY

DO NOT post the below heading on the discussion board, only use it on essays.

-Assignment Title
-Last Name, First Name (Student ID Number)
-Course Title
-Class Day/Time
-Date
The heading must be left justified and single-spaced at the top of the document.

Course Required Essays (MS Word Document)

ARH 131: VISUAL ANALYSIS PAPER

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One of the more traditional assignments students encounter in an introductory Art History class is to write a visual (formal) analysis paper. This assignment, which is based on the student’s visit to the Lowe Art Museum on the University of Miami campus in Coral Gables, whose permanent collection contains Greek pottery from the time period that we are studying in Unit 2, requires students to trace the development of Greek pottery, by examining the various techniques and quality of naturalism that evolved over the course of approximately four centuries.

Students will select four objects in the collection to analyze: one (1) from the Geometric period; one (1) from the Orientalizing period; one (1) object utilizing the black-figure technique; and one (1) utilizing the red-figure technique. Pay close attention to each of the object’s stylistic features, describing each element and integrating into your analyses comparisons to object(s) we have studied in the textbook or in lecture from the PowerPoints. When selecting objects to compare the Lowe museum pieces to, be discerning. That is, try to find objects that share more characteristics than not.

The aim of this 5-7 page (excluding printed imagery of the objects, which may be either wrapped in the text or placed at the end of the document and labeled), double-spaced, typed assignment is for students to develop an eye for style and locate the subtle differences that distinguish one technique or tendency from another. As such, the paper should be organized with an introductory paragraph, body, and conclusion. The introduction may include some general information (e.g., historical, economic, cultural) about the objects’ specific time period(s), and the technique(s) utilized to create the object(s). More importantly, the introduction should include a thesis statement.

Be sure to organize the body in a logical, analytic fashion, and conclude the paper with some remarks about the significance of the objects — that is, how they fit into a larger Greco-Roman art historical framework. Remember, this is NOT a research paper; however, if you quote a source (e.g., a placard or web site from the museum), be certain to include a citation.

The Problem Of Evil

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Purpose/objective.

Many articles you read will have complicated dialectics where the author presents an argument, gives possible objections to the argument, and then gives a reply. When you read articles and you feel that the author is contradicting himself/herself, or is going back and forth, this is often an indication that the author is defending an argument against a possible objection.

It takes practice writing clearly so that your reader can follow this dialectic. This assignment will help you organize a dialectic so that you can understand and write sophisticated arguments that handle possible objections.

This paper also gives you practice in conversing with others, critiquing other’s arguments, or replying to their arguments against your position. Conversations usually have a dialectic where someone gives an argument and another person disagrees. It is important to be respectful and encourage the flow of ideas, so that each person can fully explain their position and learn from different perspectives. In writing essays, always write as if the reader has never heard of these arguments or terms.

Instructions:

Part One: Give a thesis statement and explain the argument for the Problem of Evil.

In this essay, I will examine the argument for the Problem of Evil, a possible theodicy against the argument, and reply to the theodicy.

The Problem of Evil is an argument that shows that God cannot be either all- powerful, all-knowing, and/or all good. [Outline an argument for the Problem of Evil. Explain why this argument shows that God cannot be all-powerful, and/or all-knowing, Write the following paragraphs and fill in the missing details. This activity is broken into three parts, but your paper should present one essay, with paragraphs that flow together. Include citation and bibliography. This is italicized here to indicate what you should write, but your final essay should not be in italics. and/or all- good. Be sure to define an all-PKG god, define evil/ suffering, and give examples of different kinds of evil/ suffering. This may take 2-3 paragraphs.]

Part Two: Explain one theodicy.

One might object to the Problem of Evil by giving a theodicy. A theodicy is ________ [give the definition of theodicy. Make sure to explain that a theodicy will defend the position that God is all-PKG].

One theodicy is _____________ [choose ONE theodicy that we talked about in class. Be sure to explain how this theodicy shows that God is all-PKG even though evil/ suffering exists. Think about God would allow evil to exist or why he wouldn’t prevent it or intervene. You may use thought experiments, examples, or scenarios to illustrate your argument].

Part Three: Explain a rejoinder to the theodicy.

The defender of the Problem of Evil argument can reply to this theodicy by saying ____________ [Explain a problem with the specific theodicy you explained above. This may require you to show how the theodicy fails in showing that God must be all- powerful, all-knowing, or all-good.]

I have explained the argument for the Problem of Evil, given a possible theodicy, and replied to that theodicy.