Georgia Highlands College- History Dept.- Mary Ellen Pethel: September 2006

All Classes- Article Review Guides

Click on linked title or go to: http://www.utoronto.ca/writing/bkrev.html

Other sites to consider:

http://www.waikato.ac.nz/library/learning/g_reviewwriting.shtml

http://clconline.clc.cc.il.us/lac/wc/review.htm

1122 TV show

FYI, If you're interested a show on Marie Antoinette will be on tv tonight
on GPB channel (PBS) at 9 pm.

1122 Cows and Government

This is great for discussion and for a few laughs. See what you think.

http://www.tallrite.com/LightRelief/cows&govt.htm

1122- Leonardo's Mirror Writing

Click on the linked title to check out more on Leonardo Da Vinci and his mirror writing.

2112- Jacob Riis- How the Other Half Lives

Jacob Riis's book How the Other Half Lives gives present and past audiences a glimpse into the world of working class realities as America urbanized and industrialized in the late 19th and early 20th century. Try to place his primary source work into the historical context of the Gilded/Progressive Era. To look at the contents of the source (his book) go to:

http://www.authentichistory.com/postcivilwar/riis/contents.html

It is worth a look, and you should explore a couple of chapters. They are short and descriptive. Click on Contents and then select chapters that sounds intriguing. His writings serve as an interesting look at urban conditions, industrialization, and the role of media/print journalism.

In addition, this site also has pictures and illustrations embedded in the page so that you can see the images that correlate with each chapter. This is one of the few sites whereby you can read and see the images- as well as double click on the image to see it larger and in full view.

All Classes- Primary Source Questions

All classes will be doing an in-class primary source analysis (as a class exercise) to prepare for your next quiz. We will be using the following guiding questions to help break down and analyze written primary sources.

• Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process?
• Did the recorder have firsthand knowledge of the event? Or, did the recorder report what others saw and heard?
• Was the recorder a neutral party, or did the creator have opinions or interests that might have influenced what was recorded?
• Did the recorder produce the source for personal use, for one or more individuals, or for a large audience?
• Was the source meant to be public or private?
• What are the major points of interest?
• Did the recorder wish to inform or persuade others? (Check the words in the source. The words may tell you whether the recorder was trying to be objective or persuasive.) Did the recorder have reasons to be honest or dishonest?
• Can you summarize or encapsulate the source in 3 sentences without leaving out major points of interest?
• Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?
• Why is this source important, and what larger themes does it reflect?

Primary Source Analysis Quiz- All Classes

Below are links to the primary sources to be analyzed for our next quiz. Remember the analysis should be typed in standard 12 pt. Times New Roman font and double spaced. If you use other sources for background, context, or further information do not forget to cite them (parenthetical citation is fine) and include them on a works cited page. Outside sources are not required, but if you feel you need more information about the period and place it is fine to consult other sources. Just remember to cite them.
The assignment is due September 25th for M,W classes (including Monday only class) and September 26th for T,H classes. Click on the linked source beside your course number:

2112: Building the Brooklyn Bridge

2111: Visit to NYC's Red Light

1122: Marie Antoinette's Private Life

2112 Ellis Island

Click on the linked title to explore more about Ellis Island and immigration 1880-1920.

Students interested in Honors Program

If you are interested and meet the criteria, see me after class or email.

The Honors Project is designed to increase the educational opportunities for the academically well-qualified, highly motivated Georgia Highlands College student. The Honors Project is administered by the Honors Council, a subcommittee of the Academic Progress Committee. The student works closely with his/her instructor on a specific project in addition to other course requirements.

The student must meet the following eligibility requirements:

· have a GPA of 3.5 or higher,

· have at least 12 hours credit

· be recommended by one faculty member.

The nominating faculty member should complete an “Honors Project Application” stating his/her rationale for nominating the student and the details of the project to be completed. The Honors Project application must be submitted to the Honors Council, a subcommittee of the Academic Progress Committee, for approval, denial, or request for more information. Upon approval by the Honors Council, the student may begin work on the project.

Upon successful completion of the project, subject to review of the Honors Council, the student’s grade for the course is recorded along with an “H” designating honors project.

The Honors Project Application can be found at the following link: http://www.highlands.edu/academics/academicaffairs/forms.htm