8 FULL PAGES!!NO PLAGIARISM!! the prompt is uploaded below!please read the prompt carefully and do exactly what it said!This is the require text for the journal of document paper:Elizabeth Pollard and others, Worlds Together, Worlds Apart. Concise Edition. Vol. 2: since the
16th century. instructor:: Except for chapters 10 and 11 (which cover content relevant to Hist. 110A), select any ONE other chapter (12-21) from Pollard, Concise Edition, Vol. 2, then prepare to cover some of the documents SOLELY from that chapter.
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JOURNAL OF DOCUMENTS
Overview: The Journal of Documents, which is the second longer-format assignment of this course,
gives us opportunities to work with the building blocks that form history. By definition, primary
sources are written documents and non-written objects created by persons living awhile ago, which
can be used in order to reconstruct the past. Such items allow today’s readers and viewers to
connect with the ideas, points of view, lifestyles and material conditions of earlier generations.
Carefully utilized, primary sources ultimately give users clearer insights into human nature, the
practices we do and the objects we use today. By noting differences and similarities, primary
sources can help us to build an appreciation of diversity and to understand ourselves and our world
better in the present time.
Assignment goals: will look carefully at the primary document, a source written by a person of an
earlier generation and originally intended (usually) for use by a contemporary.
This paper has the following objectives in mind:
To unearth lifestyles and worldviews of people from the past, as seen in primary sources.
To gain skills that can help us to explore documents for history courses.
To see how a study of the past can help us to better understand ourselves today.
The term journal, in this case, is not to a day-to-day recollecting of one’s life, but a
somewhat more casual approach to historical content associated with this course. You will
summarize a few aspects that you believe to be important from select documents. Furthermore, your
analysis will involve comparing and contrasting selected aspects of these sources, as well as stating
your overall personal opinion about these sources.
Instructions: Except for chapters 10 and 11 (which cover content relevant to Hist. 110A), select
any ONE other chapter (12-21) from Pollard, Concise Edition, Vol. 2, then prepare to cover some of
the documents SOLELY from that chapter. (Because content in each chapter is grouped
thematically, you will NOT be allowed to select documents from more than one chapter.
Furthermore, extra credit is not available for this assignment.) After selecting a chapter, pick ANY
THREE written primary sources from that chapter. All of the source material will be located at the
end of your selected chapter. Written sources will be grouped under the heading, “Competing
There are a few things you should do before examining the written sources. You will need to
know what to look/read for in order to best tackle the written sources. First, read the introduction to
each of the documents you selected. Written by Pollard and her co-authors, the document
introduction will furnish much information: authorship, purpose of the document, societal
conditions during the time the document was created, and more. Next, take a look at the criteria in
“Handling primary documents,” at the end of this prompt.
Once you’ve prepped, plunge into the documents. In examining the sources the first time,
keep your eyes open to anything that fascinates you. As this is different for each person, I will not
give you a hard and fast rule about what is “fascinating.” What you SHOULD do is to jot down
anything that YOU find to be important. The goal here is to select at least three items from each of
your chosen written documents, nine points total that catch your eye and you believe to be
important. (This is the same process as for the Kaffir Boy paper.) You may select up to five items
you find to be noteworthy from each of the documents, but definitely no more than that. Please
note: Since you are reading in order to discuss what interests you, NOT Pollard, you may ignore the
“Questions for analysis” in the written sources section.
You may need to examine each piece about three times. The first time, read it quickly for
general impressions. Don’t be alarmed or frustrated by passages that you might find to be
challenging to understand or by unfamiliar terminology. After the first run through, jot down any
questions you may have about the piece. During the second reading, look for content that is clearer
and more familiar. This could include a person’s livelihood, material possessions, religious or
philosophical beliefs, ways of handling the natural environment, forms of conflict resolution, or
anything else to which you can relate in some way. Be sure, as well, to look for terminology that is
spelled similarly to words in present-day use. The third reading will involve digging deeper, trying
to make sense of what’s not so clear and not as familiar. Use the third reading to answer any
questions you raised at first about the piece.
Paper organization: Following an introduction of a few paragraphs, which will preview for
the reader the content that you will cover, the completed assignment will consist of the following
two sections: (1.) Summation of key aspects of your written sources, and (2.) Analysis of the written
sources, followed by your personal views of this assignment. By analysis, I mean that you should
compare and contrast the documents with one another. After this more traditional analysis, finish
your paper with your overall thoughts on your experiences with the sources that you selected. For
stylistic reasons and due to the nature of this assignment, you are encouraged to write with selfreferences (“I,” “we,” or “us”) throughout. Be sure to experiment to find the balance of summation
and analysis that works best for you.
Here are the technical requirements for this assignment. Your paper should be (on average)
about five pages long of text (notations lengthen the paper by one or two pages.), double-spaced,
with twelve-point font and one-inch margins. Be sure to paginate (number each page), and write
both the class designation and the section number on the front page (History 110B, and your section
number). An optional title page will not be included in the total number of pages. (A five page
paper is not a title page and four pages of content, for instance.) To indicate a new section, the title
of a section should appear above the beginning of that section. Avoid large amounts of blank space
between sections, as this is bad formatting! As with the Kaffir Boy term paper, endnotes are
REQUIRED. (A bibliography is optional.) I am somewhat flexible as to the exact page count. But
avoid extremes. It’s unlikely you will be able to do your best work if the prose in the final paper is
under 4.5 pages in length. A paper that is less than four long pages will be too brief, but one of
thirteen or more will need to be trimmed. Please contact me before the very last minute if you face
any problems regarding this assignment.
Regarding endnotes: You will notice that Pollard has reproduced primary documents that
were included in the books of other scholars. In order to streamline your endnotes for the Journal
assignment, you will take a simpler, but style-book correct, way. At the beginning of the summation
section of your paper, you will identify each of the primary sources that you used. You could write
something like this: “In this section, I will be summarizing a few key points from Okuna, Fifty
Years of New Japan and Charles Darwin, On the Origin of Species.” By doing this, you are
furnishing very clear identification of the sources you’re using, ones that were reproduced in
Pollard, vol. 2. Identifying each source at the very beginning of the summation section, you will not
be compelled to write complicated endnotes. (Important: this identification at the beginning of the
summation section does NOT replace endnotes!)
Once you do this, you are now ready to include the endnotes in your paper. For the purposes
of this assignment, your endnotes will take the form of one author and one book (the same format as
for the Kaffir Boy paper). The first note must be written in the long-format citation and second and
subsequent ones done in short-format citation.
Long-format: Elizabeth Pollard and others, Worlds Together Worlds Apart, Concise Edition, Vol. 2
(New York and London: W.W. Norton, 2015), __. [Underscored is where the page number goes.
Short-format: Pollard, Worlds Together, Vol. 2, __. [The volume number is essential. Vol. 1 is for
For more information, please refer to “Endnote formatting 110A and 110B F15 revised,” found in
the Course Guides folder.
HANDLING PRIMARY SOURCES:
There are several things to keep in mind (but not to write about) when examining and assessing a
primary source. Pay the closest attention to the ones explained here in depth.
Identify the type of source:
A law, constitution, pamphlet, treaty, city council proceedings (all for political history).
Court transcript, judicial ruling, police report, parole officer report (all for legal history).
Map, soldier diary, strategic and tactical plans, training manual, weaponry, uniform (all for
Business ledger, contract, tax filing, will, foreclosure records, patent applications, placards
(all for economic history).
Lyrics [especially from protest songs], laws, college catalogues [for curriculum and types of
students], biographies, letters, contemporary new reports [from television, radio or
newspapers], pamphlets, posters (all for social history).
Novel, dance, music, visual art, costume, religious tract, oral traditions, key religious work,
training manual for new converts (all for cultural history).
Human/animal remains; building ruins; slag; tools/weapons; pottery (archaeology)
Any of the above (for environmental history)
Determine the category of history to which the source is relevant. Political (constitutional, legal,
diplomatic, electoral, criminal-judicial); military; economic (agricultural, trade, fiscal,
transportation, labor, manufacturing); technological; social (migration, gender, ethnicity, LGBT);
cultural (artistic, religious); environmental. Much of the time, a source will have relevance to at
least two types of history.
Other factors: authorship of source; bias/perspective; purpose for which the source was created;
credibility of the source.
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