Annotated Bibliography

Annotated Bibliography*

Go to libguides.ndnu.edu/hst1000or email us library@ndnu.edufor more help.

These guidelines will help you complete your research paper. By finding, analyzing, using, and citing a variety of appropriate resources you will be able to write a better paper and get a better grade.  This will also prepare you to do academic level research for other classes you will take at NDNU.

Instructions: Include your first and last name, the name of your professor, and the date in the upper left hand corner.  Double space your paragraphs and use Times New Roman, 12 point font.

·     Write 1-2 sentences describing your research topic.

·     Find three sources:

o   Two peer reviewed articles, found using the library databases.  

o   One college-level resource of your choice, it can be a book, article, video, website, etc.

·     Cite each source using MLA in alphabetical order by author’s last name or name of organization if there is no author.

·     Create an annotated entry for each source:

o   Write 2-3 sentences summarizing the content of the resource.  What are the main points?

o   Write 2-3 sentences evaluating the author(s).  

Who is the author, what are their credentials as experts on this subject? Are they affiliated with a university or college, what are their degrees, have they published other articles and/or books on this topic? Hint: do a web search for your author to find out more about them. 

o   Write 2-3 sentences describing the relevance of this book to your research. How will you use it in your paper?

*This document is a modified version of an assignment created by NDNU Library staff.

MLA Example

Steve Jordan

Remember to include your name, date, and the name of your instructor

10/22/12

Prof. Thompson

Cite correctly using MLA. See libguides.ndnu.edu/ethics_citation for help.

Give a short description of your topic.

I am writing about what forces created and sustained the Silk Roads and the Sand Roads.  I will be specifically looking at trade, religion, and language.

 

Now tell me about your resource!  Give a short summary, evaluate the author’s credentials, and tell me how you plan to use the resource in your paper.

Liu, Xinru. The Silk Road in World History.  New York: Oxford UP, 2010. Print.This book is an examination of the history and influence of the Silk Road.  It describes Rome and China reaching out to each other, the development of empires and religions, the blooming of trade and subsequent wealth creation, and the ultimate withering away of the Silk Road. 

Xinru Liu teaches history at the College of New Jersey and previously served as Senior Researcher at the Institute of World History, Chinese Academy of Social Sciences.  She has written many books on Eurasia and the Silk Road.

This book gives me a good background of the Silk Road from its beginning to end, and how religion and trade contributed to its creation.  

I will use the chapter on Buddhism and the Kushan Empire to discuss the influence of Buddhism on the development of the Silk Road.

Rose, Christopher. Minerals, Medals, Faith and Slaves: The Trans-Saharan Commodity Trade. Hemispheres Summer Teachers’ Institute 2003, 9 Jun. 2003. Web. 27 Aug. 2011. <http://www.utexas.edu/cola/orgs/hemispheres/_files/pdf/presentations/Metals_Minerals_Faith_Slaves.pdf>

In this very interesting and informative paper presented at the Hemispheres Summer Teachers’ Institute 2003, the author discusses the history and impact of trans-Saharan trade, which began in earnest because of the need for gold, to be used as coinage, in the Roman territories of Northern Africa, and the almost desperate need for salt in the sub-Saharan regions.  It describes the impact of this trade not only in terms of commerce but also in relation to the development of empires, cities, cultural exchange, and the spread of Islam.  Finally, the author discusses the reasons for the decline of traditional trade by caravan, such as the end of demand for slaves and the spread of railways. 

The author is the Outreach Director, Center for Middle Eastern Studies, University of Texas at Austin. Hemispheres is a program at UT Austin that works to promote greater awareness at all levels of education in the different regions of the world.

This paper will help me expand on my section about the importance of cultural and religion in the creation of the Sand Road.  It will also help me write about what forces led to the decline of the Sand Road.

Waugh, Daniel C. “The Silk Roads in History.” Expedition,52.3 (2010): 9-22. Academic Search Complete. Web. 27 Aug. 2011.

This article discusses the history of the Silk Road and describes the modern rediscovery of the Silk Roads, which resulted from archeological research.  These routes were the historic pathways of cultural, religious, and economic exchange across Eurasia.

The author is Professor Emeritus in History, International Studies and Slavic Languages at the University of Washington.  He is the current director of the Silk Road Seattle Project.

This article includes a timeline that will help me see when key events occurred in the history of the Silk Road.  It also reinforces my thesis that religion played an important role in sustaining and creating the Silk Road. 

Research Paper

World History – Andrews

Spring 2019 Research Project

Introduction

Your Research Project this semester will give you an opportunity to explore a historical topic of your own choosing in which you have a special interest. You’ll write a traditional research paper on this topic and I will read it. 

            Other than me, who else should care about the topic you write about? Elementary school teachers? Scientists? Young girls? Young boys? Presidents of large companies? The President of the US? Why should they care? Why is it important? What could they do with that knowledge? How could you communicate it to them – a letter? a newspaper article? a poem? a YouTube video? a brochure? a painting? a lesson plan? Keep these questions in mind as you select your topic, do your research and write your paper.

Your Research Topic or Question – due January 29

What interests you about the period of history we’re covering this semester? What would you like to be more knowledgeable about? Define your topic so it is not overly broad. Here are some examples. You can use one of these sample topics if you’d like to:

Too Broad ààBetter

Slavery. ààThe impact of African slavery on the early success of the USA.

Women’s rights. ààWomen’s rights in pre-revolutionary North America.

Women in science. ààA study of a specific female scientist working in the 1800s.

Environmentalism. ààThe early environmental movement in the USA, or India, or Brazil, etc.

Colonialism. ààSpanish silver mining in colonial Bolivia.

The fur trade. ààRussian fur trading along the western coastal regions of North America.

Colonialism in Africa. àà“Shithole Economics.” The Scramble for Africa and the European role in creating so-called “shithole” economies in post-colonial Africa.

Your Annotated Bibliography – also due January 29

Use the resources in NDNU’s library to prepare an Annotated Bibliography on your selected topic… this will ensure that you have sufficient breadth and depth of information readily available to you before proceeding to write your paper. You are required to spend a minimum of 75 minutes working on your Annotated Bibliography. You can do this during our normal class time on January 24, or at an alternate time. Be sure to ask a librarian for help to improve the quality of your work… on the final version of the Annotated Bibliography you turn in, be sure to indicate which librarian you worked with and what he or she did. 

Your Traditional Research Paper – 5 pages          DRAFT due February 21 

                                                                                    FINAL VERSION due March 214

Creative Presentation of your Research – to be done after midterm break

(this will be your “analytical essay” for spring 2019) -- Stay tuned!

Schedule

Andrews/World History II – Spring 2019

Day-by-Day Schedule of Activities & Assignments

WEEK ONE

January 8

Introductions, syllabus & course overview. Blog setup using blogger.com.

January 10

Study groups. Global eras and periodization. What does it mean to be Modern? Note-taking tip / key words: Modern. The European Renaissance & the Modern world. FAQs. 

DUE: Strayer, Intro to Part 4.

WEEK TWO

January 15

Colonial empires in the Americas. NTT / comparison ||| Russian empirical expansion in Siberia.

DUE: Strayer, Chapter 13.

January 17

Early Modern commerce in products.

DUE: Strayer, Chapter 14 (first half).

WEEK THREE

January 22

Early Modern commerce in people. Voices of the slave trade. NTT / primary sources: summarize & reflect. Research Project assigned.

DUE: Strayer, Chapter 14 (second half) + Chapter 14 documents.

January 24

No regular class today. Instead, spend the entire 75-minute class period in the library doing the Annotated Bibliography section of your research project.

WEEK FOUR

January 29

Religion in Early Modern societies. The Scientific Revolution and the Enlightenment.

DUE: Strayer, Chapter 15.

ALSO DUE: Annotated Bibliography relating to Research Project (AB)

January 31 – No class / Faculty PDD

WEEK FIVE

February 5

Sisters of Notre Dame de Namur during the revolutionary era.

DUE: SND handout on class website.

February 7

Catholic Social Teaching in the post-Enlightenment era. Close reading in class (Massaro).

DUE: In a blog entry, describe the Foundresses Week activity or activities in which you participated this week. What did you learn about our Foundresses, or about the History or Mission of Notre Dame de Namur learning institutions?

WEEK SIX

February 12

The problem of Eurocentrism. Atlantic revolutions. 

DUE: Strayer, Introduction to Part 5 & Chapter 16 (1^st2 sections).

February 14

Echoes of Atlantic revolutions. Sugar.

DUE: Strayer, Chapter 16 (Echoes through end) + Chapter 16 Documents

WEEK SEVEN

February 19

Echoes of Atlantic revolutions, cont’d

DUE: No new reading due today

February 21

1^sthalf semester review & prep for midterm exam. Hallmarks. Applying statements of ethics and values to historical study.

DUE: review notes and readings assigned so far this semester

ALSO DUE: Research Paper draft (all required sections represented)

WEEK EIGHT

February 26

The Industrial Revolution. Marxism and social classes. Political economy of industrialization. Primary sources of the industrial era.

DUE: Strayer, Chapter 17

February 28

Midterm exam. 

DUE: Study for midterm

SPRING BREAK WEEK

March 4-8 Enjoy your week off!

WEEK NINE

March 12

Mid-semester check-in. In-class activity relating to midterm.

DUE: Nothing – enjoy your break

March 14

Second wave of European colonialism. NTT / comparison. The “Scramble for Africa.” Identity and culture during the Colonial era. The ethics and legacy of Colonial relationships. 

DUE: Strayer, Chapter 18 + Ch 18 documents (visual sources)

ALSO DUE: Research Paper – final version

WEEK TEN

March 19

Empires in collision.

DUE: Strayer, Chapter 19

March 21

The two World Wars & the Crisis of Europe.

DUE: Strayer, Introduction to Part Six, Chapter 20

WEEK ELEVEN

March 26

Assign 2^ndpaper: creative, persuasive analytical piece; in-class workshop to develop this

DUE: Bring your research paper to class (if Ms Andrews still has it, she will bring it)

March 28

20^thCentury crisis of Europe continued. Primary sources on the rise of fascism.

DUE: Reading will be posted to class website

WEEK TWELVE

April 2

Communism in Russia and China. Cold War. 

DUE: Strayer, Ch 21 

April 4

No regular class today. Instead, meet with study groups as assigned.

WEEK THIRTEEN

April 9

The global south on the global stage. 

DUE: Strayer, Chapter 22

April 11

Economic globalization; American exceptionalism in the post-modern world. Global feminism.Religious fundamentalism. Global environmental issues. Guidelines for presentations.

DUE: Strayer, Chapter 23

ALSO DUE: Creative, persuasive analytical project

WEEK FOURTEEN

April 16

Preview of final exam. Student presentations – group 1.

DUE: review notes and assignments

April 18

Student presentations – group 2.

WEEK FIFTEEN

April 23

Final exam

the end!

"Shithole" Countries

Syllabus

HST 1010-06/1010-07/2010-07 World History II (3 units)                        Patricia Andrews, MA

Spring 2019—8:00-9:15 & 9:25-10:40, T/Th                         http://WHSpring2019.blogspot.com

Room: 8:00 am in Cuvilly 9 / 9:25 am in Cuvilly 7                                      pandrews@ndnu.edu

Course Summary

This course will survey the history of world civilizations from approximately 1500 to the present using primary source readings and emphasizing cultural and developmental themes.

Texts

Strayer, Robert. Ways of the World  

Additional readings as assigned in class

Learning Outcomes

Students will…

1.     Demonstrate knowledge of the political, economic, social, religious, intellectual, and artistic experiences of peoples around the world over time; recognize the influence of global forces and identify their connections to local and national developments (1)

2.     Understand how decisions made in the past continue to shape society & political discourse (2)

3.     Demonstrate familiarity with the historical literature & conflicting interpretations of the past (3)

4.     Weigh & interpret evidence and present a sustained argument supported by historical evidence (4)

5.     Demonstrate the ability to effectively communicate historical knowledge and reasoning orally and in writing (5)

6.     Use the tools of social science research in formulating a research topic, collecting and analyzing evidence, and presenting results (4)

Requirements

Consistent attendance and reading are essential to college success. In-class quizzes and assignments will assess students’ preparation on a regular basis and will take the place of midterm and final exams.

1)    Students will produce a minimum of 32 pages of written work. All formal papers must be submitted in MLA format. A class blog/Reading Journal will be kept on a weekly basis as readings are completed. This will be kept online using blogger.com. Late papers will be penalized in the amount of one full letter grade per week.

2)    Note-taking is an essential academic skill. Students are expected to keep appropriate and effective records of what transpires during each class session.

3)    Oral communication opportunities develop confidence and skill in public speaking. These will include informal communication in class discussions, impromptu speaking and storytelling opportunities, formal presentations and additional opportunities as assigned in class.

4)    Attendance and participation are required.

5)    History courses require considerable time spent reading and writing. Please plan your study time accordingly and let me know if you are concerned about falling behind in either of these areas.

6)    Upper division students will be held to upper division standards of performance & will be required to complete an additional assignment for presentation to other students during the semester.

Evaluation

A total of 1000 points is possible, broken down into the categories below. Students are encouraged to keep track of their progress on a regular basis throughout the semester.

      Exams                                                                                 2 @ 100 points = 200

      Papers (analytical essay & research paper)                         2 @ 100 points = 200

      Class Blog/Reading Journal                                               1 @ 200 points = 200

      Attendance                                                                                 200 points = 200

      Participation                                                                               200 points = 200

Student Success Center

The Student Success Center (SSC), located in the Campus Center, is dedicated to supporting students’ academic success at NDNU. The SSC includes writing and subject tutoring, test proctoring for students with accommodations, and facilitates the math placement test. The goal of the SSC is to promote student learning and academic innovation. Professional staff members, peer tutors, academic advisors, and faculty work together to promote a supportive educational environment. Services are available both on a drop-in basis and by appointment. Tutorial assistance is offered in lower and upper division English courses. Rudimentary English language assistance is offered to international students who may need assistance writing papers or general English assistance.  Some subject tutoring is offered at the SSC. Please check your NDNU student e-mail for subjects and schedules.  These are also posted on the SSC and Writing Center doors. 

Disability Resource Center (DRC)

The Americans with Disabilities Act is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical) be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the DRC as soon as possible. Accommodations are not provided retroactively.  The DRC is located at St Joe’s 117. Please contact us at DRC@ndnu.eduor 650-508-3670.

Counseling Services   (650)508-3714     Counselingservices@ndnu.edu       New Hall E18 / E19

The mission of Counseling Services is to promote and enhance the overall wellbeing of students so that they may reach their potential for personal growth and academic success. Counseling Services is open Monday-Friday from 9am to 5pm, and currently enrolled students are welcome to call, email or drop-by to schedule an appointment.

Course Evaluations/Teaching Effectiveness Surveys

Spring 2019 Full-semester and Term 2 courses

Teaching Effectiveness Surveys (course evaluations) will be available online through Campus Portal from April 22 – May 10, 2019. Your feedback regarding courses and faculty is very important to NDNU, to your faculty and to me as the instructor for this course.  Your feedback helps us review and improve their teaching, helps departments/programs review and improve program content, and is used by the university in making decisions about tenure, promotion, and hiring decisions for part-time faculty. Directions: To access, please enable pop-ups in your browser (uncheck pop-up blocker), then in Campus Portal look for the "You have an active survey" link in the left sidebar. Click that link to open the Course Evaluation Surveys page, which has a link to a survey for each course in which you're enrolled.  Your feedback is very important!  Please complete your evaluations for all your courses promptly.  Remember: Your responses are anonymous.

Academic Honesty

NDNU’s core values include learning, integrity, and honesty, values we live out in all areas of our learning community. Academic honesty means you are able to demonstrate your own knowledge and skills and receive feedback on your learning that can help you improve. By taking responsibility for your own work and avoiding actions that could give you an unfair advantage over others, you are contributing to the NDNU learning community and developing professional skills and values that will serve you well into the future. Academic honesty is one of the most important values of a university community, and breaches of this trust have serious consequences. Please see the Student Handbook for a detailed discussion of Academic Conduct expectations.

Average Student Workload Expectations:  Class time consists of 45 hours and students are expected to attend. Students are expected to engage in approximately 90 hours of out-of-class homework over the fifteen weeks, or approximately six hours per week. Course assignments are made in accordance with this expectation.

Workload Distribution:     Hours in Class                            45

                                                Readings                        45

                                                Written Assignments        40

                                                Exam Preparation              5

Program Learning Outcomes – History

1. demonstrate knowledge of the political, economic, social, religious, intellectual, and artistic experiences of peoples around the world over time; recognize the influence of global forces and identify their connections to local and national developments
2. understand how decisions made in the past continue to shape society and political discourse
3. demonstrate familiarity with the historical literature and with conflicting interpretations of the past – historiography
4. weigh and interpret evidence and present a sustained argument supported by historical evidence; use the tools of social science research – statistical and qualitative – in formulating a research topic, collecting and analyzing evidence, and presenting results
5. demonstrate the ability to effectively communicate historical knowledge and reasoning orally and in writing