New Timeline for Papers

Here are the revised due dates for stages of the paper: October 30 -- first draft of 1200-1500 words due at beginning of class.

• The document needs to be in MS Word or Pages format; the title should be "[last name] HIST 201 draft 1 for review". Please submit (as an attachment) it via email to Dr. Hofmann with the subject "HIST 201 First Draft"
  
  
• The draft must include an/the introduction to your paper that sets up the topic and states your general thesis.
  
  
• After the Introduction, the rest of the paper should indicate where you are going and what your evidence is. You can do this by writing a shortened version of the paper, or by writing a detailed outline of the rest of the paper. A detailed outline should have, e.g., from 2-3 sentences to a couple of paragraphs that show an argument and specific evidence you plan to use.
  
  
• Please append your bibliography to the draft

November 5 ("Remember, Remember") -- Peer-review of drafts due back to Dr. Hofmann by noon.

• Rubric will be available on blackboard, and should be appended to the reviewed draft.
  
  
• Change the name of the file by substituting the words "for review" to "rev [reviewer last name]" (leave the rest of the original file name as written. In other words, the file should be saved as "[author last name] HIST 201 draft 1 rev [reviewer last name]"
  
  
• In Word or Pages, select the reviewing functions and make sure that they are set to allow you to use comment bubbles and track changes.
  
  
• Comment and make suggestions and corrections according to the rubric
  
  
• Submit the document via email attachment to Dr. Hofmann with the subject "HIST 201 peer-reviewed draft 1"

November 6 -- drafts returned to students with peer and Dr. Hofmann comments



November 18 -- Complete draft due for turnaround to peer reviewers.

• This should be a fairly polished draft, and have no spelling, grammar, or typographic errors. Please use the final paper rubric for guidance.
  
  
• Please title the draft "[last name] HIST 201 Rough Draft for review" and submit by email attachment with the subject "HIST 201 Rough Draft for review"

November 20 -- Peer reviews due to Dr. Hofmann by beginning of class

• Please change title of document as before, i.e., by substituting "rev [reviewer last name]" for "for review"
  
  
• As before, use the reviewing functions to review the document. Highlight actual typos, misspellings, and grammatical errors. You DO NOT need to correct typos or spelling errors -- just highlight them. For grammatical errors, highlight and indicate what's wrong, e.g., "wrong preposition," or "should be a semi-colon." You may also comment on how to correct or revise. Make sure to do this for citation text as well.
  
  
• For all other problems (look in the rubric for guidelines, but in general, things like awkward/unclear sentences/passages; lack of thesis; missing (or apparently missing) citations, etc.) add comments with explanations and/or suggestions for revision
  
  
• Fill out the rubric (on blackboard). On the tables, you can indicate the level of the paper by adding an X somewhere on or below the spectrum line, or highlight the text that most closely describes the paper in that category. Append it to the end of the paper (start a new section)
  
  
• Submit it as an email attachment with the subject "HIST 201 Peer-Reviewed Rough Draft"

November 21 (evening) -- Reviewed drafts with additional comments by Dr. Hofmann returned to students



November 25 -- Last possible date to ask Dr. Hofmann for advice on revisions. Requests due no later than 5 p.m.



December 2 -- Final PRINTED, HARD COPY draft due to Dr. Hofmann before class (slight change, as I realized that there was no reason for a Monday due date). Please use the rubric check list to make sure you have hit all of the basic requirements. Papers that do not meet those requirements will be returned and the grade will immediately be reduced by five points, with an additional five points taken off if the corrections are not made by noon Wednesday, and a further five points (total of 15 points!) if the paper is not returned before class on December 4. No one can afford to lose these points, so please proofread.

Goals and progress check-in, October 28

Last Weeks Goals

Taylor --
- Start on my rough draft this weekend 
- Cite all of my primary and secondary sources
- Finish the excel document for my Dear. Mr. President recordings
- Work on my thesis

Jennifer --
- I want to be able to get the rest of my secondary sources
- I want to start a draft. I need to write. 

Elizabeth --
- write.
- write.
- after getting some writing down, figure out where he holes in my research are and find sources to fill in those holes

Allison --
- Read through and analyze the will
- Write. Write. Write. Get to that 1,200 word rough draft on our timeline. All my efforts will focus on this because I also have another paper due next week as well, so I can't afford to mess around.

Alex -- 

- find some of these books in the library in hard copy

- look for full articles from abstracts I've recovered

- organize secondary sources in terms of helpful evidence

Matthew --

- Have a clear and defined set of secondary sources that are relevant to my paper.
- Start and work on my rough draft.

Madison --

- finish rough draft
- find more secondary sources to incorporate
- review all sources and look over paper and questio

Al --

- I got everything I need for my research. Right now, I need to workout a rough draft and organize my sources.

Week 3 10/22/14

This week I completed looking over each of the recordings and wrote down each individual occupation for each. Thesis statement is still coming along but I have all my secondary sources for my bibliography. I found some written documents pertaining to the recordings and the reactions. I think I will probably use these to further along my research paper. I also started making the connections I needed to in my "Man on the Street" recordings and I have put them in an excel document. 

Goals:
1. Start on my rough draft this weekend
2. Cite all of my primary and secondary sources
3. Finish the excel document for my Dear. Mr. President recordings
4. Work on my thesis

Jennifer's progress 10/22

This week has been a bit crazy for me because of this I have not gotten done everything that I wanted to get done. I was able to finish looking through my primary sources. I also found secondary sources and was able to get a very rough outline.
For this week:
I want to be able to get the rest of my secondary sources
I want to start a draft. I need to write.

Elizabeth Chappell 10/22 progress report

I was able to look through some secondary sources, which helped me narrow down a thesis question...what were the differences in black abolitionists and white abolitionists?  I began this process with the idea of writing about the treatment of abolitionists, but luckily, a lot of he information I have already found will be useful.

Goals:
- write.
- write.
- after getting some writing down, figure out where he holes in my research are and find sources to fill in those holes

Allison Progress Report 10/22/14

I ran into an issue this week that set me back a bit; I don't have access to many of the articles I'd hoped to use as secondary sources (Cue my "oh fuck" moment). Although I might be able to access them through the InterLibraryLoan, I didn't want to rely on that only to have it fall through, so I located some more, really awesome, secondary sources through our own library that I know I have access too and instead read through and made notes on those. This meant that I had to take some time I'd set aside for primary sources, but I still managed to read through several more letters (and I located a lady's will!!!!!!!! but that's taking me a while to get through).

Goals:
-Read through and analyze the will
- Write. Write. Write. Get to that 1,200 word rough draft on our timeline. All my efforts will focus on this because I also have another paper due next week as well, so I can't afford to mess around.

Flanigan Progress Report

This week ended up going in a TOTALLY different direction than I expected! While I was working on contextualizing my primary source for class, I found a ton of secondary sources that have taken my research in a great direction. So, while it wasn't what I originally anticipated, it was a productive direction to take nonetheless. It's been significantly more forward-moving than reading through endless parliamentary documents, too, so that's a nice thing....

Goals:

- find some of these books in the library in hard copy

- look for full articles from abstracts I've recovered

- organize secondary sources in terms of helpful evidence

Matthew Burke's Weekly Update # 3 10/22/2014

This week I have been examining all of my sources that I collected so far and thought about the questions that come up that I am striving to answer. Some of the questions include: Did gender affect punishments for crimes? Was there a difference between crimes of owning a brothel and procurement or do they go together? In the cases where there were more then on person being convicted, what were their punishments and how were the punishments similar and/or different?

This is the start to my questions and they will help me shape my arguments for my paper. If you think of any questions that I might want to consider, let me know. I would appreciate an outside perspective.

My goals for this week are:

• Have a clear and defined set of secondary sources that are relevant to my paper.
• Start and work on my rough draft.

Progress Report 10/22/14

This week I have began to write my rough draft. I have also finalized my outline. Not only have I done that, but I have also selected the primary sources that I am going to use to in my paper. I have also finalized the question I will be answering which is, "Where did women with illegitimate children fit into society, and what was their reaction to that?" Each case is different in regards to this question, but I am going to focus on common factors in my paper.

Goals for this week:
-finish rough draft
-find more secondary sources to incorporate
-review all sources and look over paper and question

Week 2 Progress Report- White

Progress report:
I found a question to be able to ask myself for the thesis. I am having a super hard time getting a thesis statement. I have been trying to brainstorm but I have been feeling a little like I have been trying to think about it too much. Also I have looked at the Excel program and have figured out a little bit of the mechanics of it. I honestly have not put my ideas into categories yet though. I found two secondary sources that should be sufficient for my paper. Another thing is that I am almost done with the recordings!! Its exciting to almost be done with that part of my research. I honestly did more writing of notes last week than think of the organization and thesis part.

To Do 10/16/14:
-Write 500- 700 words a week
-Find about 4 more secondary sources
-THINK, THINK, THINK about how to start your thesis statement
-Finish the rest of the recordings (only like 10 left!!!)
-Continue working with excel program and putting recordings into categories
-Make sure not to get distracted by other random sources not related to the specific topic

How rough is rough?

Students often confuse a rough draft with a first draft. They are sadly mistaken in this understanding. A rough draft may be shorter or longer than a planned final draft, but it should nevertheless be coherent and complete. This means that it should have citations and a bibliography in the correct format, be carefully proofread, and should cover all of the points you plan to cover. Some of you might be asking yourselves, "well, what makes it a rough draft, then?" A rough draft is one that you know will need polishing, and may need revising, expansion in some areas, cutting from others, and/or reorganization. Few people can write a good paper in less than four or five drafts. Any rough draft you give to others to read should already have undergone editing and revisions at least a couple of times. When you turn in a draft to someone else for their critique, you should consider it a courtesy, or favor. Someone is giving you their time and their effort to help you improve your work: it's incredibly rude to waste it by asking them to read something that requires them to correct grammar, proofread, or otherwise try to make sense of something that hasn't received the author's full attention. So remember, 'rough' = 'unpolished'. It's like a raw gemstone or something you've made of wood or metal that may be functional, but hasn't been sanded or painted/varnished/oiled. 'Rough' doesn't mean 'unfinished'.

Goals and progress check-in, October 15

Sorry for the slightly late posting. Midterm grading always creates a bit of a rush. Below are last week's goals for each of you. Please leave a comment that says which you accomplished, any thoughts you have about the goals you set up and why you were able to meet them or not, and what your specific goals are for next week. Please keep in mind the deadlines for various steps of the draft!

Last week's goals:


Al --

•  Find Primary sources 
•  Find People involved in The Riot
•  Look at the trial and evidence [isn't this related to finding primary sources? - JAH]
•  Labor Unions in 1886

Tyler --

• define more primary sources
• find more reputable secondary sources
• develop working thesis for the rough draft. 

Jennifer --

• have a clear idea of any patterns there may be in the cases of infanticide 
• look to see if there are any cases of men committing infanticide. 

Allison --

• Read at least 24 letters and enter summaries of them into  database
• begin rough draft - 500 words.

Colin' --

• finish reading the debate focusing on the situations after rise of power of the Oranges.  Specifically on the possible secession activates in Ireland and the Threat of France.
• make a list of the other sucession crises 

Matthew -- 

• Come up with and start implementing the Excel sheet and see if it needs to be tweaked. 
• Get at least up to 45 cases.
• Start thinking about what secondary sources to use.

Taylor -- 

• Need to come up with a solid question to ask myself for the paper and work on a thesis statement off the question
• Find at least 2 secondary sources after listening to the rest of the recordings
• ORGANIZE info into categories
• Write 500-700 words a week in notes

Liz -- 

1. Find secondary sources
2. Narrow down a thesis for the paper
3. Create an outline to organize my thoughts
4. Narrow down the primary sources I intend to use.

Emmy Jo -- 

• Have more journals read. 
• Be more specific on what I'm looking for. 
• Start to sift through and pick which articles I want for my paper.

Madison -- 

• Consider how to combine the two approaches under consideration

Alex -- 

• get through the first 2 reigns of statutes (organized by monarch)
• organize primary evidence into pro-, neutral-, and anti-monarchial attitudes
• settle on a time period

Brennan -- 

• Find better primary and secondary sources  

TJ -- 

• start putting all my ideas together and start writing.

Shaun -- 

Mikey --

Andrew -- 

Rich --

Tyler's Week 2 Progress Report

I'm going to be honest, I have been in Florida since last Thursday. I have not gotten too much more completed, but that will soon change. I am narrowing down my possible thesis between several questions I'd like to ask. These questions include: Did the laws for free blacks ever change, so they were not benefitting from being free? Did the Jim Crow laws ever prove costly for free blacks? (And what specific indicators differentiate between free and slave blacks?)

Goals for next week: have a definite thesis, knock out a good portion of the Rough Draft, compile my sources into a working bibliography.

Brennan's Progress Report

Since last week I have been searching for better primary sources and I found one that is very helpful. I found a speech that Wesley Branch Rickey made when he was the executive of the brooklyn dodgers. Branch Rickey was the first owner of a professional team too sign an African American player. This speech is very lengthy which is good because it's full of details and information. I'm still searching through the library of congress website because as I dig deeper into the collection I'm discovering a lot of helpful sources. I didn't think there would be much information on this topic but i've been surprised about how much there actually is. I actually enjoy looking up things for this paper because the topic is something that interests me. 

Goals: Finding better primary and secondary sources  

Flanigan Progress Report #1

So far, I've managed to get through all of the introductory/supplementary material on the primary sources (Parliamentary Records of Scotland) website--which is actually a lot--and start poring through the statutes themselves (side note- Zotero is your friend). I haven't done as much as I'd like so far, but I'm trying to give myself a solid foundation by contextualizing the information I'll be studying first. I keep getting distracted though. I do adore Celtic history....oops.

My goals for fall break:
- get through the first 2 reigns of statutes (organized by monarch)
- organize primary evidence into pro-, neutral-, and anti-monarchial attitudes
- settle on a time period

Week of 10/6/14 Report

This week, although I have been very ill and am still trying to catch up on everything, I have been researching my topic. I originally decided to write my paper on single mothers in England in the 1700s. The more I have looked at this topic, the more I have come to the conclusion that it is entirely too broad. Instead, I would like to focus on women who had bastard children in England in the 1700s. I am debating two different ways of writing my paper. The first way looks somewhat like this:

I.               Introduction

II.             Body

A. The society’s view of women and bastard children of the time

B.     By what means single women became pregnant

C.     How the single women took care of their bastard children

D.    Women who killed their infant bastard children

III.           Conclusion

The second way is a bit of a different approach and talk about individual women:

I.               Introduction

II.             Body

A.     Isabella Cousins

1.     became impregnated by her employer, John Byron, and then was fired, thus having no means of supporting herself or her child.

B.     Sarah Boyer

1.     had three bastard children with one man

2.     they got married then he left her after the birth of their fourth child

3.     she had a fifth child and it is unknown who the father was

4.     her and son were tried for theft but were not convicted

C.     Ann Hurlock

1.     servant who fell in love with another servant and had sex with him because he promised to marry her

2.     did not marry servant

3.     had a baby in her master’s house without telling anyone

4.     slit the crying baby’s throat as soon as it was born

III.           Conclusion

I definitely think that I could join these two together, but I am not sure how to do that to the most effective extent.

Progress Report #1 - Emmy Jo

For this progress report, I have found some good information thus far. I found a journal listing every item and the amount of cents that was going to be added for taxes. It was interesting to see what items had more tax on them, and what items had little amounts. Early on in the journals, the people would be so disorganized, and it was then when I had a little epiphany. These politicians that put together this country were just citizens at the time. Just representing a few states. These people only knew what England taught them, so to start a new country must've been tough, especially if they were trying to steer clear of what they knew, which was England. I'm looking forward to reading the Senate's journals! Goals for next week: Have more journals read. Be more specific on what I'm looking for. Start to sift through and pick which articles I want for my paper.

Progress Report

To be honest, I haven't gotten very far.  My topic was controversial abolitionist literature.  I have refined that down to the American Anti-Society literature and how this organization led the way for Black and White Abolitionists.  I have read the Constitution for the AASS and generally reading about the ideas of the AASS.  Looking at the primary sources, there were differences in the ideas of some of the Abolitionists at the time.  I plan to look at how these differences in ideas led Abolitionists to split off into different groups to fight for different things.

My goals for this week are to:
1. Find secondary sources
2. Narrow down a thesis for the paper
3. Create an outline to organize my thoughts
4. Narrow down the primary sources I intend to use.

Progress Report #1 Taylor

Progress Report:
I have been looking over many recordings of the "Man on the Street" and also the"Dear, Mr. President" recordings. I have started to notice a pattern that many people are discouraged by the attack and continue to suffer according to the "Man on the Street" recordings. In the "Dear, Mr. President" recordings many say that they support the president but can not afford the increasing in prices. This suggests to me that the people most affected by this are the lower class people. I have almost listened to all of the "Dear, Mr. President" recordings, which is probably almost 50 recordings within itself. I have about 15 recordings left to write some notes on.

Goals:
1. Need to come up with a solid question to ask myself for the paper and work on a thesis statement off the question
2. Find at least 2 secondary sources after listening to the rest of the recordings
3. ORGANIZE info into categories
4. Write 500-700 words a week in notes

Matthew Burke's Progress Report #1

October 8, 2014 - I have researched 31 cases and they all are a mix of men and women, guilty and not guilty. It is still too early in my opinion to narrow it down just yet. (In other words, I would like to have a lot more cases before I even attempt to narrow.) And since the Old Bailey Online site was down for the class on Tuesday, I decided to start thinking about and creating an Excel sheet that would hold all the cases and then I might be able to see patterns... Well If I make it with the proper labels.

Goals by the end of next week:

• Come up with and start implementing the Excel sheet and see if it needs to be tweaked. (DO NOT USE ALL OF YOUR TIME FIDDLING WITH THIS SO YOU DON'T FALL BEHIND.)
• Get at least up to 45 cases.
• Start thinking about what secondary sources to use.

Colin's Progress report: 1

 Progress:

Since the topic discussion I have continued to read and take notes on the debates leading up to and after the prince and princesses of oranges ascension to the English throne. The date of the last entry I read was Wednesday February 20 1689. Besides the debates themselves I’ve also looked into the back-story of some of the reoccurring political figures such as Lord Falkland and Sir Richard Temple.

Goals:

1) finish the debate focusing on the situations after rise of power of the Oranges.  Specifically on the possible secession activates in Ireland and the Threat of France.
2) make a list of the other secession crises

Allison Progress Report #1

I've switched gears this week to focus on secondary sources because I realized we'll need 10 of them for the final paper. I've located three really solid sources so far, including one that focuses on marriage, using the Paston women as examples. By the end of the calendar week, I hope to have located at least 7 secondary sources that I feel comfortable using and think will contribute significantly to the paper. Then, next week, I'll switch back to primary sources and I expect the rest of my secondary sources will fall into place as I delve deeper into that.

Goals for next week:
Read at least 24 letters, enter summaries of them into my little makeshift database, and begin rough draft - 500 words.

Jennifer's Progress Report

Progress:

So far I have been looking at the different cases of infanticide both the guilty and not guilty verdicts. With the different verdicts I have been grouping the different types of instances there were. Having the verdicts and types of cases split up, I hope to be able to form a picture of what type of person was convicted or not of infanticide and hoping to find a pattern in it.

Goals:

I hope to by the end of the week have a clear idea of any patterns there may be in the cases of infanticide and look to see if there are any cases of men committing infanticide. 

TYLER's Weekly Progress Report

The topic I have chosen to research and write about is how laws have changed for blacks between the passing of the Constitution and the start of the Civil War. I have done some general research using the Library of Congress database, and chosen a few sources, such as the notes from a court case, and the D.C. Slave Codes. I have also gathered some information from secondary sources.

Moving forward, I would like to have more defined primary sources. I would also like to have more reputable secondary sources. I would also like to have a working thesis for the rough draft. 

Al's Progress Report

Haymarket Affair

The Haymarket Affair was the aftermath of a riot between labor workers and law enforcement in Chicago of 1886. It started of as a peaceful protest but soon turned deadly when a bomb was thrown at police killing eight. Eight of the labor workers took part in the riots were convicted despite the that their was a lack of evidence to pinned them to the murders. The trail itself was considered biased, believing that the labor workers being singled out and being labeled as anarchists. Three of the labor workers were put to death while, one committed suicide. The questions that should be discussed on the incident is how did it get started and what impact it had on labor union in Chicago. Was the trail against the eight labor unions handled well and what evidence was presented to convict them? Also how does radicalism and anarchist play into this incident?  
Progress Report:  So far I'm looking for more primary sources. I found a lot of secondary source but right now is primary sources. I will looking into how it got started, the people involved, why were they labeled anarchist and how the trail and evidence was presented. Also, I want to see how the labor union was effected by this incident in Chicago, public reaction and radicalism. 
Goals: Find Primary sources 
             Find People involved
             The Riot 
             Look at the trail and evidence
             Labor Union in 1886

Emmy's Topic

My topic is a part of the Library of Congress primary source collection. I'm planning to write on the establishment of the United States by looking through the journals of the House of Representative and the Senate from 1789 to sometime in the 1800s. I haven't been that far yet. The journals that I've been through are quite interesting. I've only been through around 40 journal entries of the House. 10-20 of them in the beginning were of the representatives being lazy and not coming to meetings, so they would adjourn to the next day at 11am, multiple days in a row. After that, I found the journal of the representatives voting for the first president of the United States, and it turns out there were more people than just George Washington and John Adams. Then I found the journal where they put taxes on things, and they listed all the different types of products that were being taxed. I'm looking forward to reading more journals and finding out how the structure of the government and other parts of the country were established.

  My topic is about Native Americans in the Pacific Northwest & i am mainly focusing on the relocation and removal of the tribes from their lands to the reservations by the Government. Im using the Library of Congress: American memories archive and specifically the collection about Native Americans in the Northwest. I've read about 15-20 of the sources on the site and i have a good starting point for what i am trying to research. Most of the primary sources in the collection happen to be annual reports from various field agents and military commanders reporting to the Bureau of Indian Affairs on the progress of the relocation process & general state of life on the reservations for the various tribes. These reports are very varied and cover a wide range of issues. Many of them seem to requisition orders from field agents asking for supplies in order to keep the reservations running smoothly and also updating the Government on their attempts to "civilize" the tribes and assimilate into the American way of life. Others are from military commanders giving accounts of various old indian wars and asking the Government on how things such as settler incursions into the reservations or how tribal raids should be handle. One of the most important documents i found in the collection was an actual executive order on how treaties with the various tribes should be handled by the Bureau of Indian Affairs and generally any settlers who came into contact with said tribes and which tribes should be bribed off their lands and which tribes should be treated with no respect at all. I am beginning to form questions based on how the  Natives themselves actually viewed the Contact with the various agents and Government officials and how society in general viewed the relocation of the Natives to the reservations

My general topic is based on debates that occurred in the British parliamentary system. The main primary source that I have used so far comes from the British History Online Database. The specific collection I have focused on so far was Grey’s Debates of the House of Commons. After scanning through a few volumes one debate in particular intrigued me. This debate centered on the difficult situation that Britain faced when King James the II took flight. This added fuel to the burning inferno that was the British state of affairs. the first debate based on that situation was whether or not the Kings flight was strong enough reason to abdicate him from the throne. Next, the debates on who would inherit the throne, and what powers that new monarch should have occurred simultaneously.   From here I am considering focusing in on either comparing and contrasting British succession crises, or discussing the implication that King James’s withdrawal caused.