Category: History

38
Cold War

Subject: American History
Instructions for the Book Review
and the book review is on cobbs, daniel M. Native American in cold war america: the struggle for sovereignty, university of new mexico press. 2008

In order to write a good review, you must think carefully about the book. Since reviews are to be between 1400 and 1600 words long, you must take pains to organize and present your thoughts with precision, clarity, and conciseness. Begin your review with the author, title, and facts of publication for the book using standard bibliographical form, for example:

 

Jules R. Benjamin. A Student’s Guide to History. Boston: Bedford/St. Martin’s, 2001.

 

Answers to the following seven sections must form the substance of your review. Answer each of them in the order given, each with a separate paragraph or series of paragraphs.

 

1. What is the author’s purpose in writing the book?

 

2. What is the book’s thesis?

 

3. How does the author organize material? What is the logic behind the topics of the chapters, and how do the chapters go together to form the book? You should be aware that there is almost always a fit between the thesis of a book and the logic of the book’s organization. Each points to the other. Thus, if you are in doubt about the thesis, pay attention to the organizational logic. In your review, include an explicit statement about the fit between the book’s organization and its thesis. This section can also include a brief summary of the book, but make sure that the summary is tied to the issue of organization.

 

4. To what subfield of history does the book belong? How so? What methodologies (particular ways of studying history) does the author employ? Do any academic theories (such as feminist or postmodern theories) guide the author, and, if so, which ones? If the author does not discuss methodology or theory, note their absence.

 

5. Does the author place his or her book into the subject matter’s historiography? If so, how? Are any secondary sources particularly important for the author? Which ones and why? What primary sources does the author use to develop the thesis of the book, and why are these particular sources used? Do not give just a list of sources. Discuss types of sources used and the reasons for relying on certain kinds of sources rather than others. Include an explicit statement about the book’s most significant sources in light of the author’s thesis.

 

6. Here you must also relate the book to the subject of the course: How does the book fit in with the issues raised and discussed in the course and the textbook? In particular, how, beyond adding more detail, does the book add new perspective to the assigned course reading, especially the textbook?

 

7. How well is the author’s purpose accomplished? In this section, you have an opportunity to make an original, critical evaluation of the book. You will want to address the issues of what is well done, poorly done, and originally done. Are the book’s arguments and uses of evidence clear or unclear, strong or weak, convincing or unconvincing? Should a reader agree or disagree with the author’s assumptions and conclusions? What are the book’s overall strengths and weaknesses? If a reader is curious about a subject, should he or she choose this particular book?

 

 

 

Writing Guide

For the basic formatting of the paper, look at the sample review in chapter three of Jules Benjamin’s A Student’s Guide to History.

 

Number the pages of your paper and use parenthetical citations to make reference to the book’s page numbers, such as (Benjamin, 23-24).
Double-space the essay.
Do not skip a line between paragraphs.
No title page or report cover is necessary for a short paper.
Write in complete sentences; avoid sentence fragments.

 

Avoid the first- or second-person point of view; write instead in the third person.

 

Write in the present tense when referring to a book’s author (“Benjamin describes the various forms of evidence”), and write in the past tense when referring to past events (“The candidate traveled thousands of miles during the campaign”).

 

Avoid using contractions.
With abbreviations, use the full name for the first reference (such as, Federal Bureau of Investigation) and abbreviations for subsequent references (FBI).
When referring to a person’s name, use the first and last name for the first reference and the surname for subsequent references.
Use two hyphens–with no spaces before or after–to form a dash.

 

Avoid dropped quotations: quotations without reference to a speaker or a writer.
Avoid block quotations in short papers. Block quotations are long quotations separated out from the main text of the paper.
In general, try to limit the use of quotations, but be sure to cite any information taken from the book.

 

The following are usage guides that can be useful for further reference: Diana Hacker, The Bedford Handbook; Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations; William Strunk, Jr. and E.B. White, The Elements of Style. All three are available in the campus library.

 

 

 

“The Fumblerules of Grammar”

by William Safire, 1978

Avoid run-on sentences they are hard to read.

 

Don’t use no double negatives.

 

Use the semicolon properly, always use it where it is appropriate; and never where it isn’t.

 

Reserve the apostrophe for it’s proper use and omit it when its not needed.

 

Do not put statements in the negative form.

 

Verbs has to agree with their subjects.

 

No sentence fragments.

 

Proofread carefully to see if you any words out.

 

Avoid commas, that are not necessary.

 

If you reread your work, you will find on rereading that a great deal of repetition can be avoided by rereading and editing.

 

A writer must not shift your point of view.

 

Eschew dialect, irregardless.

 

And don’t start a sentence with a conjunction.

 

Don’t overuse exclamation marks!!!

 

Place pronouns as close as possible, especially in long sentences, as of 10 or more words, to their antecedents.

 

Hyphenate between sy-
llables and avoid un-necessary hyphens.

 

Write all adverbial forms correct.

 

Don’t use contractions in formal writing.

 

Writing carefully, dangling participles must be avoided.

 

It is incumbent on us to avoid archaisms.

 

If any word is improper at the end of a sentence, a linking verb is.

 

Steer clear of incorrect forms of verbs that have snuck in the language.

 

Take the bull by the hand and avoid mixed metaphors.

 

Avoid trendy locutions that sound flaky.

 

Never, ever use repetitive redundancies.

 

Everyone should be careful to use a singular pronoun with singular nouns in their writing.

 

If I’ve told you once, I’ve told you a thousand times, resist hyperbole.

 

Also, avoid awkward or affected alliteration.

 

Don’t string too many prepositional phrases together unless you are walking through the valley of the shadow of death.

 

Always pick on the correct idiom.

 

"Avoid overuse of ‘quotation "marks."’"

 

The adverb always follows the verb.

 

Last but not least, avoid clichés like the plague; seek viable alternatives.

and the book review is on cobbs, daniel M. Native American in cold war america: the struggle for sovereignty, university of new mexico press. 2008
ORDER THIS ESSAY HERE NOW AND GET A DISCOUNT !!!

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38
Cold War

Subject: American History
Instructions for the Book Review
and the book review is on cobbs, daniel M. Native American in cold war america: the struggle for sovereignty, university of new mexico press. 2008

In order to write a good review, you must think carefully about the book. Since reviews are to be between 1400 and 1600 words long, you must take pains to organize and present your thoughts with precision, clarity, and conciseness. Begin your review with the author, title, and facts of publication for the book using standard bibliographical form, for example:

 

Jules R. Benjamin. A Student’s Guide to History. Boston: Bedford/St. Martin’s, 2001.

 

Answers to the following seven sections must form the substance of your review. Answer each of them in the order given, each with a separate paragraph or series of paragraphs.

 

1. What is the author’s purpose in writing the book?

 

2. What is the book’s thesis?

 

3. How does the author organize material? What is the logic behind the topics of the chapters, and how do the chapters go together to form the book? You should be aware that there is almost always a fit between the thesis of a book and the logic of the book’s organization. Each points to the other. Thus, if you are in doubt about the thesis, pay attention to the organizational logic. In your review, include an explicit statement about the fit between the book’s organization and its thesis. This section can also include a brief summary of the book, but make sure that the summary is tied to the issue of organization.

 

4. To what subfield of history does the book belong? How so? What methodologies (particular ways of studying history) does the author employ? Do any academic theories (such as feminist or postmodern theories) guide the author, and, if so, which ones? If the author does not discuss methodology or theory, note their absence.

 

5. Does the author place his or her book into the subject matter’s historiography? If so, how? Are any secondary sources particularly important for the author? Which ones and why? What primary sources does the author use to develop the thesis of the book, and why are these particular sources used? Do not give just a list of sources. Discuss types of sources used and the reasons for relying on certain kinds of sources rather than others. Include an explicit statement about the book’s most significant sources in light of the author’s thesis.

 

6. Here you must also relate the book to the subject of the course: How does the book fit in with the issues raised and discussed in the course and the textbook? In particular, how, beyond adding more detail, does the book add new perspective to the assigned course reading, especially the textbook?

 

7. How well is the author’s purpose accomplished? In this section, you have an opportunity to make an original, critical evaluation of the book. You will want to address the issues of what is well done, poorly done, and originally done. Are the book’s arguments and uses of evidence clear or unclear, strong or weak, convincing or unconvincing? Should a reader agree or disagree with the author’s assumptions and conclusions? What are the book’s overall strengths and weaknesses? If a reader is curious about a subject, should he or she choose this particular book?

 

 

 

Writing Guide

For the basic formatting of the paper, look at the sample review in chapter three of Jules Benjamin’s A Student’s Guide to History.

 

Number the pages of your paper and use parenthetical citations to make reference to the book’s page numbers, such as (Benjamin, 23-24).
Double-space the essay.
Do not skip a line between paragraphs.
No title page or report cover is necessary for a short paper.
Write in complete sentences; avoid sentence fragments.

 

Avoid the first- or second-person point of view; write instead in the third person.

 

Write in the present tense when referring to a book’s author (“Benjamin describes the various forms of evidence”), and write in the past tense when referring to past events (“The candidate traveled thousands of miles during the campaign”).

 

Avoid using contractions.
With abbreviations, use the full name for the first reference (such as, Federal Bureau of Investigation) and abbreviations for subsequent references (FBI).
When referring to a person’s name, use the first and last name for the first reference and the surname for subsequent references.
Use two hyphens–with no spaces before or after–to form a dash.

 

Avoid dropped quotations: quotations without reference to a speaker or a writer.
Avoid block quotations in short papers. Block quotations are long quotations separated out from the main text of the paper.
In general, try to limit the use of quotations, but be sure to cite any information taken from the book.

 

The following are usage guides that can be useful for further reference: Diana Hacker, The Bedford Handbook; Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations; William Strunk, Jr. and E.B. White, The Elements of Style. All three are available in the campus library.

 

 

 

“The Fumblerules of Grammar”

by William Safire, 1978

Avoid run-on sentences they are hard to read.

 

Don’t use no double negatives.

 

Use the semicolon properly, always use it where it is appropriate; and never where it isn’t.

 

Reserve the apostrophe for it’s proper use and omit it when its not needed.

 

Do not put statements in the negative form.

 

Verbs has to agree with their subjects.

 

No sentence fragments.

 

Proofread carefully to see if you any words out.

 

Avoid commas, that are not necessary.

 

If you reread your work, you will find on rereading that a great deal of repetition can be avoided by rereading and editing.

 

A writer must not shift your point of view.

 

Eschew dialect, irregardless.

 

And don’t start a sentence with a conjunction.

 

Don’t overuse exclamation marks!!!

 

Place pronouns as close as possible, especially in long sentences, as of 10 or more words, to their antecedents.

 

Hyphenate between sy-
llables and avoid un-necessary hyphens.

 

Write all adverbial forms correct.

 

Don’t use contractions in formal writing.

 

Writing carefully, dangling participles must be avoided.

 

It is incumbent on us to avoid archaisms.

 

If any word is improper at the end of a sentence, a linking verb is.

 

Steer clear of incorrect forms of verbs that have snuck in the language.

 

Take the bull by the hand and avoid mixed metaphors.

 

Avoid trendy locutions that sound flaky.

 

Never, ever use repetitive redundancies.

 

Everyone should be careful to use a singular pronoun with singular nouns in their writing.

 

If I’ve told you once, I’ve told you a thousand times, resist hyperbole.

 

Also, avoid awkward or affected alliteration.

 

Don’t string too many prepositional phrases together unless you are walking through the valley of the shadow of death.

 

Always pick on the correct idiom.

 

"Avoid overuse of ‘quotation "marks."’"

 

The adverb always follows the verb.

 

Last but not least, avoid clichés like the plague; seek viable alternatives.

and the book review is on cobbs, daniel M. Native American in cold war america: the struggle for sovereignty, university of new mexico press. 2008
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Management Course

Instructions:

•Try to relate you post to the concepts presented in Chapter 14 of your Online Course Resource. Book: ORGB, 3 Edition by Nelson & Quick

•To earn full credit for this graded Discussion Board:

?You must submit your own substantive answer(s) to each of the statements or questions in your initial post.
?As this is a Management Course, you must use correct grammar, spelling, and punctuation, to avoid losing points. "Texting" language ("i," "u," etc.) in a post or response, will lower your grade.
?You must reply to the inputs of at least two (2) other students on two (2) different days.(I will provide 2 students posts in message to the writer)

?Do not wait until the end of the week, but participate throughout the week (on more than one day) so others may be engaged in the discussion with you. In other words, you and your classmates will get more out of the Discussion Board by posting and engaging sooner, than later in the week.

?You must cite all sources as per MLA guidelines, otherwise that’s plagiarism.

•Use line breaks between paragraphs, as that makes it easier for everyone to read.
•The best way to avoid formatting problems is to simply turn the Text Editor switch, in the upper right-hand corner of the message composition window to OFF. Do not copy and paste directly from MS-Word, as you will get strange characters and formatting problems. It works much better if you first paste to Windows NotePad, and then copy and paste to Blackboard.
Respond to the statements/questions below, and provide your response in separate paragraphs:

(1) Review the section on "The Meaning of Work, starting on page 229 of your Online Course Resource. (Nelson, and Quick 229 – 230) Think about your current job, or a past job; which one of the six patterns define/defined your work at that job? Why? Defend your answer with properly cited material from your Online Course Resource or other academically credible source.

(2) If you could design the perfect job for yourself, would you prefer the traditional 8:30 AM to 5:00 PM job, or take advantage of telecommuting, job sharing, or flextime? (240 – 241) Why? Defend your answer with properly cited material from your Online Course Resource or other academically credible source.

(3) Do you believe that technology at work leads to "technostress?" (242) Is there one technology in particular that you believe causes the most stress? Why? Defend your answer with properly cited material from your Online Course Resource or other academically credible source.

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HISTORY & SYSTEMS
The following written assignment is intended to help you think about the process of accumulating knowledge in our field and the relationship between psychology and other disciplines. The assignment involves the following steps:

1. Watch the film “Footnote”
2. Think about the questions below in relation to the characters in the film and the context in which they worked
3. Write a paper answering the questions below

Be concise, specific, and to the point. There is no need to write more than is necessary to answer each question but your answers should generally be longer than a single paragraph and should involve serious thought. You should use the textbook, the internet (e.g., Wikipedia and other sources) and the relevant psychology databases (PsychInfo) and other textbooks to find out the information you need to respond to the questions.

There is a correct answer to Question 1, but not to any of the other questions. For those, your grade will be based upon how much thought you put into your answers to the questions about the film and textbook, and how well you express your ideas and support your assertions with argument and evidence. It will be helpful if you think about the characters in the film in psychological terms and think about the motives and context in which their behavior occurs.

Format is as follows: (1) double space throughout; (2) number each question but do not repeat the question itself; (3) if you use sources beyond the film and textbook cite them in your paper and include a reference list at the end of your paper (APA format is a good way to do this).

Questions

1. At the beginning of the film, the son (Uriel) is being inducted into the National Israel Academy of Sciences. What is the name of the equivalent American institution? Are psychologists members of that body?

2. During the ceremony, the father (Eliezer) is questioned by a security guard. Explain why this occurs and why the father reacts as he does, with reference to the context of life in modern Israel, the history of Jews in Europe in the 20th century, and the father’s situation in the film.

3. Father and son display very different approaches to scholarship. Describe the values and approach of each and pick a psychologist from the textbook who exemplifies a similar approach in the field of psychology. Explain why you have chosen the psychologists you have chosen (one for the father, one for the son).

4. The father (Eliezer) labored painstakingly for 30 years only to have his work made obsolete by a newer scholar whose findings were published instead of his own. Who in the history psychology had something similar to this happen to him or her? Support your answer with evidence.

5. What is the role of women in the events depicted in this film? Are any women scholars in the Talmudic Studies Department? How is this similar to and different from the role of women in academic psychology?

6. Both men are motivated by pride but they exhibit it in different ways. Explain how pride motivates the scholarly work of father and son and the ways in which they are similar and different. Describe a psychologist who was similarly motivated by pride and explain why you consider him or her to be similar. You may choose someone you consider similar to either the father or the son in the film.

7. In psychology, is there a tension between narrowly focused, detailed oriented scholars and more broadly focused researchers, as there was between the scholars in this film? Discuss the ways in which each approach contributes to our field.

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Consider the means by which history is portrayed in the German film “The Counterfeiters”(2007). How does the film contribute to the framing of history?
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History

 

Write a research paper on one national movement using the theoretical framework utilized

 

in class readings and lectures. This includes three analytical tools. First, Miroslav Hroch’s three

 

phases, which was devised for the study of so-called “history-less” nationalities in Europe (stateless

 

in the modern period, with incomplete social structure and lack of continuous literary tradition in

 

the vernacular language), but also works for the national movements of historic nations as well.

 

Note that there is a weak Phase A, if any, in the national movements of historic nations since they

 

possessed (in the present or recent past) sovereign political entities, an internationally recognized

 

high culture, and a nationally-minded educated class. A description of the phases, and of the

 

definition of “historic” versus “non-historic” nations, is found in M. Hroch’s The Social Preconditions

 

of National Revival, on reserve at the library (and required reading). Before writing your paper, be

 

sure to do the assigned reading for Week XIV on your syllabus (Hroch, pp. 1-30 – I recommend

 

you also read Part IV, “Conclusions” ). A description of the phases can also be found in the

 

recommended reading for Week II, an article by Hroch which summarizes many of his arguments

 

[YC – on reserve; SCW – a copy will be in your box tomorrow).

 

Papers should be primarily concerned with the transition from Phase B to Phase C. If,

 

for example, you’re doing the Czechs, then a discussion of World War I is required (since it is not

 

until WWI that the Czech nationalists demand an independent state – by the way, I recommend

 

Ivan Berend’s Decades of Crises for a brief concise discussion of WWI and the making of

 

The second theoretical tool to be utilized is the eight elements of national mythology used

 

by patriotic agitators in their attempt to spread national consciousness. As they agitate under the

 

banner of “the nation,” national awakeners tend to tap into ideas that cultivate the idea of common

 

ancestral past within a group. Recall Max Weber’s definition of an “ethnic group” as “those

 

human groups that entertain a subjective belief in their common descent” (Hutchinson and Smith,

 

Nationalism pp. 45-46) and that this perception, whether factual or not, is a precondition for ethnic

 

group formation (it is not at all inevitable that an ethnic group will evolve into a national one). The

 

eight elements of national mythology, which I discussed in class, are:

 

1. A myth of origins in time (when the community was “born”)

 

2. A myth of origins in space (where the community was “born”)

 

3. A myth of ancestry (who bore us, and how we descend from him/her)

 

4. A myth of migration (whither we wandered)

 

5. A myth of liberation (how we were freed)

 

6. A myth of the Golden Age (how we became great and heroic)

 

7. A myth of decline (how we decayed and were conquered/exiled)

 

8. A myth of rebirth (how we shall be restored to our former glory)

 

As you study your chosen national movement, and you read texts of the “national awakeners”

 

(Fichte, Mazzini, Mickiewicz, Palacky, Manifesto of “Bilu”, etc…), assess which of the eight

 

“myths” above are utilized. As we mentioned, for any “nation” to exist, it must have an origin in

 

time and space. It is the role of the patriotic agitators, who give birth to the national movement, to

 

articulate (in some cases, invent) these stories and symbols, whether in speech or images.

 

Third, after narrating the evolution of the national movement, analyze what kind of national

 

movement you have researched. This requires you to reread our early selections on “civicterritorial” versus the “ethnic/cultural” types. Eric Hobsbawm best articulates these differences,

 

but also John Plamenatz and others. Is your movement inclusive or exclusive? Is the “nation”

 

defined politically, in terms of citizenship, or ethnically, in terms of language, religion, race…

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Virtual Museum Exhibit

Subject: History
For the Culminating Activity of this course, your task is to produce a virtual museum (digital or online) exhibit on a specific topic in Canadian history. You can present your exhibit by creating a website, blog, Powerpoint, or Prezi presentation etc. If you are comfortable using another type of digital media, feel free to do so, as long as you fulfill the expectations of the assignment.

Read over the instructions carefully, and consider the rubric (by clicking the icon at the top right of the box). If you have any questions before you get started, contact your teacher.

Step #1: Select a Topic

You will first choose one of the topic sections of the course that interests you: allies and enemies, military, sovereignty, external forces, regional issues, aboriginal affairs, politics, economics and culture, women, immigration or human rights. If you wish, you may narrow down one of these topics further (for example, you could focus on French-English relations, Canada’s relationship with Britain or the United States, etc.).

Step #2: Review the Topic and Develop a Timeline

The exhibit will be based on the topic you’ve chosen, and it will take the form of a timeline that addresses at least 10 significant events in your area of focus. The timeline must be ordered from the earliest to the most recent significant events, and you must cover all major periods of Canadian history in the twentieth and early twenty-first centuries. Review the course section or sections that apply to your topic, and note what you believe to be the most significant events in this area of Canadian history.

Step #3: Collect Primary Sources and Artifacts

Collect digitalized versions of primary sources or artifacts (image, newspaper article, audio or audio-visual etc.) that connect to your timeline. You must provide at least one primary source or artifact for each event, just like you did for your "Challenge and Change" assignment. Remember to record your references!

Step #4: Interpretation

Write a description of each event on your timeline, and how your primary source or artifact connects to this event. State the event’s significance in Canadian history (its short- and long-term impacts).

Step #5: Create Your Virtual Exhibit!

Put together your virtual exhibit, with the timeline events, the primary sources and the descriptions placed appropriately. Make sure it’s professional, engaging and attractive to the viewer.

Include a title and introduction to your exhibit, in which you explain the overall theme or thesis that the timeline supports. What does your virtual exhibit and timeline reveal to us about this topic in Canadian history? How have things changed, or progressed, in this area of focus?

Don’t forget to supply a reference list with your exhibit (including citations for your pictures, and any other primary sources you incorporate.

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HISTORY & SYSTEMS
The following written assignment is intended to help you think about the process of accumulating knowledge in our field and the relationship between psychology and other disciplines. The assignment involves the following steps:

1. Watch the film “Footnote”
2. Think about the questions below in relation to the characters in the film and the context in which they worked
3. Write a paper answering the questions below

Be concise, specific, and to the point. There is no need to write more than is necessary to answer each question but your answers should generally be longer than a single paragraph and should involve serious thought. You should use the textbook, the internet (e.g., Wikipedia and other sources) and the relevant psychology databases (PsychInfo) and other textbooks to find out the information you need to respond to the questions.

There is a correct answer to Question 1, but not to any of the other questions. For those, your grade will be based upon how much thought you put into your answers to the questions about the film and textbook, and how well you express your ideas and support your assertions with argument and evidence. It will be helpful if you think about the characters in the film in psychological terms and think about the motives and context in which their behavior occurs.

Format is as follows: (1) double space throughout; (2) number each question but do not repeat the question itself; (3) if you use sources beyond the film and textbook cite them in your paper and include a reference list at the end of your paper (APA format is a good way to do this).

Questions

1. At the beginning of the film, the son (Uriel) is being inducted into the National Israel Academy of Sciences. What is the name of the equivalent American institution? Are psychologists members of that body?

2. During the ceremony, the father (Eliezer) is questioned by a security guard. Explain why this occurs and why the father reacts as he does, with reference to the context of life in modern Israel, the history of Jews in Europe in the 20th century, and the father’s situation in the film.

3. Father and son display very different approaches to scholarship. Describe the values and approach of each and pick a psychologist from the textbook who exemplifies a similar approach in the field of psychology. Explain why you have chosen the psychologists you have chosen (one for the father, one for the son).

4. The father (Eliezer) labored painstakingly for 30 years only to have his work made obsolete by a newer scholar whose findings were published instead of his own. Who in the history psychology had something similar to this happen to him or her? Support your answer with evidence.

5. What is the role of women in the events depicted in this film? Are any women scholars in the Talmudic Studies Department? How is this similar to and different from the role of women in academic psychology?

6. Both men are motivated by pride but they exhibit it in different ways. Explain how pride motivates the scholarly work of father and son and the ways in which they are similar and different. Describe a psychologist who was similarly motivated by pride and explain why you consider him or her to be similar. You may choose someone you consider similar to either the father or the son in the film.

7. In psychology, is there a tension between narrowly focused, detailed oriented scholars and more broadly focused researchers, as there was between the scholars in this film? Discuss the ways in which each approach contributes to our field.

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Investigating the Intersection of Personal Biography and Social History
Project description
Write a short paper (2 -3 typed, double-spaced pages) that communicates your analysis of how society has influenced your personal life. It is important to recognize that you are not being asked to simply write a story about personal and/or family transitions and historical events that happen to coincide or overlap. Rather, your objective is to systematically discover meaningful relationships between the events listed above the line and the events listed below the line. In carrying out analysis you are engaging in the process of making meaning and producing informed knowledge claims that are warranted by the factual data that you have provided. Include with your write up a copy of the time line that you have developed.

Your completed paper should include:

Title
• Clearly communicating the central topic of the paper

Introduction
• Introduce your purpose and method
• Briefly describe the overarching knowledge claim that you will establish in your paper

Body
• Describe and discuss the intersections you have examined;
• Explain how you have arrived at your conclusions.
Conclusion
• Summarize the overall conclusions you have drawn about the relationship between personal biography and social history.

References
• All independent sources are to be appropriately referenced.

Before submitting for evaluation, ensure that the document has benefitted from a systematic editing for spelling, punctuation and grammatical errors.

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