History 12: The United States from 1877 Fall 2016meissinger.com/.../9/1/34919185/2017_spring_syllabus_-_history_12.pdf · History 12: The United States from 1877, Fall 2016 ... and

History 12: The United States from 1877, Fall 2016

This syllabus applies to all the following class sections

HIST-12-22912 (22912) U S SINCE 1877 TTh 8:00 - 9:15AM, SS 208

HIST-12-22913 (22913) U S SINCE 1877 MWF 7:00 - 7:50AM, SS 210

HIST-12-22914 (22914) U S SINCE 1877 MWF 8:00 - 8:50AM, SS 210

Globalyceum access code: FTVG8MQ5

Instructor: Michael Eissinger

Email: [email protected]

Website: www.meissinger.com

Office Hours: by appointment

This document is your guide to the course – what is expected of you and when. The schedule and

procedures for this course are subject to change in the event of extenuating circumstances. Any

changes will, of course, be explained to you.

There are no required (physical) texts for this class. You reading assignments (and all

assessments) will be done on-line via www.globalyceum.com. You will need to login to the

system at that URL and enter access code FTVG8MQ5. You are required to purchase the online

system for $39.99. This is your textbook and where you will complete all tests, quizzes, etc.. The

only exception to this will be your 4 composition assignments which will be assigned within

Globalyceum, even though you will (ultimately) turn in a physical, hard copy of your paper.

Course Description: This course is a survey of United States history from the period known as

Reconstruction to (as close as we can possibly get to) the present. Through lectures and readings,

you will be introduced to some of the major political, social, economic, and cultural

transformations that shaped the United States during that time. This course will be concerned

with more than kings and presidents. Topics include politics, religion, family life, race relations,

and economic development. More importantly, this class will examine connections across these

topics, and how they shape today’s world.

Goals and Primary Learning Outcomes: The primary objectives of this class are to introduce to students the various political, social,

cultural, and economic developments in American history from the time of colonization through

Reconstruction (1877). Particular attention will be paid to:

Racial conflict and assimilation (immigrants, Natives, African Americans, Hispanics, and

other groups in American life)

Political ideology (Republicanism, personal freedoms, federal authority) Economic issues

and challenges (The Gilded Age, the Progressive Era, The Depression & New Deal, the

Post-War Economy, etc.)

Gender roles (Women’s Suffrage, reform movements)

Cultural and Religious practices and behaviors (Christianity and Jim Crow, freedom of

religion, Moral Majority, The Rise of the New Conservative, multi-culturalism and

pluralism)

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While these are themes are not meant to represent the totality of US history, it is hoped that they

will provide a nuanced look at our nation’s past, which may not be known to many individuals.

To accomplish this, lectures will focus upon the experiences of “average” individuals, leaving

the focus of dates, facts, and names to the textbook. We will consider how culture—both high

and low—reflected and shaped the society that produced it. In short, we will examine the past as

it as experienced and influenced by a variety of people in a number of different political, social,

economic, and cultural realms.

Specific Learning Outcomes Addressed by This Course:

Student Learning Outcome 1: Students will demonstrate sufficient and appropriate

knowledge in regard to specific historical issues and events and will be able to assess

scholarly arguments.

Student Learning Outcome 2: Students will write essays and papers that demonstrate

their basic writing proficiency.

Student Learning Outcome 3: Students will accurately describe historical events and

identify and use relevant and sufficient evidence to support a thesis and/ or key points.

Students will accurately cite all ideas that are not their own in Turabian format.

Student Learning Outcome 4: Students will identify and be able to distinguish between

primary and secondary sources and will be able to both create and analyze charts, maps,

and statistics. In addition to critical thinking, students will demonstrate that they have

basic information literacy skills and basic quantitative reasoning skills.

Course Requirements: It is essential that you keep up with the reading assignments. Lectures

and class discussions will be much more useful if you come to class having already read and

thoughtfully reflected upon that week’s assignment. In addition to your text, throughout the term,

several handouts may be posted on Blackboard or handed out, in class. These might be short

primary sources – a copy of a document, a letter, a speech – or longer articles. To encourage

reading and discussion, these short readings will be included on exams.

Good note taking is essential. Lectures often deal with topics not mentioned in the readings.

Additionally, throughout the course of the semester, several films may be shown that contain

additional material. You will be responsible for lecture material, as well as material from films,

on exams and in written assignments. If you do not take notes, you will probably not do well.

Grades: All grading is inherently subjective; grading requires some judgment about the value of

your work. Grades are based on your ability to demonstrate a level of understanding and critical

engagement with the material. I have rarely had complaints about grades and students typically

find my judgments fair. You will never compete against each other in this class and there

will never be curving of grades. If you all do mediocre work, you will all receive C’s. If you all

do excellent work, you will all get A’s.

If you do not do the work, or if you do it very poorly, you will fail. If you do the work, but it is

done sloppily and without care or thought, you will receive a D. If you do mediocre work, you

will receive a C. If you do all the work well, exhibiting original critical thought, presented in a

convincing manner, you will earn a B. Finally, if you do the work exceptionally well,

demonstrate a thorough command of and critical engagement with the material, and present your

ideas in a consistently well-written and convincing argument, you will earn an A.

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Course Schedule:

Over the past few years, I’ve noticed a disturbing trend with many students – they neither

purchase nor read the textbook. Since reading the text is essential to learning this material, I have

sought alternative methods of both delivering the material and conducting assessment. All of that

– the reading and assessment – will be done, on-line, through Globalyceum.com This provides

several advantages. First, since every reading assignment has a short assessment (quiz), you are

more likely to do the reading (if for no other reason than to get the points from the quiz or other

assessment, as it will be where you will earn the bulk of the points in this class). By eliminating

all tests and quizzes from those hours scheduled for lecture I have more face-to-face time for

lecture and small or large group discussions. For the summer session, all assignments are already

open and active. You can work at your own pace. HOWEVER, realize that grades are due 4 days

following the end of this class, and I will not look favorably on those of you who leave

everything to the end and expect me to cram, just to get YOUR grades in on-time. Don’t get on

the bad side of the person in charge of your grades. You’re better off doing them in the weeks

assigned.

To purchase your on-line textbook and access Globalyceum go to www.globalyceum.com and

enter access code VB3M4EI4. You will need to charge the $39.99 on a debit or credit card, or

send the content providers a personal check. You have 15 days from the time you sign up, on-

line, for that section to make your payment (don’t avoid signing up if you don’t have the money,

today). The Globalyceum website is optimized for use on computers, tablets, or phones.

Essentially, anything with a web browser can be used to access Globalyceum. We may even hit

the site during class for in-class activities, so you might want to make sure you have it saved to

your favorites.

The material for the class is broken down into nine 2-week units (see below).

Start Date End Date Topics

January 9 January 13 Introduction

January 16 January 27 Gilded Age & Progressive Era

January 30 February 10 WWI & the 1920s

February 13 February 24 Great Depression

February 27 March 10 WWII & the Cold War March 13 March 24 Post-War America

March 27 April 7 Conservative Turn

April 10 April 21 Demographic Revolution

April 24 May 5 Changing American Economy

When you log into Globalyceum.com you will see several headings (eight of which match the

schedule, above). The reading and assessment (tests, quizzes, and writing assignments) are all

contained within these sections. All assessments are only available during the period for which

they are assigned. I will not take any late work without a good reason. The first item in each

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section includes a narrative of the assigned material, including what is required or optional for

that unit, and the point values of each assessment. Follow the instructions, as I will not be

reminding you, most weeks, as to what is or isn’t due.

Each unit includes several modules, and Globalyceum uses very specific naming conventions

(most of which I haven’t changed, just to keep it consistent). Each unit will contain one or more

of the following items:

Audio Essay: Those links labeled as an Essay within Globalyceum are, essentially, the book

chapters for the primary on-line text. These contain interactive maps, video clips, and readings.

The publisher provides several versions of these chapters; I have selected the so-called Audio

version of each one because it includes an audio track where a narrator reads the chapter to you.

This provides the greatest number of modalities for learning, as you can listen, read along,

interact with the on-line content, and do so in a way that makes the most sense and is most

effective, for you. Each Audio Essay is followed by an Essay Assessment: this is a short (10

question) quiz. You should immediately take the quiz after reading the associated essay. You

have 20 minutes to take the multiple-choice quiz. You have one chance to take the quiz (don’t try

to wing it). The system will present only one question at a time. The questions and the answers

are randomized (no two people are likely to take the same quiz). The quiz will be graded by the

system, and your grade should be visible in the gradebook, almost immediately following

completion of the assessment.

Audio Lecture Slide List: This is a stupid name for a very nice feature of the system – a

supplemental lecture for the unit. I have included these on-line lectures, conducted by well-

known and respected professors at other colleges and universities, in an attempt to provide more

clarity on the material. Combined with the Audio Essays and in-class lectures, these

supplemental lectures provide a third resource for you to learn the material. They’re well done

and quite interesting. Each Audio Lecture Slide List is followed by a Lecture Assessment: this is a

short (10 question) quiz. You should immediately take the quiz after watching the associated

lecture. You have 20 minutes to take the multiple-choice quiz. You have one chance to take the

quiz (don’t try to wing it). The system will present only one question at a time. The questions

and the answers are randomized (no two people are likely to take the same quiz). The quiz will

be graded by the system, and your grade should be visible in the gradebook, almost immediately

following completion of the assessment.

Problems: The remaining entries from each unit (except those labeled as Composition) are what

Globalyceum refers to as Problems. Each unit provides three or more of these assignments. You

need to look at these carefully, as you will be required to select one of them and complete the

internal assessment, each unit. Unless instructed to do so, do not do more than one. You will be

required, over the course of the semester, to complete 8 of these problems (one for each unit).

The assessment will not be graded by the system. I will grade these assessments. I will do so in

batches (normally not until the end of the two-week unit). I will post the grades as timely as

possible.

Composition: The final content in several units is labeled Composition. These are formal essays

and should be taken quite seriously. You will be required to complete 4 over the course of the

semester. After reading the background information and watching any associated videos, you can

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proceed to the actual assignment. These composition assignments include several (usually)

optional steps. These include Analyze the Evidence, Write a Thesis, Write an Outline, and Write

a Final. Additional options include sections on Plagiarism, Format and Citation, and Punctuation.

For the first assignment you will be required to complete all of the steps (analyze, thesis, outline,

final). You should also complete the supplemental sections on plagiarism, format, citations, and

punctuation. Each of these provides guidance for writing a successful paper, for this class.

Failure to adhere to the standards covered in these supplemental sections will negatively impact

your grade.

DO NOT ATTACH A COVER PAGE TO THE DOCUMENT

THE ONLY HEADERS OR FOOTERS SHOULD BE THE PAGE NUMBER

THE WORKS CITED PAGE SHOULD BE ON A SEPARATE PAGE

THESE PAPERS SHOULD BE 3-5 PAGES (not including Works Cited).

IMPORTANT: The built-in editor in this version of Globalyceum sucks for formal

assignments. THEREFORE, you will complete the composition in Word (or some other

comparable word processor), not in the internal editor, and you will TURN IN a HARD

COPY of the composition on the Monday following the week in which it is assigned. I

WILL NOT grade papers submitted on-line, only.

Citations required on ALL written assignments: You will be required to cite all sources

(quoted, paraphrased, referenced, or used) throughout all written assignments. You will ONLY

use the in-line citation format known as Turabian style and you will include a Works Cited page

(not a Reference or Bibliography page) at the end of each paper – again, using Turabian

bibliographical format. Any paper that does not include citations will receive a zero (0) for that

assignment. Any paper that does not include a proper Works Cited page will receive a zero (0)

for that assignment. See the end of this syllabus for instructions.

There are two other sections on Globalyceum under which I have placed very important

information.

Student Information: This section includes the syllabus, a writing guide, the citation style guide

you will use for this class, and any other documents that I feel will assist you in navigating this

course. There are not assigned due dates for this material, nor will you be quizzed or tested,

specifically, on this material. However, I expect you to have this information. Your writing must

adhere to the guidelines in the writing guide and you will use Turabian footnote style for all

citations (if your composition (paper) assignments have incorrect citations or do not contain a

properly formatted Works Cited page, you will receive a zero for that assignment). If a document

is in this section of the Globalyceum website, you are required to know all the information

contained within.

In-Class Lecture Notes: This section contains the lecture notes (or a version of them) taken

from my in-class PowerPoint™ presentations. These pdf files are structured with three screen

captures per page with a space for you to write notes, next to the image. Many of the slides

simply contain photographs, maps, drawings, graphs or other images, so you still have to attend

lecture to get the material from lecture. You should refer to lecture and any films in your

composition (writing assignments).

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Attendance Policy: You need to be present if you want credit. If you want to drop the class and

you do not want an F, you should not count on me dropping you from my roll. You also need to

be present for the entire class session. DO NOT SHOW UP LATE! You will not be allowed

into the classroom.

Some of the material covered in lectures will not be directly from your readings, so reading the

books will not assure you of a decent grade in this class. Lectures are not intended to cover the

material you should have read for yourself. The readings provide context for class discussions.

Although actual attendance is not part of your grade, your participation in small and large group

discussions is considered. We need everyone’s participation to make this a useful class.

Academic Misconduct: Cheating and plagiarism are contrary to the mission of the college and

are never tolerated. There should be no confusion as to what cheating is. I will not listen to

excuses. Do not copy your fellow students or any other source. You must present your own

work. If you present even a few words of someone else as your own, without proper citation, you

will get a 0 on that assignment or exam. I take this very seriously. If you have any questions, see

me before you turn your paper in.

Disabilities: If you have a verified need for an academic accommodation or materials in

alternate media (i.e., Braille, large print, electronic text, etc.) per the Americans with Disabilities

Act (ADA) or Section 504 of the Rehabilitation Act, please contact me as soon as possible.

Classroom Etiquette: This class is scheduled for MW from 2pm to 4:15pm. I will begin and

end on time. I expect students to be on time, too. Late students entering the classroom are a

distraction to other students and to me, so please be courteous and be on time. Sometimes

lateness cannot be avoided, but being consistently late is simply rude and is unacceptable. If

tardiness persists, I will lock the door at 2:10pm and you will not be allowed in the classroom.

Also, I expect that you will never leave class early – not for a phone call, not for the restroom,

not because you’re bored, not for any reason. It is very disruptive. If this is going to be a

problem, talk to me about it immediately.

In lectures and discussions, the basic rules of courteous communication apply. If you have

questions during lecture, I encourage you to ask and I will try my best to give an answer. I also

encourage you to participate in discussions – offer your views. Remember that we can have

spirited discussions without resorting to raised voices, insults, or personal attacks. This helps

foster an open atmosphere in which people are free to express themselves. Remember, politeness

or “civility” does not necessarily mean agreement with me or other students. If you do not agree

with something in discussion, speak up, make your argument. I have never had a problem with

this and I do not expect to. In this classroom, you may attack an idea, but not a person. Also,

when you come to class, turn off your cell phones!

DO NOT TAKE OUT YOUR LAPTOP!

DO NOT TAKE OUT YOUR PHONE!

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NOTE:

I have an on-going problem with students habitually showing up late for class.

Starting the 3rd class session, I will lock the door at 15 minutes after the

official start of class. If you are not in your seat by that time, do not ask to

come in. Do not knock. Do not bother. I start the class on-time. You are either

here, or you are not. If you are late, you are not here.

Syllabus Reference Section:

The material on the following pages is for your reference.

The first covers the majority of the so-called “isms” we throw around

like we know what they mean. Since this class covers a period in history

where they all exist, this guide is to help you better understand the

material.

The second document covers the basics of style and composition. I

expect these guidelines to be followed on every written assignment

(include those on-line). If you do not apply these standards to your

writing, you cannot expect a good grade, in this class.

The final document covers some basic MS Word™ steps to proper

citation. Learn it. Memorize it. Use it.

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Defining Capitalism, Communism, Fascism, Socialism (From University of Idaho)1

For a point of reference, the United States is a Constitutional Democratic Republic that

has long embraced both capitalism (free markets) and socialism (public schools and universities,

and public works – parks, roads and highways, sewer and water, dams, harbors, as well as social

welfare, such as worker’s comp, unemployment insurance, social security etc.).2

Capitalism: In common usage, the word capitalism means an economic system in which all or

most of the means of production are privately owned and operated, and the investment of capital

and the production, distribution and prices of commodities (goods and services) are determined

mainly in a free market, rather than by the state. In capitalism, the means of production are

generally operated for profit.

In a purely capitalist economy, there would be no public schools, no state owned or

maintained roads and highways, public works, welfare, unemployment insurance, workers

compensation, Social Security benefits etc.

Socialism: Most generally, socialism refers to state ownership of common property, or state

ownership of the means of production. A purely socialist state would be one in which the state

owns and operates the means of production. However, nearly all modern capitalist countries

combine socialism and capitalism.

The University of Idaho,3 and any other public school or university is a “socialist”

institution, and those who attend it or work for it are partaking in socialism, because it is owned

and operated by the state of Idaho4. The same is true of federal and state highways, federal and

state parks, harbors etc.5

Communism: Most generally, communism refers to community ownership of property, with the

end goal being complete social equality via economic equality. Communism is generally seen

by communist countries as an idealized utopian economic and social state that the country as a

whole is working toward; that is to say that pure communism is the ideal that the People’s

Republic of China is (was?) working toward. Such an ideal often justifies means (such as

authoritarianism or totalitariansim) that are not themselves communist ideals.

Fundamentally, communism argues that all labor belongs to the individual laborer; no

man can own another man's body, and therefore each man owns his own labor. In this model all

"profit" actually belongs in part to the laborer, not, or not just, those who control the means of

1 There are some inherent pitfalls trying to offer simple, bite-sized definitions–these are complex concepts

concerning both economics and government. Short definitions will be incomplete. These concepts are not always

mutually exclusive (most modern states combine elements of more than one). Historical states defined the terms

differently. Some of the terms refer strictly to economic systems (capitalism) while others (fascism) also refer to

government and economic systems (communism and fascism). 2 Although, I generally accept these definitions as correct, I may choose to emphasize some aspects of these

definitions over others, especially as we apply them to the various historical periods we examine. 3 The same is true for all publically funded or owned colleges, such as California community colleges, the 23

campuses of the California State University System, or the 10 campuses of the University of California. 4 If you receive government funding in the form of fee waivers, Pell Grants, Cal Grants, subsidized student loans, or

even work-study programs, you are participating in socialized education (just as you did when you attended the

socialized public education K-12 – even if you attended a charter school that received ADA from the state). 5 The same can be said for water districts, lending libraries, fire and police departments, parks and recreation (local,

state, and federal), and a whole range of services taken for granted by most people.

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production, such as the business or factory owner. Profit that is not shared with the laborer,

therefore, is considered inherently exploitive.

Neither the former Soviet Union, the People’s Republic of China, Cuba, or any other

state have ever stayed true to the basic tenants of communism – each devolving into a totalitarian

state which benefited a small elite, eliminated the middle class, and restricted the bulk of the

population to a the working or poorer classes – the complete opposite of their stated goals.

Fascism: The word descends from the Latin ‘fasces’, the bundle of sticks used by the Romans to

symbolize their empire. This should clue you in that Fascism attempts to recapture both the

glory and social organization of Rome.

Most generally, “a governmental system led by a dictator having complete power,

forcibly suppressing opposition and criticism, regimenting all industry, commerce, etc., and

emphasizing an aggressive nationalism and often racism.”

Unlike communism, fascism is opposed to state ownership of capital and economic

equality is not a principle or goal. During the 1930s and WWII, communism and fascism

represented the extreme left and right, respectively, in European politics. Hitler justified both

Nazi anti-Semitism and dictatorship largely on the basis of his working to fight-off communism.

The church also played a major role in all of the European fascist countries (Germany,

Italy, Spain, Portugal) as the authority on religious and moral issues, which was opposed to the

threat of "godless communists".

Mussolini, the Italian father of Fascism, wrote that: “..Fascism [is] the complete opposite

of…Marxian Socialism, the materialist conception of history of human civilization can be

explained simply through the conflict of interests among the various social groups and by the

change and development in the means and instruments of production.... Fascism, now and

always, believes in holiness and in heroism; that is to say, in actions influenced by no economic

motive, direct or indirect. And if the economic conception of history be denied, according to

which theory men are no more than puppets, carried to and fro by the waves of chance, while the

real directing forces are quite out of their control, it follows that the existence of an

unchangeable and unchanging class-war is also denied - the natural progeny of the economic

conception of history. And above all Fascism denies that class-war can be the preponderant force

in the transformation of society....

Fascism combats the whole complex system of democratic ideology, and repudiates it,

whether in its theoretical premises or in its practical application. Fascism denies that the

majority, by the simple fact that it is a majority, can direct human society; it denies that numbers

alone can govern by means of a periodical consultation, and it affirms the immutable, beneficial,

and fruitful inequality of mankind, which can never be permanently leveled through the mere

operation of a mechanical process such as universal suffrage....”

A Note On Morality: Capitalism and socialism are essentially amoral terms: they simply

refer to economic systems – who owns what and how capital is exchanged – regardless of any

other type of moral principle or goal.6 Communism and fascism, on the other hand, refer to both

economics, governance, and basic moral principles: that is to say they refer to overarching ideas

about how people should live (rather than describing how people do business), so they imply a

total ideology: a morality, an economy, a government.

6 Amoral simply means neither moral or immoral. A rock is amoral. Driving a car is usually amoral. Killing

someone with a rock is usually immoral. Driving drunk is immoral.

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Paul Gilmore’s Handy Guide to Common Problems to Avoid When Writing History Papers

Paul Gilmore, History Instructor at City College provided the following several years ago.

This is one of the very best collections of advice for writers of history.

I share this (with Paul’s permission).

In the papers I have received over the years, there have been several common problems; you

should use this list of explanations of those problems as a guide to future assignments. Some

items may seem obvious, but they are so common that I have included them. Although excellent

papers require more than technical proficiency, you will be well on your way to writing much

clearer and better organized papers if you avoid these mistakes.

I write quite a bit on your papers to explain where I think your paper is strong or weak. If the

grammar is poor, I typically correct it for the first paragraph or two and then give up, trying to

pay attention only to your arguments. Frankly, when I read a poorly written paper, I find it hard

to understand the arguments. This means that poorly written papers get poor grades.

If you want to cultivate the skills of a very good writer, you should develop the habit of reading

newspapers, magazines, nonfiction, and especially novels. Novelists sometimes break the rules

of grammar, but they typically follow them. Through a steady diet of reading, you will become

familiar with the written word even without consciously studying the rules. More importantly,

great novelists know how to pack their sentences with meaning. The words may be unfamiliar

and the sentences may be complicated, but you will find that once you learn their words, good

novelists are exact, clear, and profound. I make no claims to being a good writer, but I know that

I have improved immeasurably since I started reading fiction.

Paper Format

Refer to the syllabus for the basic format of your papers. You should begin at the top of the page,

not three or four inches down; you need at most two inches for your name and title. Also, do not

leave blank spaces between paragraphs. Instead of working to stretch out a few words, you

should be struggling to pare down your essay and fit your ideas into the word count requested.

Common Problems

1) Since you are the author, I know that your paper is an expression of your thoughts.

Therefore, there is no need for phrases like “I think,” “in my opinion,” “I have to say,” or “I

feel.” These phrases not only clutter your papers, but they also give your writing an uncertain

tone and weaken its persuasive power. They act as constant reminders of your authorship; as

such, they turn the reader’s attention away from the quality of your arguments to questions of

your authority to offer your opinions. You should eliminate these phrases, except on the very

rare occasions when they are absolutely necessary.

2) Do not use “you” unless you are directly addressing the reader. I address you, the readers,

throughout this guide, so I use “you.” Many of you wrote statements like: “History is so

boring that you fall asleep in class,” but although I once fell asleep in my mother’s English

class I, never fell asleep in history class; you did.

3) When writing numbers the basic rule is to write out simple numbers and use the number keys

for more complex numbers. Examples: Ten, twenty-five, three hundred, one million, 945,

1,986, 53,432.

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4) Leave two spaces between sentences. This may seem trivial, but it is quite important; the

period and the spaces are visual cues that the author has finished his or her thought.

5) If a sentence begins with the word “what” or “it,” you may want to revise it. These words

should be a hint that much of your sentence conveys no meaning. What I often find is that

when I begin writing a sentence, I start with many unnecessary words. For instance, in the

last sentence the words, “What I often find is that,” are useless. In fact, the entire sentence

should be revised to: “I often begin sentences with many unnecessary words.” Try to cut one-

half of the words out of your sentences.

6) There are too many punctuation problems to list them all, but a few quite common ones are

worth mentioning.

First, never use ellipses (. . .) unless they signal some missing text in a quotation.

They should not be used, as they often are, to denote a meaningful pause. For

example, it is incorrect to write a sentence like, “History is boring . . . really boring.”

Second, when words in quotation require punctuation, the punctuation marks must

almost always be placed inside the quotation mark. The use of quotation marks in this

guide should provide you with plenty of examples of correct punctuation.

Third, do not use contractions unless it is absolutely necessary. Can’t should be

cannot; don’t should be do not; who’s should be who is, and so on. The only

apostrophes should be those that denote possession.

Fourth, remember that some words sound the same or close to the same but have

different meanings. Make sure that you write the right word. Here are some very

common examples: to, too, and two; there, their, and they’re; your and you’re; then

and than; its and it’s; and who’s and whose. If you avoid contractions, you will also

avoid most of these problems.

Fifth, you must write in complete sentences. Note how in this sentence I have used a

semicolon to combine two clauses that could stand alone as sentences; this informs

the reader that both convey one basic idea. If you want to string together clauses into

one sentence, you must use proper punctuation. Incorrect punctuation as in this

sentence often muddles, the Meaning of words in addition your sentence will tend to

Ramble on and lose; its force like this one which is a run-on sentence. Sentence

fragments are groups of words that do not contain a subject and a verb, but the writer

treats them as a sentence. Like this group of words. This is not the place to go over all

the rules concerning the combination of clauses, but if you are unfamiliar with them, I

suggest you buy and use one of the manuals listed below.

7) If you have written something once, try not to say it again. This is redundant. Sometimes, to

make yourself clear, you will need to re-state something from the introduction, but such

restatements should provide some important clarification of the original idea, not merely

repeat the previous line.

8) Do not quote the dictionary. The only exception to this rule would be a paper about different

dictionaries’ interpretations of words. I understand that many people quote the dictionary, but

they should not do it; they are only substituting the authority of a guy named Webster for

their own judgment. I do not care what Webster thinks. I care what you think, and I assume

that we both know the meanings of words. That said, a good dictionary is a wonderful

reference tool to keep next to you as you write. If you are not sure that the word you are

using conveys exactly what you mean, then the dictionary will help you find the correct

word.

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9) Avoid the passive voice. Sentences are made lifeless when the thing that is acting is not

identified. The previous sentence is an example of the passive voice scourge. Who or what is

making, acting, and not identifying in this sentence? The sentence should read: Authors write

lifeless sentences when they do not identify the actors. Historians, especially, should avoid

the passive voice. Identifying actors is an important part of our job. “The law was passed”

provides less information than “The state legislature passed the law.” In addition, the passive

voice sometimes hides our assumptions. In the above example, rewriting “the law was

passed” as “the state legislature passed the law” should encourage the historian to dig deeper

and ask more questions about actors. Perhaps the statement should read: “Officials of

Standard Oil bribed the state legislature to pass the law.” You can get rid of the passive voice

by searching your document for forms of the verb, to be (is, are, was, were), and then trying

to eliminate them. The verbs “was” and “were” hardly excite the imagination anyway.

10) Avoid some prepositional phrases. “He wore jeans of blue” should read: “he wore blue

jeans.” “He ran over the roof of the house under the bridge with the cars on the road over the

river” is an awkward sentence.

11) Avoid clichés; they are substitutes for original and insightful comments. We all hear quite a

number of clichés every day. They are the language of advertisers and business in general,

and in government, they are the language of an unthinking kind of patriotism. The use of

clichés assumes that the reader already understands the author’s meaning when, in fact, these

phrases, precisely because of their repetition, lack any definite meaning. They have no

explanatory power. For instance, the statement, “striving for excellence in history gives me a

well-rounded education,” sounds like a straightforward statement until we realize that the

phrases “striving for excellence” and “well-rounded education” are exactly the terms that

require explanation. You should always ask yourself exactly what you mean; if you cannot

answer clearly, perhaps you have used clichéd language to hide your own confusion. I cannot

emphasize this enough. Check especially the beginning and end of your paper and ask

yourself if you are using clichés.

12) Boring is boring; it is not a very descriptive word, and it stops discussion exactly where it

should begin. When you get the urge to write this word, ask yourself what you mean by the

term, why you feel that way, and then write your answer.

13) Avoid slang and conversational language. Many people wrote statements like: “I mean

really!” This expression of exasperation is perfectly acceptable, if not very illuminating, in

conversational English, but it should not be used in written English. Really, what do you

mean? I want to know. Written English follows different and more formal rules than

conversational or e-mail English. Your personality can still come through in your writing, but

you should follow those rules.

14) Do not abbreviate terms. Do not use etcetera, or etc.

15) Avoid making circular statements or stating the obvious; statements like “history is history,”

or “history is the study of the past” do not add much to your paper. “Since the beginning of

time” or “throughout time” do not add to your paper either. These phrases explain nothing.

Everything happens “throughout time” so the statement is meaningless. They are some of

those clichés you should be on the lookout for.

16) Do not to tell me that the historical explanation for an event is “human nature.” This is not

very meaningful and cannot be proven. In the past, appeals to human nature have justified

just about every kind of atrocity. Usually, when students appeal to human nature, I disagree

with their understanding of the term. We can have a philosophical argument about human

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nature, but it does not help us understand history. Appeals to human nature should be

especially suspicious in a history class. We discuss differences and changes over time. How

can something that is presumably unchanging (human nature) be an explanation for change

over time? How does something common to all human beings explain differences between

them?

17) Be certain that your adverbs (these are usually the words that end in “ly” and precede verbs)

convey necessary meaning. You should almost never use the words “really,” or “basically.”

18) Make your subjects and verbs agree in number. If your subject is plural (people), then your

verb should be plural (were, not was). To avoid the awkwardness of using the generic

“his/her,” I try to make my subjects plural, or I alternate the use of his and her. For instance,

instead of writing “a historian loves his books,” I write “historians love their books.”

19) Use “literally” correctly. “I literally died of boredom,” conveys exactly the wrong

impression. If you wrote that, you stated that you are, literally, dead. What you mean is, “I

figuratively died of boredom,” which is awkward and probably an overstatement of your

condition, but it is at least the correct use of the word.

20) When mentioning an author, you should use her full name when you first introduce her, but

only use the last name thereafter.

21) There is no excuse for spelling mistakes. You will get rid of the vast majority of spelling

errors by simply using the spell-check function on your computers. There will still be some

correctly spelled words that are the wrong words, so you must re-read your paper too.

22) Finally, you should take more time than you think you need to write a good paper. You

should proofread and revise several times. I write quite a bit and it took me seven hours to

write this guide.

The Three Questions

Once you finish your first draft, you are not even half finished. When I write papers, I go over it

again and ask three questions of every sentence.

First, is this clear? Your paper is a vehicle which conveys ideas in your head into your

reader’s head. If something is not clear on the page, it may not be clear in your head.

Your writing should be a conversation with yourself before it ever becomes

communication with your reader. Try to understand your own ideas exactly, and then put

exactly what you think on the page.

Second, does this lead anywhere? Your sentence may be a clear expression of an idea,

but that idea may have absolutely nothing to do with the purpose of your paper. Your

readers should be able to follow your argument. Your sentences are crumbs left for your

readers on a pathway to your ideas. Do not lead them astray.

Third, can it be written in half as many words? Asking this question will bring you

around to the first question and start the process over. I have often found that that which

once was fairly clear can be made even clearer with fewer words. Fewer words often

clarify things.

Here are some reference works that every student should own or have access to: The Chicago

Manual of Style or Kate Turabian’s, A Manual for Writers, and a good dictionary. If you are not

a particularly strong writer, you should seek help at the Writing Center in the library today.

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Citation Guide: History

There is a misconception that college-aged adults (Millennials) are far more computer literate

than prior generations. That may be true conducting Google™ searches, texting or messaging,

gaming, and downloading videos, audio files, and pictures of kittens. Unfortunately, I have

found, over the last several years of teaching at several community colleges and three

universities, that students are horrible at using the computer as a tool, rather than as an

entertainment or communication machine. You are now in college. You have access to one of the

most powerful tools ever invented for doing a wide array of tasks; the most important for your

academic career being an electronic word processor. Imagine, if you will, as recently as the

1980s, when all papers needed to be typed, by hand, on a typewriter: a machine where you fill a

physical page, from top-to-bottom, in one operation. No editing. No automatic pagination. No

automatic footnotes or endnotes. No automatic citations. No automatically generated tables of

contents, lists of illustrations, indexes, or figures. Every bit of that had to be done, by hand, on an

18th Century device that used to require years of training. Now that you’re here, and you’re

taking a university level course, perhaps it’s time for you to master something other than

Facebook™, Tinder™, Google™, or Angry Birds™.

The easiest way to fail one of my classes is to improperly cite quotes, paraphrases, and facts. In

high school, you were probably forced to learn MLA format citation and page format. You

SHOULD have some sort of understanding how (and when) to cite. If not, arrange to meet with

me, outside of class. This is an History class. Therefore, you will do all citation using Turabian’s

implementation of the footnote-style of Chicago Style citations and Works Cited. Anything else,

is a fail. Anything else will result on a zero for your paper. Do you really want to put in the

effort, writing (perhaps) an amazing paper and earning a zero before I even read it. Trust me: If

you fail this one part of the paper, I will simply give it a zero (0) and move on. I won’t read a

single word.

So, step one: Go to the website at University of Wisconsin, Madison and go through all the

basics:

http://writing.wisc.edu/Handbook/PDF/chicago_turabian_uwmadison_writingcenter_june2013.pdf.

There is on-line version of these same guidelines on my website at:

http://www.meissinger.com/courses-history.html.

Finally, in order to make it work, you will have to learn how to use one of the most useful parts

of Word.

At the top of your Word™ window (I am assuming you’re using the locally installed Windows™

version, however Word365™ works similarly, as does the Apple™ version.

Where I want you to look first is the main menu section called References:

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Clicking on References opens up this submenu (yours may look a little different because I have

additional add-on products incorporated into my copy of Word™.

Pay particular (for now) attention to the Footnote/Endnote section. Place your cursor at the place

in your document where you want to insert the citation (normally at the end of the sentence.

Note: if it’s a quote, the footnote goes after the quotation marks (which should follow the final

period, ellipse, question or exclamation mark, or other punctuation). Then, simply click the

option for “Insert Footnote” and Word™ will automatically open a footnote at the bottom of the

page. Here is how the first use of a work should look (assuming that the material I quoted or

otherwise needed to cite came from pages 99-100:

If the citation immediately following this citation is from the same pages in the same book,

simply enter the word ibid, followed by a period. If it is the same book, but different pages, use

ibid-period-comma-space-page numbers:

Subsequent times when you cite the same author and book/article/etc., if it’s not immediately

following the same source, use the short form of the footnote citation:

Finally, every paper you write for me must have a Works Cited page. NOT a Reference(s) Page,

not a Bibliography. These latter two have very different meanings than a Works Cited page and

are used for different things. You will only include works actually cited, so it’s a Works Cited

page. For that, the Chicago/Turabian entry is slightly different than any of the footnote settings.

All entries should be alphabetical by LAST name, and look like this:

Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals. New York:

Penguin, 2006.

Do not use Word’s internal built-in citation generator on history papers. It does not do

Turabian correctly.