Research Paper Formatting Requirements Reminders

• Need reminders of your Early World History lessons on effective thesis statements, body paragraphs, supporting evidence, and integrating quotations and source information within your text?  Here are the WRITING GUIDELINES I often gave students in Early World History that summarized the "best practices" in RAMPOLLA.  
• Your final paper should be about 5-7 pages (not including cover page and bibliography).  I will not take deductions for lengthier papers unless the paper reads more like a description or summary, rather than the required analysis and argumentation.
• Your paper must use a mix of primary and secondary sources.  You are required to use 7 sources (a mix of books, scholarly journal articles, and at least two primary sources). 
• Weave your sources together.  Try not to rely on just one source in each of your body paragraphs. 
• Use Times New Roman, 12 point font, double-spacing and 1 inch margins.  
• History papers use Chicago Style footnote citation and bibliography, not MLA parenthetical citation and work cited pages. Use http://www.citationmachine.net/turabian/cite-a-book to assist you in creating the proper citation. There is a 7 minute YouTube video that shows you how to create a "hanging indent" and insert a "footnote" on the Citation Guide for this blog. Make sure you include the page number to which you are referring.  

Here are some examples of what it should look like, along with a research paper sample from Rampolla (note it uses endnotes - you should format as footnotes or endnotes).   Need additional help on typical expectations for introductions, body paragraphs, and conclusions?  Review pages 55-69 of your A Pocket Guide to Writing In History (attached as well here).  

Footnotes:

Bibliography: 

Reminders on Chicago Style Formatting You Learned in Early World History

Please feel free to use

Unit 4 Test Questions

Western and Eastern Europe: Differing Forms of Constitutionalism and Absolutism. "How does the appropriate balance of power within any sovereign nation depend upon the specific context of national traditions, cultural characteristics, or outside circumstance?" We would like you to consider at least four countries from the following: Dutch Republic, England, France, Prussia, Russia, etc. and cross both Western and Eastern Europe.  

National traditions 

The political institutions in use in the nation-state in the past. 

Cultural characteristics 

The features particular to a specific society in terms of arts, ideas and religion 

Outside circumstances 

Political, economic, or philosophical ideas, military rivalries/threats or territorial desires outside a sovereign nation-state.

Russia: "freed" serfs 1915

Revised Schedule!!!

Everyone: please note that Mr. Janus and I have revised the schedule of readings and discussions leading up to Thanksgiving, given our election discussions.  We want to be very clear here: we have eliminated two sections of readings (15 pages) and two discussions.  Please breathe a sigh of relief and hone in on the differing forms of absolutism and constitutionalism.  

Positions For and Against the Electoral College

The below features a description as well as a collection of perspective on whether or not the Electoral College should be abolished in favor of a popular vote model.

https://www.google.com/amp/www.aljazeera.com/amp/news/2016/10/electoral-college-161031190257475.html?client=safari

http://www.usnews.com/debate-club/should-the-united-states-get-rid-of-the-electoral-college

English and French Attacks on the Dutch Economy and Trade Position

While the rest of Europe was fighting dramatic and chaotic wars of religion, the Dutch were creating a super-economy (they did volume business and price cutting better than Amazon.com).   The pictures may make them look boring (a sea of black and white clothes and big hats and plain houses), and I meant that to provoke you.  They are definitely NOT BORING.  They were politically organized as a republic; they gave, as Professor Weber says, freedom and tolerance to those living in the Dutch Republic. They were smart business men, they were rational, religiously tolerant, and they were savvy internationally.  Nor did they go down without a fight. After all, they fought off Phillip II by flooding their own cities, remember.  It took 100 years of English and French attacks to shake their trade dominance.  They allied with whomever was helpful to create an equilibrium (a balance of power).  They went to war with England, turned around and allied with them against France, and then thought even more creatively and allied with a collection of smaller states such as Denmark, Brandenburg, and the Habsburgs (yes, their oldest enemy Spain). Inconceivable!   And by the end of class on Wednesday/Thursday, their stadholder William of Orange, will become king of England.     

Seeing is believing.  Check out these visual representations of the effect of English and French attacks on the Dutch economy between 1650 and 1750:

Notice the naval battles suggestive of a strategy of blockade above. 

Lost over half of the sea trade in 50 years! 

The Dutch had more ships, until the English take them. 

Machiavellian alliances are afoot. 

Here is the link of the short 18 minute clip from Ms. Gerst's class on the Dutch. http://www.learner.org/vod/vod_window.html?pid=848  By the way, most argue that their "serious" character as a people was due to their Calvinist religion.  Some even say that the reason they sought wealth, even while openly not showy or materialistic, was because wealth was EVIDENCE that they were predestined (the chosen).

Guy Fawkes Day!

Art Institute Field Trip Update

We upload Ms. Ledezma's Art Institute Field Trip Guidelines handout for your convenience, along with the Grading Rubric by which Ms. Gerst will assess your presentation with Ms. Ledezma's input. Please use both documents to prepare for your pairing's presentation at the Art Institute.  As soon as you know what painting, sculpture, etc. you plan to present, please email me with the name and artist. That way, we can make sure no two pairings overlap and Ms. Ledezma may MAP OUT our trip through the galleries.  Note that the Art Institute is open every Thursday evening, including this week, for free between 5-8 pm for your pre-planning trip. 

We will leave near the end of 2nd period at 10:15 am (meeting in the high school lobby) to take the 10:43 am Metra at 55-56-57 downtown. We are tentatively planning to return on the 3:07 pm Metra which arrives back at 3:17 pm in time to walk back to school for the end of the day dismissal. In order to attend, you must turn in any work due that day in advance and find out what homework will be due the following day.

The students scheduled to attend are below:

NOVEMBER 14 Renaissance & Baroque Student Presentation

Art Institute Field Trip

Ruxandra Nicolae and Mili Shah, An Elegant Company by Pieter Codde, European Painting and Sculpture, in Gallery 213

Derek de Jong and Henry Cassel, Still Life with Dead Game, Fruits and Vegetables in the Market, Kimball Family Gallery (tentative approval depending on location)

Emma Trone and Roshni Padhi, Old Man with a Gold Chain, Rembrandt

Seamus Flannery and Campbell Phalen, the Church of Santa Maria della Salute, Venice, Michele Marieschi  Neena Dhanoa and Rachel Zemil, Denial of Saint Peter, Hendrick ter Brugghen, 1626-1629  Priyanka Shrijay and Samira Glaeser-Khan, "Adoration of the Magi." Jan van Scorel, European Painting and Sculpture, Gallery 207 Noa Rebollo Baum and Henry Sowerby, "Kitchen Scene," Diego Velazquez  Elena Liao and Megan Moran, "Saint Luke Drawing the Virgin and Christ Child," Girolamo Sellari, gallery 205.  Jacob Posner and Jamal Nimer, "The Virgin of the Rosary with SaintsDominic and Catherine of Siena." Carl and Marilynn Thoma Collection, galleries 212-212a.  Sarah Polson and Sophia Stamatakos, Wall Clock, European Decorative Arts, gallery 233 Jake Lim and Michelle Awh, "Landscape with the Ruins of the Castle of Egmond," gallery 213 Jenny Lewis and Lauren Williams, "Salome with the Head of Saint John the Baptist" by Guido Reni Grace Zhang, Shreya Dhar, Alexander Pietraszek, and Mia Palmer,  "Portrait of Magdalena of Saxony, Wife of Elector Joachim II of Brandenburg" and "The Cruxifixion" (gallery 207) Tia Polite and Kendall Cunningham, "The Music Lesson, by Jacob Ochtervelt" (1671). Jasmine Wang and Al Dines, "Peter and John Healing the Cripple at the Gate of the Temple."  Shiva Menta and Nicholas Merchant, "Archangel Michael Overcoming the Devil."

https://docs.google.com/a/ucls.uchicago.edu/document/d/1Qx5-frQYVGtRdHBQvEg2PgfDU6FNxfZL9_47rxivcMc/edit?usp=sharing