141.HTM

HISTORY 241
CLASS INSTRUCTIONS
FALL 2008

Marion B. Lucas
Professor of History and
University Distinguished Professor
Office CH 224-B
Office Ph. (270) 745-5736
Office Fax (270) 745-2950
Home Ph. (270 843-8580
E-mail: marion.lucas@wku.edu
WKU History Department Home Page

Hist 241 [CRN 35228] CLASS INSTRUCTIONS M. B. Lucas CH 224-B

Each student must spend at least six (6) hours in preparation for each weekly class assignment.

1. Text: James L., et al., The American Promise: A History of the United States. Vol. II: From 1865. 4TH Edition, Paperback. Boston & New York: Bedford/St. Martin’s, 2009. (Vol. II)

2. Tests: All hour tests are written in INK in BLUE BOOKS. You can purchase Blue Books at the book store. There will be two (2) essay hour tests, each counting 20% toward the final grade. The hour tests will cover the lecture material and will NOT be cumulative. The final exam, which counts 20% toward the final grade, will be comprehensive. You are required to take good notes. Essays and identifications on essay tests are graded with regard to content and writing style. You should write in paragraphs that have a topic and concluding sentence. This means there is an "X-factor" involved. Student must state all answers clearly, in a coherent, logical manner. Ideas and concepts are always important. If you have any questions regarding your grade, you should come to my office and inquire. Please do not wait until the last week of classes.

3. Pop Tests: There will be eleven (11) pop quizzes. They will come from the text assignments (see assignment sheet). These quizzes count 10% toward the final grade. The lowest pop quiz grades will be dropped. If you miss a pop quiz, that counts as a dropped grade.

4. Research Paper: The research paper counts 20% of your grade. To be announced.

5. Grading scale:   90-100 = A / 80-89 = B / 70-79 - C / 60-69 = D / 0-59 = F

6. Research Paper: The research paper counts 20% of your grade. You must write a twelve (12) page research paper using original sources and correct history footnote citations for this class. To be discussed.

7. Additional Assignments: Additional assignments count 10% of your grade. They consist of, first, class participation. You must become involved in class discussions. Secondly, you must read one monograph and write a four page book review-analysis. The book must be on an American history topic since 1865. Use the following format: Place your name and page number in the upper right-hand corner of your page. Cite your book as the example given below on the top line (no cover sheets):

    Carter, Dan T. Scottsboro: A Tragedy of the American South. Baton Rouge, La.: University of Louisiana Press, 1979. (# pages)

    The first paragraph of the four page review-analysis should provide biographical information on the author. The review-analysis should state the thesis of the author; that is, you should describe the point the author is trying to make. You should in the body of the four page review-analysis give some examples of the author’s main points. Finally, you must write your own evaluation of the book (see my web site Study Suggestions [http//www.wku.edu/~marion.lucas/study.html ] and See http://www.ucalgary.ca/applied_history/write/   for web writing suggestions and tutor assistance. Thirdly, you must write a brief analysis of a sample “Research Paper” which I will provide for you. You must email me your analysis of the sample research paper on Monday, Sept. 19. Fourthly, you must attend during the semester four “ Cultural Events.” The cultural events consist of plays, faculty and student concerts, university speakers and concerts. Please write and hand in to me a one-paragraph statement on events you attend as you attend them. The Events Calendar: http://www.wku.edu/Dept/Support/AcadAffairs/pag9.htm will help you find cultural events to attend.

8. Honor System: Each student is expected to be on his or her honor regarding to all work. Dishonest activity and plagiarism will lead to a reduction of one's grade.

9. Absences and excuses: There will be no make-up tests without a written excuse. It is your responsibility to see me regarding absences. You are allowed one (1 night equals 3 classes) excused absence. Missing the equivalent of nine (9) class hours constitutes a failure. You will be required to hand in a written text assignment after your first absence.

10. In compliance with university policy, students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services in DUC A-200 of the Student Success Center in Downing University Center. Please do not request accommodations directly from the professor without a letter of accommodation from the Office for Student Disability Services.
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Hist 241-500 [CRN 35228] CLASS ASSIGNMENTS M. B. Lucas CH 224-B
Ph. (270) 745-5736 Email: marion.lucas@wku.edu Home page: www.wku.edu/~marion.lucas
Each student must spend at least six (6) hours in preparation for each class.

Text: Roark, James L., et al., The American Promise: A History of the United States. Vol. II: From 1865. 4TH Edition, Paperback. Boston & New York: Bedford/St. Martin’s, 2009. (Vol. II)

DATES-----CHAPTER ASSIGNMENTS

Aug. 26------Instructions & Lecture [Research paper topic decision]

Sept. 2-–----Chapters 16 & 17 [Research paper discussion]

Sept. 9------Chapters 18 & 19 [Preliminary bibliography for research paper due]

Sept. 16------Chapter 20 [Analysis of a research paper]

Sept. 23------Chapter 21

Sept. 30---------FIRST HOUR TEST

Oct. 7---------Chapters 22 & 23 [Research paper note cards due]

*Oct. 14–-----Chapter 24 [last day to drop with a “W”; do not drop before contacting the professor]

**Oct. 21-----Chapter 25

Oct. 28--------Chapter 26-27 [Book report-analysis due]

Nov. 4---------No Classes, Election Day

Nov. 11-------SECOND HOUR TEST

***Nov. 18---Chapter 28 [Research Paper due]

✒Nov. 25-------Chapter 29-30 [Document analysis due]

✥ Dec. 2---Chapter 31

FINAL EXAM: December 9, Tuesday, 6:00 to 8:00 p.m.
IMPORTANT DATES:
*Oct. 14----Last day to withdraw with a "W"; do not drop before contacting the professor

**Oct. 28--Book report-analysis due

***Nov. 18–Research Paper due

✒Nov. 25-------Chapter 29-30 [Document analysis due]

✥ Dec. 2--Last day to turn in Cultural Assignments
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HISTORY 241 RESEARCH PAPER TOPICS - Fall, 2008, M. B. Lucas

Who won the Civil War: the North or the South?
Reconstruction: Did it help or hurt the South?
The Redeemers: Good or Bad?
Reconstruction: Good or Bad?
Impeachment in the U.S.: Does it Work?
The Freedmen’s Bureau in Kentucky: Success or Failure?
The Settlement of Blacks on Abandoned Lands: Good or Bad (what went wrong)?
The Failure to Secure Civil Rights for Blacks: Who Was Responsible?
The Disputed Election of 1876: Stolen or Democratic Processes at Work?
Kentucky’s Black Migration to Kansas: Why?
U. S. Post-Civil War Industrialization: Free Market or Monopoly?
Social Darwinism v. the Gospel of Wealth
Industrialists: Free Market Giants or Free Market Opponents?
Ida B. Wells and the Anti-Lynch Law Fight: Why did it fail?
Temperance: Success or Failure?
Post-Civil War Tariff Policy: Important Policy or a Political Football?
American Conservatism: Status Quo v. Progress?
Free Silver: Financial Solution or False Dream
The Old South and the Old West in American Memory: Real or Fantasy
Immigrants: A Plague in the Land or America’s Future Leaders?
Sweatshop Workers: Lucky to Have a Job or Exploited?
Labor Union: Good or Bad?
The Populist Revolt: Success or Failure?
The Vote for Women: Why the Controversy?
Coxey’s Army: Good Idea or Bad Idea?
Child Labor: Inherit Right or Exploitation?
U. S. Diplomacy 1890-1914: Economic or Idealistic?
The KKK of the 1920s: Heritage or Hate?
The U. S. Army in World War I: Prepared or Unprepared?
World War I: Truth v. Propaganda
Prohibition: Good or Bad?
Clarence Darrow v. William Jennings Bryan & the Scopes Trial: Who won?
Herbert Hoover: Great Economic Thinker or Blind Idee Fixe?
Franklin D. Roosevelt: Saved Capitalism or Creeping Socialism?
The New Deal: Good or Bad for America?
Free Market Economy: Myth or Reality?
Huey Long: Reformer or Demagogue?
The U. S. A.: Capitalist Nation or Welfare State?
American Neutrality in World War II: Good or Bad?
FDR’s Arsenal of Democracy Policy: Neutrality or War?
Pearl Harbor: What Went Wrong?
General D. MacArthur and the Loss of the Philippines: Who Was Responsible?
Interning the Niesei: Responsible Government or Mistaken Policy?
U. S. World War II Home Front: Civil Rights?
Anti-Semitism in Wartime America: Real or Imagined?
Yalta: Sellout or Rational Policy?
The Atomic Bomb: Was it Necessary?
Jackie Robinson and his Role in Desegregation: Success or Failure?
Elvis Presley and Desegregation.
Harry Truman: Contained Soviet Expansion or Created the Cold War?
McCarthyism: Patriotism or Politics?
Consumerism: Good or Bad?
Dwight D. Eisenhower: Political Thinker or Congressional Puppet?
Richard Nixon: Man of Ideas or Troubled Soul?
The Brown Decision: Timely or Too Late?
Modern American Liberalism: Improbable Dream or Realistic Progress?
Lyndon B. Johnson and the Great Society: Success or Failure?
Southern Desegregation: Caused by Internal Protests or Northern Pressure?
The Counter Culture: Real Issues or Boys & Girls Just Want to Have Fun?
Lyndon B. Johnson and the Viet Nam War: Real Problems or Imagined?
Feminism: Legitimate Movement or Irrational Provocateurs?
U. S. Caribbean Policy: Good or Bad?
The Republican Party in the South: Racism or Real Change?
School Bussing in Boston: Racism or Just the “South” part of “South Boston”?
Jimmy Carter’s Human Rights Policy: Good or Bad?
Ronald Reagan: Genuine Conservative or Tool of the Wealthy?
The Equal Rights Amendment: Good Idea or Bad?
The Homeless: Get a Job or National Social Problem
Evacuating Viet Nam & Iraq: Similarities & Differences?
The Disputed Election of 2000: Stolen or Democratic Processes at Work?

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STUDY SUGGESTIONS
[Please see my web page for more “study suggestions”: http//www.wku.edu/~marion.lucas/study.html

    Each student is expected to spend at least six (6) hours in preparation for each class assignment. During study, certain purposes should be kept constantly in mind. (1) Facts must be mastered. The study of history is hard memory work. Names, dates, terms, and similar data are basic. It is assumed that the student will master the facts in each text assignment and lecture. It is impossible to draw correct conclusions about events in history if you do not know the facts of the event. (2) The idea or theme of each chapter should be acquired. Be sure that the material in each paragraph can be written in your own words before leaving it. (3) These steps, however, are merely preliminary to the final purpose of the course which is to allow each student to become his or her own historian. That is, you must learn to interpret America's past for yourself. To accomplish this end, the student should constantly keep in mind how the most important institutions and ideas have originated, and how our strong points and weaknesses have developed.
    Students often ask me, "How is all this to be accomplished?" Frankly, there is no one way for a professor to tell a student how to study. Yet, there are certain methods that students might employ to enable them to do their best on each assignment. First, it is suggested that the student go through the assigned pages rather hurriedly, reading each heading. Secondly, the student should read each heading and the first and last sentence of each paragraph. The purpose of this scanning is to give the student the scope and content of the entire assignment. This can be accomplished in about five (5) to ten (10) minutes! Thirdly, the assignment should be read thoroughly, with proper attention to maps and pictures. Important facts and the theme of each paragraph should be noted by underlining, or writing in the book margins or on a separate piece of paper. This third process can be completed in forty-five (45) to seventy-five (75) minutes per assignment.
    This brings us to the fourth step, that of study and reflection. You should not pass on to the next paragraph until you are able to summarize what you have learned in your own words. This will consume thirty (30) to forty-five (45) minutes per assignment. The remaining fifteen (15) to thirty (30) minutes of the time allotment should be spent on the parallel reading or studying for the hour tests.
    Each student is required to take lecture notes in class; the hour tests and the final are based upon the lecture material. You must develop your own method of taking notes. Do not try to take down every word, but rather train your ear to hear the main points. Remember, the better your notes, the better you will do on the hour tests. If you miss something, leave a blank space in your notes to be filled from the textbook after class. The lecture notes should be reviewed regularly and preparations for an hour test should begin at least a week before the test.
    It is the student's responsibility to know the location of the professor's office and posted hours. If you encounter any difficulty which cannot be solved by application, consult with the professor, either during regular office hours or by special appointment. Do not wait until the end of the semester or until you receive an invitation to the instructor's office.

The Lincoln Memorial, Washington, D.C.

Slide by M.B. Lucas

"With Malice Toward None."

Reading Historical Documents
By Mark A. Kishlansky

Anything written in the past can constitute an historical document or “text,” whether it is a letter, diary, shopping list, literary text, memo, novel, film, charter, or act of parliament. Although the form and content of documents may vary, there are certain questions that can be asked of any document to facilitate analysis. It is important to ask the right questions and to make the right assumptions. Rather than simply reading the document, examine it closely to find the clues that are contained within it. The questions listed below will help you analyze any document to get a complete picture of its subject matter, period, message, significance, etc.
STEP ONE: Identify the document’s basic components
1. Who wrote the document?
    * Documents were created by individuals in a specific historical setting for a particular purpose. Until you know who created the document, you cannot know why it was created or what meanings its author intended by creating it. Sometimes you can figure out who the author was by the document itself.
    * Was the document written by an individual or by a group (e.g., a political body, government body, other type of organization)?
    * Was the document written by an individual or by a group (e.g., a political body, government body, other type of organization)?
        + Individual: What was the author’s name, position (office, title), social class, education, nationality or ethnicity, religion, political leanings, and anything else that might “explain” him or her?
        + Group author: What was the composition of the group? What was its purpose? What ideas did the group support? If the item was written by committee, it implies that the body made revisions and     amendments before it was completed. Such authorship suggests a wide degree of support and probably more than one compromise between those wanting either stronger or weaker statements
    * Is it a translation? If so, who translated it? Could the translator have used certain words that might have changed the meaning of the original document? Does it seem likely that the translation an accurate depiction of what the author intended?
HINT: Check out a reference book such as an historical dictionary or encyclopedia for general information about major individuals and organizations. These books will also point you towards key books and articles about these topics. See the TRU Library’s History Research Guides (found on the How Do I ...? webpage) for suggested reference books.
2. When and where was the document written?
    * When documents are undated, there are a variety of clues that allow an approximate date to be determined. These clues include names and events mentioned (and not mentioned), the form of the document, the style of the handwriting, and the language / phraseology used. Sometimes it is possible to say that a text must have been written after a certain date (terminus post quem) or before another date (terminus ante quem). Often it is possible only to say that the date is approximately or around such and such a date (circa written as c.).
    * The best primary source is often that which is composed closest in time to the event described. Memories of recent events tend to be clearer than those of events long past. Many men and women write their memoirs later in life, when their memories may be fading and/or
when they may be seeking to portray their actions in a more positive light, so these may be less valuable than contemporary letters. On the other hand, sometimes time gives more time for reflection and insight.
    * The location may not always be relevant, but it might suggest something about the author and/or when it was published. For example, a 1950s treatise about Communism written in the Soviet Union may have a very different agenda or political viewpoint from one written in the United States during the same era.
HINT: A useful guide for dating documents is C.R.Cheney’s Handbook of Dates for Students of English History (DA 34 .H29 1995 Stacks KAM). Unfortunately, the TRU Library does not have an equivalent resource for North American history.
3. Who was the document’s intended audience?
    * The relationship between author and audience will tell you much about the purpose of the document. Knowing the intended audience determines your view of what to expect from the document. It will tell you what to expect in the author’s use of language, the amount of knowledge that the writer assumes the audience has, and the form that the document takes.
    * Is the intended audience the author himself or herself (e.g., private diary), one other person (e.g., a private letter), a particular group (e.g., an organizational newsletter), or the general public (e.g., a speech, a government report, a letter to the newspaper, or a book)? Or, it could be addressed to more than one audience. For example, a private letter to an individual that the author knows may eventually be published or a report for one person that the author expects to be passed on to others in an organization. How does the audience(s) affect the nature of the document?
4. What is the story line? (i.e., the content)
    * In other words, what is this document about? Remember that the “story” might be simple, but its meaning might be complicated.
HINT : Take notes or underline/highlight important places in the text. Keep asking yourself:
    ● “What’s going on here?
    ● “So what? Why is this important?”
    ● “How can this be interpreted?

STEP TWO: Probe behind the facts
1. What was the purpose of the document? Why was it written?
    * Everything is written for a reason; every author has some sort of agenda which shapes the document’s content and tone. Is the document’s purpose to convince the audience to act a certain way or believe a certain idea? To spur conversation? To motivate? To persuade? To entertain? Etc.
    * What strategies does the author employ to achieve his or her purpose? Humor? Logic? Emotional appeals?
2. What type of document is this?
    * The form and genre of the document reflects its purpose. Examine the document’s presentation. How is it organized? For example, letters usually contain a greeting (e.g., Dear Bob), a complimentary close (e.g., Cordially,) and a signature. Is the document’s organization formal or informal? Is the language formal or informal? Is it written in legal language?
3. What are the basic assumptions made in this document?
    * All documents make assumptions that are bound up with their intended audience, with the form in which they are written, and with their purpose. Some of these assumptions are so integral to the document that they are left unsaid, others are so important to establish that they form a part of the central argument. For example, does the author assume that the reader can understand certain technical terms?

STEP THREE: Assess the document
1. Can you believe this document?
    * Every author has a point of view, and exposing the assumptions of the document is an essential task for the reader. Ask yourself, “Is this a likely story?” Why or why not?” How reliable is this document? What are its limitations, biases or blind spots?
HINT: Locate books and articles on the author, the subject, the event(s), and/or the era to help you analyze the document. The more you know about the subject, the better able you are to analyze it completely. To find books, check out the TRU Library catalogue. To find articles, use one of the library’s article databases. Not too sure which article database to use? See the TRU Library’s History Research Guides (found via the How Do I …? webpage) for suggestions.
Note: Look at the publication date. How old is this item? Keep in mind, however, that an old publication date is not necessarily an item to avoid. It might be the classic source on the topic. Try to balance classics with recent scholarship.
Remember that modern terms and terms used in the past often differ. When you are looking for information, try both the modern and the historical way to say something (e.g., First Nations and Indians). Being culturally sensitive will not help you locate information; it may hinder you research. Think of a broader way of looking at something. For example, don’t just look for “The Battle of the Plains of Abraham” because a book on the “Seven Years War” will have information on this topic, too.
2. What can you learn about the society that produced this document?
    * Societal or cultural values are not static; today’s views on a subject are often very different from those of the past. All documents reveal information about the authors and the era in which they lived. The document’s language, structure, and assumptions can provide information about the historical period or the event.
3. What does this document mean to you?
    * In other words, “so what?” Why is this document important? What did it mean to the historical actors (author, original audience(s), and/or society)? What does it mean to today’s society or to you?
HINT: Resist the temptation to jump from step one to step three, to start in the middle, or to pose the questions randomly. If you develop the discipline of asking your questions in the proper order, you will be able to gain command of a document more quickly and efficiently. And, don’t limit yourself to these questions; other questions might come to mind when you are reading a document that would also be useful in your analysis.
Bibliography:
Goldberg, P.J.P. “How to Read a Document.” University of York . Available from htttp://www.york.ac.uk/teaching/history/pjpg/document.htm. Internet. Acessed 15 August 2005.
Kishlansky, Mark A. “How to Read a Document.” In Sources of the West: Readings in Western Civilization , 4th ed., Vol II: From 1660 to the Present edited by Mark A. Kishlansky. New York: Longman, 2001.
Sterk, Andrea. “How to Read a Document.” University of Florida . Available from http://www.clas.ufl.edu/users/sterk/junsem/reading.html. Internet. Accessed 15 August 2005.

Sioux Chief Red Cloud

PDImages.com

Sioux Chief Red Cloud fought to preserve the Buffalo range.

Footnote Style for History Courses

Students must use the proper history method for footnotes, endnotes, and bibliography citations. The Modern Language Association (MLA) is not acceptable. For the current citation style, peruse the latest edition of The Chicago Manual of Style, located in Helm-Cravens Library, and note citations of the leading historical journals.

Papers should always have a title page, footnotes, and a bibliography. Papers must be printed double-spaced in letter quality type. Right margins must be ragged. Pagination options: (1) the first page number at the bottom center of the first page of text; all page numbers thereafter must be in the upper right corner through the bibliography, or (2) place all page numbers in the upper right corner beginning with the first page of text and continuing through the bibliography. Cite titles of books in either italics or underline, but be consistent throughout the paper. Papers consisting of undetached computer paper are unacceptable.

The following are samples of the required footnote and bibliography citations for all history papers.

Manuscripts

In a note:

        ¹John A.R. Rogers Diary, I, August 27, October 8, 1862, Founders and Founding, Box 8, folder 7, Record Group 1, Berea College Archives, Berea, Kentucky.
        ²Diary of Eldress Nancy, February 13, 1863, South Union Shaker Records, Department of Library Special Collections, Manuscripts, Western Kentucky University, Bowling Green,Kentucky.
        ³John F. Jefferson Journal, November 23, 1862, John F. Jefferson Papers, Manuscript Division, Filson Club, Louisville, Kentucky.
        ⁴Hattie Means to mother, January 14, 1863, Means Family Papers, Margaret I. King Library, Special Collections, University of Kentucky, Lexington, Kentucky.

Second Citing, Short Form of a previously cited work (separated by another work):
        ⁵John Rogers Diary, October 8, 1862, Founders and Founding.
        ⁶Diary of Eldress Nancy, February 13, 1863, South Union Shaker Records.
        ⁷John F. Jefferson Journal, October 31, 1862, John F. Jefferson Papers.
        ⁸Hattie Means to her mother, February 17, 1863, Means Family P
        ⁹Ibid., January 5, 1864. (Use Ibid or Ibid when citing the same work used in the previous footnote in all instances except previous multiple citation notes.)

In a bibliography:

John A.R. Rogers. Diary, Founders and Founding, Berea College Archives, Berea, Kentucky.
Moore, Eldress Nancy. Diary. South Union Shaker Records. Department of Library Special Collections, Manuscripts, Western Kentucky University, Bowling Green, Kentucky.
Jefferson, John F. Journal. John F. Jefferson papers, Manuscript Division, Filson Club, Louisville, Kentucky.
Means Family Papers. Margaret I. King Library, Special Collections, University of Kentucky, Lexington, Kentucky.

Documents

In a note:

        ¹The War of the Rebellion: A Compilation of the Official Records of the Union and Confederate Armies (128 vols., Washington: Government Printing Office, 1880-1901), Ser. I, Vol. 4, 396-97, hereafter cited Official Records.
        ^₂U. S. Report of the Commissioners of the Bureau of Refugees, Freedmen and Abandoned Lands for the Year 1867. Washington, D. C., 1867.

Second Citing, Short Form of a previously cited work (separated by another work):
    ³Official Records, Ser. I, Vol. 88, Part I, 199-202.
        ⁴Ibid., Ser. II, Vol. 2, Part II, 21. Use Ibid or Ibid when citing the same work used in the previous footnote in all instances except multiple citation notes.

In a bibliography:

U.S. The War of the Rebellion: A Compilation of the Official Records of the Union and Confederate Armies. 128 vols. Washington: Government Printing Office, 1880-1901.

Books

In a note:

        ¹Lowell H. Harrison, John Breckinridge: Jeffersonian Republican (Louisville, Ky.: The Filson Club, 1969), 28.
        ²Marion B. Lucas, A History of Blacks in Kentucky: From slavery to Segregation, 1760-1891 (Frankfort, Ky.: The Kentucky Historical Society, 2003), 315.

Second Citing, Short Form of a previously cited work (separated by another work):
        ³Harrison, Breckinridge, 29.
        ⁴Ibid., 41. (Use Ibid or Ibid when citing the same work used in the previous footnote in all instances except multiple citation notes.)

In the bibliography:

Harrison, Lowell H. John Breckinridge: Jeffersonian Republican. Louisville, Ky.: The Filson Club, 1969.

Articles

In a note:

        ¹Patricia Hagler Minter, “The Failure of Freedom: Class, Gender, and the Evolution of Segregated Transit Law in the Nineteenth-Century South,” Chicago-Kent Law Review 70 (1995): 993-1009.
        ²Robert Dietle, “William S. Dallam: An American Tourist in Revolutionary Paris,” The Filson Club History Quarterly 73 (1999): 139-65.

Second Citing, Short Form of a previously cited work (separated by another work):
        ³Minter, “The Failure of Freedom,” 1002.
        ⁴Ibid., 1008. (Use Ibid or Ibid when citing the same work used in the previous footnote in all instances except previous multiple citation notes.)

In a bibliography:

Minter, Patricia Hagler. “The Failure of Freedom: Class, Gender, and the Evolution of Segregated Transit Law in the                         Nineteenth-Century South.” Chicago-Kent Law Review 70 (1995): 993-1009.

Newspapers

In a note:

    ¹New York Times, January 23, 1865.
    ²The Columbia (S. C.) Record, February 17, 1865.
    ³New York Tribune, December 26, 1859.
Second Citing of a previously cited work (separated by another work):
    ⁴ New York Times, September 9, 1877.
    ⁵Ibid., January 5, 1865. (Use Ibid or Ibid when citing the same work used in the previous footnote in all instances except previous multiple citations.)

In the bibliography:

New York Times, 1865-1877.

Web Cites

Currently, no standard exists. However, your citation should be clear, complete, and easily followed. See Mark Hellstern, Gregory M. Scott, and Stephen M. Garrison, The History Student Writer's Manual (Upper Saddle River, NJ: Prentice Hall, 1998) and Mary Lynn Rampolla, A Pocket Guide to Writing in History (Fourth Edition; 2004, or a later edition) for suggestions.

HISTORY WEB CITES OF INTEREST

American Memory Historical Collections for the National Digital Library
Avalon Project at the Yale Law School
The American Civil War Homepage
American Studies Web
Cold War International History Project
Documenting the American South: Beginnings to 1920
H-CIVWAR Home Page
H-Net: Humanities & Social Studies OnLine
H-South: The History of the American South
Historical Text Archive
History Links on the Internet
History Resosurces on the Internet
The History Ring
A Hypertext on American History
The Idea of the South: Electronic Resources
John Brown and the Valley of the Shadow
Making of America: University of Michigan
Making of American: Cornell University
NYPL Digital Library Collections
Old Dominion University Library Digital Services Center
Social Sciences Virtual Library
The Valley of the Shadow: Two Communities in the American Civil War
Voice of the Shuttle: History Page
US Civil War Information
World War II Resources
The World Wide Web Virtual Library: History

The Book Review Tutor

American Historical Association
Organization of American Historians
Southern Historical Association

Jesse Owens

PDImages.com

In the 1936 "Nazi" Olympics Ohio State University track star, Jesse Owens, won in spite of unfair officiating designed to give "Aryan" runners victory.

VOCABULARY AND HISTORY

Language is essential, even vital for the study of history. Purchase a good dictionary. I recommend Webster's New World Dictionary (latest edition). I also recommend that you purchase, and keep with you when studying or writing, Shirley M. Miller, comp., Webster's New World 33,000 Word Book (latest edition). This book will give you the correct spelling and dividing of most-used words. To improve your vocabulary, I recommend purchasing a vocabulary study book such as Norman Lewis, Word Power Made Easy (latest edition) or Wilfred Funk and Norman Lewis. 30 Days to a More Powerful Vocabulary (latest edition) and, of course, retain your English grammar book for reference. Such works will enable you to improve your vocabulary significantly. I suggest that you approach vocabulary study systematically. Decide on a plan such as learning one new word a day, or perhaps more practically, three words a week. Once you develop a plan which works for you, stick with it.
One more tip. Learn the key rules of grammar this semester. Know the difference between plurals and possessives. Know what a comma splice is. Learn the proper use of the apostrophe. And remember: commas and periods are always inside quotation marks, [," or ."] and colons and semicolons are always outside quotation marks ["; or ":]. Learn these simple rules and you will eliminate 90 percent of the most typical errors made in grammar. One more suggestion. Look up "topic sentence" in your grammar book and review the ideas suggested for writing them. And by
the way, "a lot" is two words, not one!

WORDS YOU SHOULD KNOW: VOCABULARY FOR HISTORY 241

abated, abrogate, acrimonious, adamant, adulation, aegis, aesthetics, affable, affluent, aggrandize, aggregate, alleviation, amiable, ambiguous, ambivalent, amenable, amoral, amphibious, analogy, anonymity, antebellum, antediluvian, anti-clerical, antipathy, appeasement, articulate, assiduous, assuage, astute, austere, autonomous, avarice, baroque, bellicose, blatantly, bombastic, bulwark, capitulate, capricious, caricature, cataclysmic, cause célèbre, cholera, clandestine, cogent, collaborate, complicity, conciliation, concordat, condoned, congenial, consternation, contiguous, convivial, coterie, coup d'état, covenant, credibility, crucible, dauphin, dearth, debacle, debilitated, debilitating, decorum, defame, deistic, delineate, demographic, derisively, despot, détente, deterrent, devotion, didactic, diffidence, diffusion, dint, discursive, disparage, doggedly, dogmatism, dogmatist, doldrums, dole, dragoons, duplicity, egalitarian, egregious, electorate, elegy, elucidate, emanate, emancipate, empirical, emulators, enigmatic, enmity, entities, enunciated, epitomize, eschewed, estrangement, ethereal, ethics, euphemism, euphoria, exchequer, expropriation, extralegal, fait accompli, feints, fetters, flagrant, fledgling, flout, fluctuation, foment, freemason, galvanize, garner, hegemony, hierarchy, ideological, impecunious, imperious, impetuosity, impetus, impinged, inculcate, incumbent, indelible, indemnification, indemnity, indigenous, ineptitude, ineptitude, ineptitude, ineptly, inequities, inexorable, inextricably, inimical, innate, insidious, instigators, interregnum, intransigent, intrusion, intuition, irony, irrational, laissez faire, lucrative, ludicrous, machinations, maldistribution, melee, mercurial, metaphysics, meticulous, monograph,
moot, mundane, neoabsolutism, nominal, oligarchy, opulent, oscillated, palatable, palpably, paradoxical, paternalism, patriarch, patronage, paucity, pecuniary, penchant, perfidy, perfunctory, prerogative, perquisite, philanderer, pietist, pilloried, pinnacle, plausible, plebiscite, pluralism, plurality, polemics, posthumous, postulate, preclude, preemptive, prerogative, prig, pristine,
prodigy, profligate, promulgated, propound, proscribe, protectorate, protracted, purveyor, putsch, quelling, rabid, rapprochement, rationality, recalcitrant, recapitulate, refractory, refractory, reminiscent, remunerate, residue, resilience, retrograde, reverberations, rigid, rudiments, sagacious, scandal, sectarian, secularism, seminal, servitude, sovereignty, spawned, spurn, status quo, sumptuary, superannuated, supranational, syllogisms, syndicates, synonymous, tantamount, technocrats, tempering, temporize, tercentenary, titular, touchstone, transcendence, transcendental, trauma, traumatic, tremulous, truculent, tutelage, ubiquitous, ulterior, unabashed, unicameral, unpalatable, usurpation, vagrancy, veneer, verbiage, verve, vilify virile, vituperate, virulent, vociferous, volatile, waning, waxing, writ

Thurgood Marshall, U.S. Supreme Court Justice

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Thurgood Marshall, 1908-1993, civil rights lawyer and chief council for the NAACP, brought down segregation in America with his 1954 victory in Brown v. Board of Education. Marshall was the first African American to sit on the U.S. Supreme Court.

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Last modified August 2006