Northwestern College
Issues in
WESTERN CIVILIZATION from 1789:
ENVIRONMENTS
History 102-3, Fall
Semester, Second Half, 2010
(2 Credits)
|
Professor: Douglas Firth Anderson |
|
|
Class Period: MWF, 2:10-3:10 p.m. |
|
Office, Phone, & E-mail: VPH 212, x7054, firth@nwciowa.edu |
|
|
Class Location: VPH 205 |
|
Office hours: MWF, 2:10 p.m., or by appointment |
|
|
Student Assistant: Jasmine Smith |
|
Web page: http://home.nwciowa.edu/firth/ |
|||
|
WISDOM FOR JOURNEYING IN THE PAST
A. [W]e intend Northwestern graduates to be persons who Engage Ideas
B. Life can only be understood backwards ... .
C. [H]istory
holds the potential ... of humanizing us in ways offered by few other areas
in the school curriculum. ...
II. Why Isn't Studying and Understanding History Simple? A. [H]istory [i]s a web of contingency. Contingency is about events, choices, and agency. Webs are about structures and processes, which amplify the agency of individual choices in some ways, and constrain them in others.
B. The
historian … might well take as her credo this statement by Karl Marx from The Eighteenth Brumaire
of Louis Bonaparte: “Men make their own history, but they do not make it
just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly encountered,
given, and transmitted from the past. …” Or, as stated more concisely in The German Ideology, “circumstances
make men just as much as men make circumstances.” David Nasaw, “AHR
Roundtable: Historians and Biography. Introduction,” American Historical Review 114 (June 2009): 578. C. History-making . . . is a creative enterprise, by means of which we fashion out of fragments of human memory and selected evidence of the past a mental construct of a coherent past world that makes sense to the present.
III. Environments and History: To be is to be in place[.]
environment n. 1. The circumstances or conditions that surround one; surroundings.
First, . . . the natural world is far more dynamic, far more changeable, and far more entangled with human history than popular beliefs about "the balance of nature" have typically acknowledged. . . . [S]econd . . ., . . . "nature" is not so nearly natural as it seems. Instead, it is a profoundly human construction. This is not to say that the nonhuman world is somehow unreal or a mere figment of our imaginations--far from it. But the way we describe and understand that world is so entangled with our own values and assumptions that the two can never be fully separated. What we mean when we use the word "nature" says as much about ourselves as about the things we label with that word.
IV. How Might a Christian Perspective Shape Our Understanding of the Past? Does Micah’s injunction to “do justice, love kindness, and walk humbly with your God” (6:8) have any bearing on a Christian’s historical work? I believe that it does. We do justice when we give all the historical actors their due, not privileging those who had the most power, or for whom we have more data. Loving kindness means exercising compassion towards our historical subjects. They were no more limited by their location and biases than we are. They were creating their lives as they went; we need to re-create those lives with a minimum of moralizing. To walk humbly is to recognize that even hindsight is not fully accurate and that our accounts are never definitive.
|
COURSE DESCRIPTION:
What is this course? This course continues History 101 in that the former goes up to 1789 and this course begins with the modern era in the West and focuses especially on the 18th, 19th, and 20th centuries. However, whereas History 101 is a general historical survey of Western European society and culture, His102 sections treat the modern era topically. A topical approach gives up breadth of coverage, but it allows for depth on the topic, given the limits of the course. The topic for this section is "environments."
What will class meetings be like? The course will meet three times a week. In general, lectures will constitute much of in-class time each week. Additionally, however, significant time will be regularly taken in discussion of the readings, viewing films and documentaries, listening to music, and considering maps.
What will be expected in general of each student? The workload of the course reflects both liberal arts expectations in general and historical method in particular. Attendance at all class meetings is, of course, expected. Some 950 pp. of reading will be required. Writing will include a paper as well as brief discussion assignments. Discussion time will be provided for. Two in-class exams on course materials will be required.
COURSE OBJECTIVES (WHAT DIFFERENCE THIS COURSE SHOULD MAKE):
1. To become familiar with major aspects of the interconnection and interaction of natural and social environments during the course of the modern era in Western Europe, since Western society and culture have been the most or among the most important shapers of our own contemporary environments, natural and social.
2. To further develop skills in analytical reading, critical thinking and writing, and oral discussion through course assignments and activities, since such skills are key tools for learning how, with the Apostle Paul, to "take every thought captive to obey Christ" (2 Cor. 10:5).
3. To further develop practice of historical method through attention to such issues as context, continuity and change, causation, moral judgment, and interpretation while engaged with course material, since historical method can be a tool for living "wise as serpents and innocent as doves" (Mt. 10:16).
4. To provide tools and opportunity for beginning the integration of an understanding of Western historical development with a Christian perspective on faith and life, for "in [Christ] all things hold together" (Col. 1:17).
COURSE OUTLINE:
|
Date (MWF) |
In-Class Subjects, Exams, & Paper |
Reading
Assignments |
|
Oct. 20 |
Course Introduction |
|
|
Oct. 22 |
The Expansion of Western Civilization & Environments |
*Freese, pp. 1-14 |
|
Oct. 25 |
The Interesting Narrative I |
*Equiano, pp. 7-69 |
|
Oct. 27 |
The Interesting Narrative II |
*Equiano, pp. 70-152 |
|
Oct. 29 |
The Interesting Narrative III |
*Equiano, pp. 153-231 |
|
Nov. 1 |
Sweetness & Power I |
*Mintz, pp. 19-73 |
|
Nov. 3 |
Sweetness & Power II |
*Mintz, pp. 74-150 |
|
Nov. 5 |
Sweetness & Power III |
*Mintz, pp. 151-214 |
|
Nov. 8 |
Amazing Grace I |
*in-class
film |
|
Nov. 10 |
Amazing Grace II |
*in-class
film |
|
Nov. 12 |
EXAM #1 |
|
|
Nov. 15 |
Industry & Cities I |
*Freese, pp. 15-101 |
|
Nov. 17 |
Industry & Cities II |
*Roberts, MyNorthwestern handout |
|
Nov. 19 |
STUDY DAY/No class |
|
|
Nov. 22 |
PAPER DUE/The Bicycle Thief I |
*in-class film |
|
Nov. 29 |
The Bicycle Thief II |
*in-class film |
|
Dec. 1 |
The American Colonies Become Metropolis |
*Freese, pp. 103-161 |
|
Dec. 3 |
The Oil Crisis I |
*Merrill, pp. 1-47 |
|
Dec. 6 |
The Oil Crisis II |
*Merrill, pp. 48-112 |
|
Dec. 8 |
The Oil Crisis III |
*Merrill, pp. 113-161 |
|
Dec. 10 |
Global Environments |
*Freese, pp. 163-248 |
|
Dec. 16 |
EXAM #2 (Thurs., 10:30-12:30 p.m.) |
|
COURSE
REQUIREMENTS:
1.
Reading (or viewing, in assignment order):
· Various handouts and documents available on MyNorthwestern throughout the course.
· Equiano, Olaudah. The Interesting Narrative of the Life of Olaudah Equiano, Written by Himself: With Related Documents. 2nd. ed. Ed. Robert J. Allison. Boston: Bedford/St. Martin's, 2007. ISBN 0312442033
· Mintz, Sidney W. Sweetness and Power: The Place of Sugar in Modern History. New York: Penguin Books, 1985. ISBN 0140092331
· Amazing Grace. DVD. Directed by Michael Apted. 2006; Beverly Hills, CA: Twentieth Century Fox Home Entertainment, 2007.
· Freese, Barbara. Coal: A Human History. New York: Penguin Books, 2003. ISBN 0142000981
· The Bicycle Thief. DVD. Directed by Vittorio de Sica. 1948; Chatsworth, CA: Image Entertainment, 1998.
· Merrill, Karen R. The Oil Crisis of 1973-1974: A Brief History with Documents. Boston: Bedford/St. Martin's, 2007. ISBN-13 9780312409227
2. Assignments:
A. TWO IN-CLASS EXAMS on course material will constitute 60% of the course grade.
1. Two unit exams, each worth 30% of the course grade, will be given in class, #1 on Nov. 12 (Fri.) and #2 on Dec. 16 (Th., during scheduled final period).
2. Each exam will each consist of a long essay question and a short essay question.
3. For each exam, a study sheet will be distributed a week ahead of the exam.
4. On exam days, no textbooks or other course material should be used during the exam (on penalty of voiding the entire exam) except for one 8 ½ x 11 inch exam note sheet of outlines and notes (typed or handwritten, both sides if necessary). This exam note sheet must be handed in with the exam blue book.
5. Blue books will be required for each exam. (These are available in the NWC bookstore.)
B. A COMPARATIVE ESSAY on course material will constitute 25% of the course grade.
1. The essay question will ask you to reflect analytically on aspects of Amazing Grace and course readings assigned through Nov. 17.
2. The essay question will be distributed no later than Mon., Nov. 15.
3. The completed essay is
due by 11:55 p.m., Mon., Nov. 22.
4. The essay should be no
less than 1250 words/5 pp. long and may be longer than 1750 words/7
pp.
5. Submit the paper as a Microsoft
Word file (that is, .doc or .rtf; .docx files can sometimes pose problems for
Turnitin) through MyNorthwestern (when in your MyNorthwestern account, click on
the link to this course, then click on coursework, then click on the appropriate
paper, then, in the drop box, search for your Word file, select it, and send it
in; your paper will automatically be sent to Turnitin.com). If you
encounter trouble in submitting the paper through MyNorthwestern, consult with
the folks in the Computer Center, especially Tina Jansen and the Help
Desk folks (helpdesk@nwciowa.edu). A graded copy, with grading checklist
attached, will be returned to you by e-mail attachment.
6. Also see section B.1. (below) and the Paper Grading Checklist (final page of syllabus) for general guidelines.
B.1. PRINCIPLES and ADDITIONAL SPECIFICATIONS for PAPER
1.1 PRINCIPLES
1. The papers are, in effect, take-home
exams. Whichever question you choose
to answer, keep in mind that the reader will be looking for evidence in the
paper that you have read assigned primary and secondary materials closely and
thoughtfully. Put another way, do the reading and show in your
papers that you have done in it.
2. The papers should be written as historically
informed and contextualized arguments.
Whichever question you choose to answer, make a claim/propound a
thesis. A historically-informed
claim has to persuasively and plausibly explain the relevant evidence from
the past, not be contradicted or undermined by it. A historically-contextualized argument has to
argue a historically-informed claim in context: an awareness of the relevant
past’s complex state of affairs
(e.g., individuals, groups, ideas, customs, institutions, events, developments)
and the dynamics of the past (i.e., the perennial movement of human
affairs in which some things change relatively little and other things change
significantly). Make your claim clear to
the reader early on in your paper, and remind the reader (and yourself) of your
claim periodically, especially the more you complicate the claim.
3. The papers are intended to be cumulative
and comprehensive. That is, the second paper should include
historical material covered, in principle, by the first paper choices as well
as newer material, and similarly, the third paper should include older as well
as newer material. This approach is to help you learn to think both in
detail--what examples are best?--and also synthetically and
developmentally--i.e., how might this connect to that and what does this
suggest about historical change? The papers can be thought of as analogous
to a camera lens: the first paper zooms in for the closest view, the second
zooms out a bit for a mid-range view, and the third zooms out the farthest for
the widest view.
4. The better your papers achieve
principles #1, 2, and 3, the higher the grades will be for them.
1.2 ADDITIONAL SPECIFICATIONS: Each paper should
1. provide plentiful historical support from the reading, especially from relevant primary sources.
2. provide "when" as well as "who" and "why" in discussion and illustrative details.
3. be in your own words, except for clearly indicated and brief quotations (see the Course Miscellany section of the syllabus on academic dishonesty).
4. use " " when quoting, except for quotations that are three lines or longer, in which case the quotation should be set in block form (i.e., no quotation marks, single spaced, and indenting the left margin) like the following:
[W]e had not been long gone from the Tent before the natives again began to gather about it and one of them more daring then the rest push'd one of the Centinals down, snatched the Musquet out of his hand and made a push at him and then made off and with him all the rest, emmediatly upon this the officer order'd the party to fire and the Man who took the Musquet was shott dead before he had got far from the Tent but the Musquet was carried quite off ... . (Cook, MyNorthwestern handout, p. 35.)
5. note your sources in parentheses at the end of sentences or paragraphs in the following forms:
· (Mintz, p. 99)
· (Merrill, p. 118; Roberts, MyNorthwestern handout, pp. 27-28)
· (Freese, p. 103)
· (Amazing Grace DVD)
6. be typed and double spaced.
7. have a header on the first page containing essay title, student's name, e-address, word count (check under Microsoft menu Tools), and due date.
8.
be submitted by the specified date (see
late paper policy under Course Miscellany, #1).
9. be submitted as a Microsoft Word file
(that is, .doc or .rtf; .docx files can sometimes pose problems for Turnitin)
through MyNorthwestern (when in your MyNorthwestern account, click on the link
to this course, then click on coursework, then click on the appropriate paper,
then, in the drop box, search for your Word file, select it, and send it in;
your paper will automatically be sent to Turnitin.com). If you
encounter trouble in submitting the paper through MyNorthwestern, consult with
the folks in the Computer Center, especially Tina Jansen and the Help
Desk folks (helpdesk@nwciowa.edu). A
graded copy, with grading checklist attached, will be returned to you by e-mail
attachment.
10. be able to be written with only the assigned reading and in-class material. Careful reading and thought, not research, are the emphases in this introductory history course. The only outside source that one should need to use is an English language dictionary (if you don't own a printed one, there are some fine links to online ones on the NWC Ramaker Library page).
B.2. FACTORS IN EVALUATING EACH PAPER
(the more each of the following factors is fulfilled, the better the paper):
1.
Significant
use of relevant assigned course reading, primary as well as secondary sources.
2.
Addressing
the entire question asked. (See grading sheet appended to this syllabus.)
3.
Proposing
a clear thesis or claim that is well-supported throughout the paper.
4.
Thoughtfully
analyzing and insightfully connecting various course materials in relation to
the question and the thesis/claim. (See grading sheet appended to this
syllabus.)
5.
Meeting
the formal specifications.
B.3. Samples of "A" papers from previous 102 classes have been deposited at the Writing Center, where a copy of this syllabus has also been deposited. If you need some aid, however, the Writing Center is a good place to visit. Peer tutors are available there to help you. I also am willing to review drafts of papers and provide feedback, so long as there are not too many, they are not given me the night before the final copy is due, and other obligations do not loom over me at the same time.
B.4. Rewriting papers for a better grade is not an option. By this time, you all have had writing courses and His101, so a history essay should be less of a novelty for you to do.
C. DISCUSSION ASSIGNMENTS and CLASS PARTICIPATION will constitute 15% of the course grade.
C.1. DISCUSSION ASSIGNMENTS (DAs) will constitute 12% of the course grade
1. An as-yet-to-be-determined number of discussion assignments (DAs) will be given on some aspect of the assigned reading or in-class material.
2. DAs will pose a problem or ask a question about the assigned reading or other class material.
3. DAs will sometimes be given one or more class sessions ahead; at other times assignments will be made in class for completion during class time.
4. DAs are due at the end of the class for/in which the DA was assigned.
5. Late DAs will not be accepted, unless the reason for lateness has to do with a legitimate, excusable conflict (e.g., approved field trip, illness, co-curricular activity, family emergency).
6. DAs may be handwritten, but they must be legible and be clearly labeled with the student's name, DA #, date, and RSC box # at the beginning of each assignment.
7. Unless specified otherwise, each DA is worth 3 points for accuracy, thoughtfulness in interaction with the assigned material, neatness, and meeting the above formal specifications.
8. The instructor's student assistant will grade the DAs.
C.2. CLASS PARTICIPATION will constitute 3% of the course grade
1. Class participation is a portion of the grade based on the instructor’s estimation of the integrity of each student’s engagement with the course material and the classroom environment.
2. Normally, regular attendance and the handing in of complete assignments when due will be taken as at least sufficient for fulfilling this part of the course grade. If such fulfillment is of exceptional quality, this will be noted.
3. When appropriate, the instructor is prepared to be flexible with occasional student scheduling problems, but the instructor must be consulted. “Exceptions” are not an entitlement.
4. Factors that could give the instructor pause about a student for this portion of the grade include (but are not limited to):
· frequent absences.
· frequent lateness in attending class or excuses for the failure to complete assignments or to complete them when due.
· frequent in-class indications that could give the impression that a student has done little to no work with the assigned materials.
· persistent in-class demeanor or behavior that could give the impression that a student has little respect for themselves, others, and the task(s) at hand.
COURSE MISCELLANY:
1.
Late Written Assignments
1. All assignments are due as stated in the
syllabus or announced in class.
2. They are to address the assignments
current for this course, not an assignment from a previous version of this
course, lest they be subject to the equivalent penalty for late papers (see #4
below).
3. Exceptions due to illness, approved field trips,
regularly scheduled games or performances, or other reasons outside the control
of the student can be made, but it is up to the student to petition the
instructor for such legitimate extensions.
4. Papers: If a paper is handed in late up to a week after it was
due and without a legitimate extension, it will normally receive a penalty of
at least one full grade down from whatever score the work merits apart from the
penalty. If a paper is over a week late and without a legitimate
extension, it will not be accepted.
5. Finals: Finals can only be rescheduled through
application to the Registrar's Office; a Final Exam Change form is linked to
the Registrar's Form webpage. Travel plans are not a legitimate reason for
rescheduling finals. All course material must be in to the instructor by
the scheduled period; no materials will be accepted thereafter.
6. DAs: Late DAs will not be accepted, unless the reason for
lateness has to do with a legitimate, excusable conflict (e.g., approved field
trip, illness, co-curricular activity, emergency).
2.
Academic Honesty
1. It is expected that all reading and
written work done in and for the course will be done
with integrity. That is, reading and writing as assigned is to be done
with honest single-mindedness by each student, without undue reliance on others
to do the work and without deceit about the work's timeliness, authorship, and
sources. Integrity of this sort is not easy or convenient; it does not
provide shortcuts or guarantee "As." Yet it is the best path to
growth in wisdom, and wisdom is the fruit of education most to be savored.
2. Academic dishonesty includes cheating
and plagiarism, as defined in the Student and Faculty Handbooks.
3. Cheating in exams, plagiarizing in
papers, and other forms of academic dishonesty, will, when duly determined,
lead to a "0" score for the assignment involved and the filing of a
report with the Office of the Provost, per the Student and Faculty Handbooks.
3.
Grading
1. We the faculty of the History Department do not believe that "grade inflation" is good for you. Jesus admonishes us to "Let your word be 'Yes, Yes' or 'No, No'" (Mt. 5:37); in other words, let grades have integrity as indicators of knowledge and/or competence for a given assignment or course.
2. Therefore, an A=excellent or outstanding work; B=good work (more than adequate but not excellent); C=sufficient work (the assignment or the course’s requirements have been met, but not with any remarkable quality); D=insufficient work (does not fully meet the assignment); F=failing work.
3. Grades for assignments and for the course as a whole are based on a 100% scale, as follows:
|
|
A = 90-100 |
B = 80-89 |
C = 70-79 |
D = 60-69 |
F = 0-59 |
4. Within the 100% scale for letter grades, + and - will be given on the following scale (exceptions: no A+ or F + or F-):
|
|
|
+ = x7-x9 |
- = x0-x2 |
|
|
|
|
5. Remember--grades are NOT a measure of your personal worth; that is already established by God! Grades are measures of the quality of your work for a given assignment and/or course--nothing more and nothing less.
4.
Advice for Doing Well in History Courses
A.
READING
·
This course is about texts and contexts of the Western past. That is, this
course is about attentively reading various primary and secondary texts and
thinking about the settings--context--for the relevant pasts. Thus,
reading is central to this course.
·
There
are three important things you should do with the reading: Read it all; take
notes on it so that you can use it; and draw on all of it that may be relevant
for each course assignment.
·
Reading
for history courses is not so much about memorizing data, but about seeing the
structure, the argument, and the supporting evidence in a reading, and to also
think critically about context (e.g., authorship, audience, developments taking
place, etc.). Mark and take notes on these things as you read. The
time you take on making notes as you read will save you time later when you go
back to look for material for your writing assignments.
·
We
will engage some of the reading in class, but, there is not enough in-class
time to go over all the reading. Pay attention to discussions.
What reading we do go over in class will have to provide you with models for
how to deal with all that we cannot deal with directly. If there is
something in the reading you wish to ask about or discuss, please do not
hesitate to raise your question or make your observation.
B. WRITING
·
Writing
is the primary method by which you will show me that you have read the assigned
material and not only considered it thoughtfully, but also considered in-class
discussions, films, and other materials.
·
Since
this is a history course, grammar, spelling, syntax, and other such things that
might well be graded in a writing course are not the focus in your writing
here. Nonetheless, the better you are at writing a clearly worded,
coherently ordered essay with an introduction, a thesis or claim, several main
points (with supporting evidence from the reading and other course materials),
and a summary conclusion, the better the historical substance of your
writing will stand out. For help with writing, please don't hesitate to
see history tutors in the Writing/Academic Support Services Center (VP127).
C. TIME IN AND OUT OF CLASS
·
The old wisdom still stands: "you reap what you
sow" (Gal. 6:7b).
Sooner or later, what one puts into something is usually directly related to
what one receives, whether one is engaging in farming, music, sports, drama, or
studying.
·
As
noted above, reading is central to this class--and reading takes time.
A rule of thumb for humanities courses (history, literature, philosophy,
religion) is that spending 2 hours on the class in addition to every
hour in class usually brings better fruit than spending less than that.
That is, for a 3-hour-a-week, 4 credit class, an
average of 6 hours per week on the class is a reasonable goal if you wish to do
well in the class.
·
If you signed up for this course, I expect you to be in
class.
I hope that you are interested in the course (or that I can awaken interest in
you for the course), and that you will thus want to come. I will try hard
not to waste your time. Apart from this, someone is paying lots of money
for you to attend here, and presumably you (and whoever else is involved) are
interested in getting your money's worth from your investment. And, the
less you are in class, the more you miss opportunities for understanding the
course material: discussions; concepts explained; themes noted; issues to
ponder; connections to make; additional material presented; explanations of
assignments or other things; etc. On the one hand, I do not formally take
class attendance. On the other hand, if you are often absent, I do tend
to notice. If you are absent a lot, and with no legitimate explanation,
then when it comes time for me to total up your work for a course grade, I will
have little to no reason to give you any benefit of the doubt.
D. STUDY ADVICE
·
Rule of thumb: If you wish to do well in history classes,
generally plan on two hours of outside work for every in-class hour.
Much reading and some writing is involved, and this takes time to do
adequately, let alone well.
·
Spirituality: Approach your studies with a prayerful
attitude. Pray for discipline, for attentiveness, for discernment and
understanding. Christ is Lord of all of life, so he is Lord of our learning.
Give him the glory with the mind he has given you. We don't think of playing an
instrument or playing basketball without practice; why would anyone think that
glorifying God with our minds takes any less time--any less prayer and
disciplined action?
·
Reading: READ ATTENTIVELY AND INTELLIGENTLY. For history courses,
the point of reading is to gain information AND to put that information within
some context, or thesis, or pattern. Your goal in reading for a history course
is to watch for all the cues the author gives you as to 1) what facts are more
important than others and 2) how the facts are marshaled into larger patterns
that "tell a story" or "make a point."
·
Taking notes is always relevant—in and on your reading,
on lectures, on discussions, on videos. (If you have a photographic
memory or already know all the material, then of course taking notes would be
pointless . . .)
E. FURTHER HELP
·
You should be able to handle this course with sufficient
time and attention. After all, hundreds of other students have. However, if you
run into problems, DON'T HESITATE TO ASK FOR HELP: me, my student assistant,
folks in the Writing Center.
·
In compliance with Section 504 of the Rehabilitation Act of 1973, and
the Americans with Disabilities Act, NWC will provide, on a flexible and
individualized basis, reasonable accommodations to students who have a
documented disability that may affect their ability to participate in course
activities or to meet course requirements. Students with disabilities are
encouraged to contact both their instructor and the college disability service
provider (John Menning; john.menning@nwciowa.edu) to
discuss their individual needs and accommodations.
Prof. Anderson’s
HISTORY PAPER GRADING CHECKLIST
NAME______________________________ PAPER #____
Note:
1.
This checklist is not intended to be an exact instrument; no specific number of
points, for example, is tied to each item in the list, nor do I keep a record
of this list. The checklist is meant to give you a sense of which features of
your paper were the strongest and which the weakest.
2.
In the evaluation of your paper, content (i.e., section A) is more important
than form and style (section B). On the other hand, content and form are almost
always interrelated--e.g., if what you are saying is not clear, your analysis
is automatically weakened.
A.
HIGHER ORDER FEATURES
|
|
Excellent |
Good |
Adequate |
Inadequate |
Unacceptable |
|
ARGUMENT/THESIS |
|
|
|
|
|
|
ANALYSIS
& INSIGHT |
|
|
|
|
|
|
HISTORICAL
SUPPORT |
|
|
|
|
|
|
HISTORICAL
UNDERSTANDING |
|
|
|
|
|
|
USE
OF ASSIGNED READINGS |
|
|
|
|
|
|
|
Yes |
No |
|
ADDRESSES
THE ENTIRE ASSIGNMENT |
|
|
|
B. FORMAL FEATURES |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
C. ADDITIONAL COMMENTS: |
|
|
Adequate |
Inadequate |
|
INTRODUCTION
& CONCLUSION |
|
|
|
PROSE |
|
|
|
ORGANIZATION |
|
|
|
NOTATION
& BIBLIOGRAPHY |
|
|
|
OTHER
ASSIGNMENT |
|
|