Course Resources

Discussions and assignments.

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The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. The assignment pages within each module link to the live assignment page. You can view them below or throughout the course. There is at least one discussion and one assignment ready to be used in every module of the course. We do not recommend assigning them all, however, and recommend selecting those that work best for you . If you choose to assign the capstone project (explained below), we suggest excluding some of the other assignments so that students have sufficient time to prepare for their capstone work.

To make edits or customized versions of the assignments, we recommend copying and pasting the discussion or assignment text directly into your LMS discussion or assignment page in order to make changes.

Capstone Project

The capstone project is an optional comprehensive assignment that could be assigned to students to complete progressively through the course. The assignment is divided into 3 to 4 pieces and culminates in students creating a PechaKucha presentation.

For this capstone project, students will pick a reformer or activist involved with a progressive or social movement between 1877 and 2000. They will evaluate and analyze the ideas, agenda, strategies, and effectiveness of the work done by their chosen reformer or activist in order to make a claim and present on their findings in the form of a PechaKucha presentation (or another pre-approved format). PechaKucha presentations follow a 20×20 presentation format, meaning that a presenter chooses 20 images and speaks about each image for 20 seconds (totaling 6 minutes at 40 seconds).

The capstone project components are shared as assignments that link to Google Documents. You can make a copy of those documents to customize them. To do so, open the Google Doc and choose “File -> Make a copy” to create your own version.

  • Part 0: Social Media Activism  (also found as an assignment in Module 5)
  • Part 1: Research and Annotated Bibliography
  • Part 2: Draft PechaKucha Outline
  • Part 3: Submit Final PechaKucha Presentation
  • Assignments. Provided by : Lumen Learning. License : CC BY: Attribution
  • Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

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How to write an introduction for a history essay

Gladiator equipment

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

  • Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
  • Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

  • What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

  • define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
  • describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
  • explain —give reasons why or examples of how something happened
  • illustrate —give descriptive examples of the subject and show how each is connected with the subject
  • summarize —briefly list the important ideas you learned about the subject
  • trace —outline how something has changed or developed from an earlier time to its current form
  • research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

  • compare —show how two or more things are similar (and, sometimes, different)
  • contrast —show how two or more things are dissimilar
  • apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
  • cause —show how one event or series of events made something else happen
  • relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

  • assess —summarize your opinion of the subject and measure it against something
  • prove, justify —give reasons or examples to demonstrate how or why something is the truth
  • evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
  • support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
  • synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
  • analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
  • argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

  • What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
  • In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
  • What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
  • How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

  • Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
  • The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

  • spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
  • use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
  • use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
  • get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How I Teach Students to Write Historical Arguments

A world history teacher breaks it down step by step.

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It never occurred to me that, as a high school history teacher, I would need to teach students how to write. But with students who struggle with writing in general and who have never really written in a history class, it became part of my job description. The writing we do in my world history class is based on a claim and supported with evidence. This is the process I use to teach students to write historical arguments.

Note: Most of what I do comes from the College, Career and Community Writers Program (C3WP) , a part of the National Writing Project. I did some training with the Oregon Writers Project in this Program and without it I would have no idea how to teach argument writing. I am so grateful for this program.

Step 1: Gather information

Historical arguments come at the end of a unit. Students have spent time with the material that they will be writing about. For example, the first writing assignment they do is a paragraph about which map projection schools should use to teach geography. Before writing, we explore various map projections, go over the pros and cons, and read about the map projections. By the time they write, students have a lot of information to form a claim and to use for evidence. 

Step 2: Form an opinion

My students often struggle to form opinions about the topics we are studying. So, I have built opinion formation and discussion into my lesson structure. We have discussions about why things happened the way they did, how things could have happened differently, etc. We have these discussions throughout the year, so students practice forming opinions and using evidence to support those opinions.

For example, in early units we look at European exploration and imperialism. This unit does not end with a full-blown writing assignment, but conversations about how the world might be different without imperialism exist throughout the units. They become comfortable having these conversations and figuring out what they think about a topic. (I use guidance from Constructing Meaning and AVID to help them learn to talk to each other.)

Step 3: Make a claim

I teach writing claims, or thesis statements, first using tools from C3WP. Claims are “debatable and defensible,” meaning they are not a fact and they can be backed up with evidence. I spend a lot of time focusing on the “because” of the thesis: they must include why in their claim. So, they can’t just say, ”School should start later.” Instead, it must be something like “School short start later because students need more sleep to succeed in school.” We go through several “claim” statements to determine if they are actually claims or not. Then we rewrite them to make them better. Next, we build a claim together around a topic we are discussing in class.

At the beginning of the year, I give students a sentence frame like this one:

“Schools should use ___________________ map projection because ______________ and _____________.”

As the year goes on, claims get more nuanced. We start to acknowledge other perspectives and make claims more specific.

Step 4: Provide evidence

Since claims are laid out with specific reasons  to support the opinion, these reasons become the evidence. I label them as Reason 1, Reason 2 and Reason 3 and each reason is discussed specifically after the claim. In a paragraph writing assignment, they write from one reason to the next with phrases like “another reason,” “also,” and “finally” to link the reasons together.

When students write full essays, each reason gets its own paragraph. Reason one becomes the topic of the first body paragraph, reason two becomes the second body paragraph, etc. I use the following outline to help students write body paragraphs:

  • Sentence 1: First reason from claim
  • Sentence 2: Quote or summarize a piece of evidence that supports your reason
  • Sentence 3: Explain how this evidence supports your reason
  • Sentence 4: Quote or summarize a piece of evidence that supports your reason
  • Sentence 5: Explain how this evidence supports your reason
  • Sentence 6: Restate your reason from your claim

More sentences can be added for more evidence or explanation, but this basic layout helps kids feel like they know what to do.

Extensions and struggles

This is a very basic outline of how I teach students to write historical arguments. It is meant to be a starting point. Eventually, students start creating more nuanced claims, looking at opposing arguments, justifying evidence sources, etc.

Student evidence can be a problem. To begin, I have them only use sources from class. That way, I know the information is correct and they should know how the material we used in class can support their claims. I find that beginning writers often can’t connect something they find online to discussions we’ve had in class.

Students also may struggle with explaining evidence. They think that just quoting a source proves their point. They need to be shown how to connect evidence to a claim with an explanation.

I’ve had pretty good luck with this format of teaching writing, but I’d love to hear your ideas, too!

How do you teach students to write historical arguments? Come and share your ideas in our WeAreTeachers HELPLINE group on Facebook.

Plus, slam-dunk argumentative writing prompts for high school.

How I Teach Students to Write Historical Arguments

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How to write an assignment in history

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Writing an assignment very often causes students a lot of problems and can be quite complicated. They do not know where to start, what topic to choose or what structure to use. They question themselves how to do a good history assignment . But if to know some good advice on how to do an assignment in history you will have no problems. But you can always use our  online assignment writing help .

Features of the essay on the history

Writing an assignment on history contributes to the development of a student’s personality, teaches them how to develop their own opinions, evaluative judgments about a particular historical event, and formulate value priorities.

Don’t waste your time! Order your assignment!

The essay on history verifies not only the knowledge of the author of historical events but also the ability to systematize information, present results in a free-form and understand the historical significance of events and phenomena.

How to write a good history assignment

A good historical essay is evaluated according to certain criteria, from which it is possible to single out several rules for writing an essay.

A good assignment should contain the following elements:

  • more than two historical events or phenomena;
  • two historical persons and their significance in a certain period;
  • cause and effect relationship between historical phenomena in a certain period;
  • an assessment of the significance of the historical period;
  • correct use of concepts and terms on the subject.

What the essay on history consists of and how to do higher history assignment

The first stage in writing a historical work is the choice of a period in history and the definition of its features. At the beginning of the essay, you should indicate what characterizes this period, its specifics, and then select relevant facts.

– Historical facts

Facts in history are divided into historical and scientific-historical. The first are those that really took place in history, which have an objective and localized in time and space. Scientific and historical facts usually reflect the opinions of scientists, their conclusions about historical events, based on historical sources.

When selecting facts, it is necessary not only to list the events that took place in the described period but to highlight the main, most significant events that fully correspond to and reflect the specifics of the period.

– Evaluation knowledge

The key to how to write higher history assignment also includes that further, you require to reflect the estimated knowledge of the subject, which are manifested in the knowledge of various scientific points of view, versions of the description of historical events and phenomena. The estimation takes into account the depth of the disclosure of the question and the reasoning of the judgments.

– Characteristics of the historical personality

One of the criteria of evaluation is the description of the historical personality. However, to obtain a high score, it is not enough to describe the person’s activity, even very detailed and precise. In the assignment it is required to describe the role of these historical persons in a particular period, relying on historical facts. The fulfillment of this particular requirement makes it possible to evaluate the assignment by this criterion to a higher score.

– Causal relationships

Another point on how to write a history assignment well is the ability to identify cause-effect relationships. All historical events or phenomena give rise to other events and phenomena, and they themselves, at the same time, were born of certain events and phenomena. The student should be able to analyze the facts, establish the causes and consequences draw the appropriate conclusions, which is really quite a complicated mental work.

In this case, an important role is played by the available knowledge of all the facts relating to the described period, their chronological sequence. It is necessary to build a logical scheme or a chain of events, sequentially connected with each other. Most often, the event provokes several reasons. In this case, it is necessary to be able to distinguish the most significant events. That is how to write an assignment in history and get a high score.

Typical errors!

  • Incorrect allocation of primary causes and the least important ones.
  • Substitution of the disclosure of the cause by the description of the fact.
  • The description of the facts without comprehending the cause-effect relationships.
  • Algorithm for writing an essay on the history

How to do a history assignment

The sequence of what student should do in an essay on the history, which will help to issue a quality work, without missing important points.

  • Step 1. Select the period.
  • Step 2. Confirm the correctness of choice.
  • Step 3. Choose the name of the period, reflecting its specificity.
  • Step 4. Determine the events related to this period; the identity which is the most important and which are secondary.
  • Step 5. Recall historical personalities, whose activities belong to this period, their role and influence on the historical course of events.
  • Step 6. Identify the causes of events occurring in this period.
  • Step 7. Select the appropriate historical concepts and terms.
  • Step 8. Determine the historical facts that reveal the significance of the period, using, at the same time, the opinions of scientists.
  • Step 9. Organize and systematize the whole information you have.
  • Introduction (brief description of the essence of the selected period).
  • Conclusion (evaluation of the significance of the period).

Why do we need a writing plan? Special preparation requires writing essays on selected topics. To do this, it will be useful to make a plan for presenting your own thoughts in order to realize your creative intent and not miss important details. It is recommended to use in the course of writing historical terms and concepts that characterize a specific period. Many people consider writing a plan a waste of time; however, this is not true! A well-written plan of the essay will allow you to connect your thoughts, logically and describe them clearly.

  • Step 11. Check and modify the assignment.

How to write an essay on the history correctly

To sum up, here are some key recommendations:

  • choose a historical period that you know best;
  • before writing, make a plan, this will help to follow a clear logic of presentation;
  • structure work, break into semantic paragraphs;
  • write clearly, distinctly and in a few words: more facts, less information that is irrelevant;
  • use only those terms in the meaning of which you do not doubt.

Remember that the main thing in writing a good assignment is a regular practice. When preparing for the essay, you should write a minimum of 10 essays about different historical periods in order to master your skills.

Related assignments:

  • Assignment help – how to write a winning assignment
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HIS 100 - Perspectives in History

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Tattered diary pages and old photographs

Image by Joanna Kosinska, retrieved via Unsplash

Welcome to the research guide for HIS-100 - Perspectives in History! In this guide, you will find information on the historical events to select from for your work in the class, including primary and secondary sources for each event.  This guide also provides additional guidance on finding and identifying appropriate sources throughout the library including: books, ebooks, and scholarly articles.

Use the blue menu buttons on the left to navigate through the guide.  The historical events are listed under each of the related topic areas. If you need additional assistance, ask a librarian by chat or email at [email protected] !

If you've used other library research guides, this guide may be a little different than what you're used to. This guide is intended to specifically support your research for HIS-100: Perspectives in History. For each of the four topic areas for this course, you will find links to a variety of topics to help get you started in your search process. Remember, if you need help a librarian is only a click away!

Happy researching!

Get Acquainted With Your Library!

Check out the orientation video below to learn more about what the Shapiro Library can help you with. Don't forget that you can always ask a librarian if you need additional help email [email protected]  or chat!

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  • History Assignments
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An assignment examples on history s is a prosaic composition of a small volume and free composition, expressing individual impressions and thoughts on a specific occasion or issue and obviously not claiming a definitive or exhaustive interpretation of the subject.

Some signs of history s assignment:

  • the presence of a specific topic or question. A work devoted to the analysis of a wide range of problems in biology, by definition, cannot be performed in the genre of history s assignment topic.
  • The assignment expresses individual impressions and thoughts on a specific occasion or issue, in this case, on history s and does not knowingly pretend to a definitive or exhaustive interpretation of the subject.
  • As a rule, an essay suggests a new, subjectively colored word about something, such a work may have a philosophical, historical, biographical, journalistic, literary, critical, popular scientific or purely fiction character.
  • in the content of an assignment samples on history s, first of all, the author’s personality is assessed - his worldview, thoughts and feelings.

The goal of an assignment in history s is to develop such skills as independent creative thinking and writing out your own thoughts.

Writing an assignment is extremely useful, because it allows the author to learn to clearly and correctly formulate thoughts, structure information, use basic concepts, highlight causal relationships, illustrate experience with relevant examples, and substantiate his conclusions.

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Drop lowest grade in a group each semester

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assignment in history

The Assignment with Audie Cornish

Each week on the assignment, host audie cornish pulls listeners out of their digital echo chambers to hear from the people whose lives intersect with the news cycle. from the sex work economy to the battle over what’s taught in classrooms, no topic is off the table. listen to the assignment every monday and thursday..

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Mitch McConnell is facing open criticism about his leadership among some in the Senate GOP, and that criticism is being egged on by Donald Trump. All comes after bitter disputes over immigration legislation and Ukraine aid. Audie talks with CNN Congressional Correspondents Manu Raju and Lauren Fox about this moment of peril for the longest-serving Senatorial party leader in US history.

Read all of Manu and Lauren’s reporting here: ‘ McConnell’s GOP critics grow louder as party descends into feud over Ukraine and immigration’

Also mentioned in this episode: House Mouse, Senate Mouse

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Michigan lawmaker loses staff, committee assignment after online racist post

A Republican lawmaker in Michigan has lost his committee assignment and staff, days after posting an image of a racist ideology on social media

A Republican lawmaker in Michigan lost his committee assignment and staff Monday, days after posting an image of a racist ideology on social media.

House Speaker Joe Tate, a Democrat who is Black, said he will not allow the House to be a forum for “racist, hateful and bigoted speech.”

State Rep. Josh Schriver, who is white, shared a post on X — formerly known as Twitter — that showed a map of the world with Black figures greatly outnumbering white figures, along with the phrase, “The great replacement!”

The conspiracy theory says there’s a plot to diminish the influence of white people.

Schriver, who represents portions of Oakland and Macomb counties, can vote on the House floor. But Tate removed him from a committee and told the House Business Office to oversee his staff members, who still can assist constituents.

“Representative Schriver has a history of promoting debunked theories and dangerous rhetoric that jeopardizes the safety of Michigan residents and contributes to a hostile and uncomfortable environment for others," Tate said.

A message seeking comment from Schriver wasn't immediately returned. He defended his social media post last week.

“I’m opposed to racists, race baiters and victim politics,” Schriver told The Detroit News. “What I find strange is the agenda to demoralize and reduce the white portion of our population."

Schriver was elected to a two-year term in 2022. Gov. Gretchen Whitmer, a Democrat, released a statement Friday calling his post "abhorrent rhetoric."

“We will never let those who stoke racial fears divide us," she said.

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Quantum Physics

Title: generalised kochen-specker theorem for finite non-deterministic outcome assignments.

Abstract: The Kochen-Specker (KS) theorem is a cornerstone result in quantum foundations, establishing that quantum correlations in Hilbert spaces of dimension $d \geq 3$ cannot be explained by (consistent) hidden variable theories that assign a single deterministic outcome to each measurement. Specifically, there exist finite sets of vectors in these dimensions such that no non-contextual deterministic ($\{0,1\}$) outcome assignment is possible obeying the rules of exclusivity and completeness - that the sum of value assignments to any $d$ mutually orthogonal vectors be equal to $1$. Another central result in quantum foundations is Gleason's theorem that justifies the Born rule as a mathematical consequence of the quantum formalism. The KS theorem can be seen as a consequence of Gleason's theorem and the logical compactness theorem. Notably, Gleason's theorem also indicates the existence of KS-type finite vector constructions to rule out other finite alphabet outcome assignments beyond the $\{0,1\}$ case. Here, we propose a generalisation of the KS theorem that rules out hidden variable theories with outcome assignments in the set $\{0, p, 1-p, 1\}$ for $p \in [0,1/d) \cup (1/d, 1/2]$. The case $p = 1/2$ is especially physically significant. We show that in this case the result rules out (consistent) hidden variable theories that are fundamentally binary, i.e., theories where each measurement has fundamentally at most two outcomes (in contrast to the single deterministic outcome per measurement ruled out by KS). We present a device-independent application of this generalised KS theorem by constructing a two-player non-local game for which a perfect quantum winning strategy exists (a Pseudo-telepathy game) while no perfect classical strategy exists even if the players are provided with additional no-signaling resources of PR-box type (with marginal probabilities in $\{0,1/2,1\}$).

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arXivLabs: experimental projects with community collaborators

arXivLabs is a framework that allows collaborators to develop and share new arXiv features directly on our website.

Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.

Have an idea for a project that will add value for arXiv's community? Learn more about arXivLabs .

Air Force One Down

On her first assignment aboard Air Force One, a rookie Secret Service agent faces the ultimate test when terrorists hijack the plane and target the President, leading her into a relentless battle that could change the course of history.

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On her first assignment aboard Air Force One, a rookie Secret Service agent faces the ultimate test when terrorists hijack the plane, intent on derailing a pivotal energy deal. With the President's life on the line and a global crisis at stake, her bravery and skills are pushed to the limit in a relentless battle that could change the course of history.

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In This Section

  • Classroom Materials: Digitized Primary Sources

Classroom Materials: Rubrics and Syllabi

  • Classroom Materials: Sample Assignments
  • Classroom Materials: Teaching Modules
  • Classroom Materials: History Skills
  • Classroom Materials: Reflections on Teaching
  • Classroom Materials: History Lessons and Background Materials

Many of these rubrics and syllabi were designed by participants in the Tuning or Bridging Cultures programs as they rethought their approach to teaching the history survey course by focusing on specific skills in the classroom or by working to bring Atlantic and Pacific history into the US history survey.

For Tuning materials specific to the institution type (such as two-year public/private or four-year public/private) or degree program, visit the Tuning Resources main page. For more about Bridging Cultures, check out the Bridging Cultures Resources page, where you'll find resources sorted by institution and course focus.

Sample Course Syllabus for Recent American History, Delta College

Saint vincent college history department goals and assessment, timothy kelly, department chair, history rubric, regis university, student progress evaluation worksheet, new college of florida, sample rubric, new college of florida, lecture topics for first half of american history survey.

Brittany Adams focuses on incorporating more regional history into the early survey. She also emphasizes the importance of de-centering the British colonial narrative when teaching students who identify more with western US history, as do many of her students at UC Irvine.

Honors 2111 US History Survey Course Description and Syllabus

Shannon Bontrager not only incorporated global contexts into his survey, but he also used non-traditional and digital pedagogical tools to engage his students.

US Environmental History Course Topics through the Civil War (Santa Monica Coll.)

Foundations of american history syllabus.

Sarah Grunder offers a detailed syllabus and two sample assignments, in which students use primary and secondary sources to connect American history with the Atlantic and Pacific worlds and write a paper that focuses on the circulation of commodities, peoples, and ideas throughout those worlds.

Themes in the Social History of the United States: Migration and American Civilization, 1830s to 1960s

Syllabus for a survey of social history, focusing upon the American experience. The course explores changes in the family, work, sex roles, mobility, migration, urbanization, and industrialization.

United States History I: US History to the Civil War

An introduction to the methods of historical inquiry focusing on the study of American history from the beginnings through the American Civil War.

Ethnicity and American Cultures Topics Through the 19th Century

A syllabus by Leslie Kawaguchi that begins with the peopling of North America and ends with the establishment of the U.S. and the 1790 immigration policy that provided naturalization to “free white persons” despite the cultural, racial, and ethnic diversity of the colonial period.

Resources for Teaching American and Hawaiian History

This course revises traditional understandings of American history and examines issues of race, gender, and class in understanding the histories and contemporary experiences of Native Hawaiians, Asians, and Pacific Islanders to foster greater multi-cultural respect and understanding.

Introduction to Ethnic Studies: Lecture and Assignment Schedule

Details about the readings and lectures included in an Introduction to Ethnic Studies class taught by Kelli Nakamura at Kapi'olani Community College. The course revises traditional understandings of American history and examines issues of race, gender, and class in understanding the histories and contemporary experiences of Native Hawaiians, Asians, and Pacific Islanders to foster greater multi-cultural respect and understanding.

Discovering American Social History on the Web

Dan Kallgren developed several sample assignments for use in his undergraduate survey course "United States History Since the Civil War," in the spring of 2000. Assignments can be used inidividually or in series, as each is accompanied by suggested reading and primary sources.

Social Science Laboratories via the Web: Active Learning with Data

To encourage the use of social science data in history, Russel Van Wyk has compiled a useful guide that shows how to use quantitative analysis of texts, demographic data, an interactive historical atlas module, and Geographic Information Services (GIS) to teach undergraduate students.

World Civilizations: The Ancient Period to 500 CE

In David Smith's project, students use world history methods (Big Picture, Diffusion, Syncretism, Comparison, and Common Phenomena) to interpret secondary and primary materials. Primary material is handled through directed reading questions that focus on three classics: the Odyssey, the Ramayana and the Analects.

Syllabus: United States History Since the Civil War

Syllabus from Dan Kallgren's survey of American history since the end of the Civil War. The syllabus includes several digital primary source projects, all of which are hosted on separate pages as part of Kallgren's "Discovering America Social History on the Web" module.

Introduction to Ethnic Studies: Course Description and Syllabus

A course description and syllabus for an Intro to Ethnic Studies course taught by Kelli Nakamura at Kapi'olani Community Coll. that explores basic concepts and theories for analyzing dynamics of ethnic group experiences, particularly those represented in Hawai‘i, and their relation to colonization, immigration, gender, problems of identity, racism, and social class.

Teaching Difficult Legal or Political Concepts: Using Online Primary Sources in Writing Assignments

Sue C. Patrick's shares syllabi from her United States History and Western Civilization courses, which include assignments and links to digital primary sources. She also reviews a number of digital primary sources for the benefit of other instructors interested in using them in the classroom.

United States History through the Civil War Syllabus

Sue C. Patrick's syllabus for a United States History through the Civil War course. The syllabus includes assignments and links to digital primary sources.

United States History from the Civil War to the Present Syllabus

Sue C. Patrick's syllabus for her United States History from the Civil War to the Present course, which includes assignments and links to digital primary sources.

Resources for Tuning the History Discipline

Since the first phase of the AHA's Tuning project began in 2012, faculty participants from history departments around the country have reviewed many aspects of their home-department curricula. As a result of their efforts, the AHA is now able to offer examples of revised curricular materials from a broad range of institutions.

Here you will find different sorts of documents produced by faculty for their local needs. Resources include rubrics, assignments, statements of course outcomes and degree requirements, survey questions for history majors or alumni, and other types of materials. The most common format for these resources is the degree specification, a detailed statement about the history degree program at a particular institution.

The degree specification communicates the purpose, characteristics, career pathways, and educational style of each program, as well as delineating core learning proficiencies for students who successfully complete the degree at that institution. The process of creating these statements differed from place to place, but in general faculty collaborated on identifying goals for their degree programs. Each degree specification, therefore, is the result of cooperation and discussion among disciplinary faculty about what their students understand, know, and are able to do at the end of that institution's history program. The language is intended for a general, non-specialist, non-academic audience, including beginning college students who may consider majoring in history.

We have sorted this wealth of documents by the type of institution where they were developed. You can also navigate to each resource by individual faculty participant (alphabetically by institution name). We expect that these will serve as models and catalysts for conversation and curricular reform. We hope to add resources to these pages as faculty either complete new materials or revise preliminary efforts as a result of ongoing consultation with their colleagues.

For questions and feedback, please contact AHA Special Projects Coordinator Julia Brookins by email at [email protected]. For a broader discussion of these and other teaching and learning issues in history, please join the Teaching and Learning community on communities.historians.org .

The National History Center’s New Teaching Decolonization Resource Collection

The National History Center's new Teaching Decolonization Resource Collection provides resources for instructors at any level to teach about decolonization.

Evaluating without Grading

In this version of a specifications grading system, each individual assignment is evaluated on a pass/fail basis. This creates multiple pathways for students to move through the assignments and earn a final grade by “unlocking” different levels of various assignments. Assignment by Luke Clossey and Esther Souman.

Unessay Assignment Sheet

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COMMENTS

  1. Sample Assignments

    This sample assignment requires students to use primary and secondary sources to connect American history with the Atlantic and Pacific worlds and write a paper that focuses on the circulation of commodities, peoples, and ideas throughout those worlds.

  2. Guide for Writing in History

    Good historical writers carefully evaluate and interpret their sources; they link causes and effects; they assign significance to actors, ideas, and events; and they weigh competing explanations for all of these. The analysis in your history essays can take a number of forms.

  3. Discussions and Assignments

    Listen to a podcast that relates to a topic of U.S. History between 1492-1870 and respond to several questions. Note that the discussion and assignment in this module are preparation for the larger capstone podcast assignment, though they could still be assigned without assigning the capstone. Introduce the Capstone Podcast Project

  4. PDF A Brief Guide to Writing the History Paper

    the History Paper The Challenges of Writing About (a.k.a., Making) History At first glance, writing about history can seem like an overwhelming task. History's subject matter is immense, encompassing all of human affairs in the recorded past — up until the moment, that is, that you started reading this guide.

  5. History

    History is everything that happened in the past: dates, facts, timelines, and the names of kings, queens, generals, and villains. For many students, the word "history" conjures up images of thick textbooks, long lectures, and even longer nights spent memorizing morsels of historical knowledge.

  6. Discussions and Assignments

    The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students' needs. ... Explore the history of U.S. National Parks and create a brochure for a National Park based on your research. Module 2: Industrialization and Urbanization (1870-1900) Discussion: The Fourth Industrial Revolution;

  7. How to write an introduction for a history essay

    1. Background sentences. The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your , your reader understands the specific point you are arguing about. Background sentences explain the important historical period, dates ...

  8. Classroom Materials: United States History

    This sample assignment requires students to use primary and secondary sources to connect American history with the Atlantic and Pacific worlds and write a paper that focuses on the circulation of commodities, peoples, and ideas throughout those worlds. This paper assignment has three major parts: a list of sources for students to read and study ...

  9. PDF Writing Resources Center Writing a History Paper: The Basics (Example

    1. Identify the assignment's goals. Have the assignment's goals in mind as you familiarize yourself with your sources/evidence, develop a thesis, outline your main points, and write your essay. *Note: Always follow your professor's specific guidelines before the general suggestions in this handout.

  10. Choose Your Professional Path

    And so my interpretation of the " Choose Your Path " assignment structure was born, first tested in my History of the Body colloquium during the fall of 2020. I decided there would be three key assignments, which would feed into one another. After an initial annotated bibliography project—thus foregrounding historiography and using it as ...

  11. Introducing the Writing Prompt

    This assessment step introduces students to a writing prompt that builds on these important themes and connects them to the history students explore later in this unit. The prompt is designed to serve as both a thematic frame for the unit and a final writing assignment at the unit's end. Unit Writing Prompt:

  12. Understanding Assignments

    What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...

  13. Lessons & Activities

    Date Posted: 11/15/2017. In honor of America's entry into "The War to End All Wars" in 1917, World War I: Lessons and Legacies explores the war and its lasting impact and far-reaching influence on American life. From the Great Migration to the 1918 flu pandemic and from the unionizat.

  14. US History Lesson Plans Resources

    Manage Classes & Assignments Sync with Google Classroom Create Lessons Customized Dashboard Get More Features Free Find supplementary resources for US History lesson plans. Motivate your students with videos and games aligned to state and national standards.

  15. How I Teach Students to Write Historical Arguments

    Step 1: Gather information. Historical arguments come at the end of a unit. Students have spent time with the material that they will be writing about. For example, the first writing assignment they do is a paragraph about which map projection schools should use to teach geography.

  16. IPPS-A Update: Assignment History, Temp. Orders, MACP, PGA Guide, User

    Assignment History Updates. We recently provided a demo on how to reconstruct a record for a Soldier. This training was not limited to Assignment History updates but should be used if you are attempting to update assignment history. We have posted this video to S1Net at https: ...

  17. How to write an assignment in history free sample

    Writing an assignment on history contributes to the development of a student's personality, teaches them how to develop their own opinions, evaluative judgments about a particular historical event, and formulate value priorities. Don't waste your time! Order your assignment!

  18. Research Guides: HIS 100

    Welcome! Welcome to the research guide for HIS-100 - Perspectives in History! In this guide, you will find information on the historical events to select from for your work in the class, including primary and secondary sources for each event. This guide also provides additional guidance on finding and identifying appropriate sources throughout ...

  19. Free History Assignments Samples and Examples List

    History Assignments Got tired of searching all the formatting requirements and specifics of History Assignments? Format, header, outline, type or topics? Forget this struggle! In our online database you can find free History Assignments work for every taste: thesis, essays, dissertations, assignments, research and term papers etc. - easy and free.

  20. View Assignment History

    10-20-2016 05:56 PM. For people who are API inclined there is a Course Audit Log in the API which may have the data you are looking for. It needs audit logging enabled so check with your CSM if you are not getting any data back from the API calls. Course Audit log - Canvas LMS REST API Documentation.

  21. The Assignment with Audie Cornish

    The Assignment with Audie Cornish Each week on The Assignment, host Audie Cornish pulls listeners out of their digital echo chambers to hear from the people whose lives intersect with the news cycle.

  22. Unessay Assignment Sheet

    Criteria Your project must make a historical argument. Just as a traditional essay would, the unessay must use evidence to inform its design. Your design must also make the most of the medium you choose. Examples: For a podcast, you should make an argument and lay out evidence that supports your position.

  23. The Unessay

    Jessamyn Neuhaus even organized an entire open-access issue of Teaching History: A Journal of Methods on the assignment in 2022. But I see the unessay as more than an assignment type. It is a call to arms.

  24. Michigan lawmaker loses staff, committee assignment after online racist

    The Associated Press. A Republican lawmaker in Michigan lost his committee assignment and staff Monday, days after posting an image of a racist ideology on social media. House Speaker Joe Tate, a ...

  25. [2402.09186] Generalised Kochen-Specker Theorem for Finite Non

    Generalised Kochen-Specker Theorem for Finite Non-Deterministic Outcome Assignments. The Kochen-Specker (KS) theorem is a cornerstone result in quantum foundations, establishing that quantum correlations in Hilbert spaces of dimension d ≥ 3 cannot be explained by (consistent) hidden variable theories that assign a single deterministic outcome ...

  26. Buy Air Force One Down

    Air Force One Down. On her first assignment aboard Air Force One, a rookie Secret Service agent faces the ultimate test when terrorists hijack the plane and target the President, leading her into a relentless battle that could change the course of history. Can't play on this device. Check system requirements.

  27. Classroom Materials: Rubrics and Syllabi

    Resources include rubrics, assignments, statements of course outcomes and degree requirements, survey questions for history majors or alumni, and other types of materials. The most common format for these resources is the degree specification, a detailed statement about the history degree program at a particular institution.