Week 17: Final Exam Review Guide

Santa Fe Prep

World History II

2014 Fall Semester Final Exam Review Guide

* Self-reflections are due by the end of the day, Tuesday, 12/16.

** Final revisions and submission of research papers to the course archives are also due on Tuesday, 12/16.

Day 1, Monday, 12/15: Review Day #2.

Day 2, Tuesday, 12/16 (Friday schedule): Review Day #3.

Days 3 & 4: Final Exams (see schedules posted in planners and around school).

Day 5: History Final Exams.

I. Exam Time & Place

When: Friday, 12/19

Time: 9-11AM

Place: Gymnasium

II. What to bring: Writing implements, rough outlines, and primary and secondary source materials for essays.

* "Blue books" will be provided.

** Laptop use is permitted; please notify instructor; make sure laptop battery is fully charged (!).

*** Please let instructor know if a school laptop is needed; please reserve ahead of time.
****Please let instructor know if additional time and/or an alternative testing space is needed.

III. Exam Format (100 points total; 20% of semester grade): 

A. Matching (10 points; 1/4 point each).

- Match key terms and definitions.

- See the 2014 World History II Course Dictionary - Fall Semester for review (http://quizlet.com/join/VjJHG3yfm).

* Closed book and closed notes during exam.

B. Objective question section (25 points; 1/4 to 1/2 point each).

- True/false, multiple choice, and short answer questions; covers basic knowledge of all materials studied; review notes from PERSIAN exercises, reading quizzes, and lecture notes. 

* Closed book and closed notes during exam.

C. Chronologies (5 points; 1/4 point each). 

Organize sets of key events from the European encounters with the New World and Asia, the Protestant Reformation and Catholic Counter-Reformation, the Thirty Years War, the English Civil War and Glorious Revolution, and the French Revolution in chronological order; extra credit for identification of key dates.
- See quizzes and 2014 World History II Course Dictionary - Fall Semester for review (http://quizlet.com/join/VjJHG3yfm).

* Closed book and closed notes during exam.

D. Document-Based Question (60 points).

Compose a brief answer to ONE of the questions provided, in a well-organized, compact and coherent set of paragraphs (based on the 5-paragraph essay, but may be expanded).

- Questions focus on key historical questions, e.g., the analysis of causes, effects, continuities or change.

- Answers should set up the crux of the debate where possible, as found in the secondary sources from class materials where appropriate, and demonstrate command of the related primary and secondary sources with the succinct yet effective use of primary sources as evidence in support of the main argument.

* Open book, open note; see example questions below.  

-Example questions: 

1. The causes of the early modern decline of Asia and rise of Europe.

2. The effects of the Colombian Exchange thesis (& the Homogenocene).

3. The causes and effects of the Renaissance.

4. The effects of the Protestant Reformation.

5. The causes of the Catholic Counter-Reformation.

6. The causes of the Scientific Revolution in Europe.

7. The effects of the Enlightenment.

8. The causes of the French Revolution.

9. The legacies of Napoleon and the French Revolution.

E. Alternative Document-Based Questions (To be discussed and revised with student input).

Compose a well-organized, coherent and supported response to one of two essay topics provided:

1. What matters more in the emergence of early modern history: geography, politics/power, socioeconomic factors, ideas or biology?

2. What accounts for the rise of parliamentary government and individual rights in early modern Europe; in other words, why England first and then on the continent of Europe about 100 years later?

3. What is the legacy of Napoleon? Did Napoleon undermine or preserve the principles of the French Revolution?

4. What happened to the status of European women in the early modern period, and why?

Notes: make sure to frame your response to the question with an overview of the secondary sources that sets up your argument and explains what you plan to demonstrate in the rest of your response; also make sure to use primary sources to effectively show key points, and anticipate possible counter-arguments and forms of evidence.
* Open book and open note.

Week 16 - Napoleon and the Legacies of the French Revolution

Monday through Friday, December 8-12, 2014
- Quiz #8 is open until Tuesday evening at midnight, 12/9.
- Final Group Chronicles of Current Events on Monday, 12/9 - One last "Take the Lead".
- Current Events Chronicles will be checked during this week.
- Final drafts of the independent research projects are DUE at the latest by the end of the day, Thursday, 12/11.
- NO QUIZ.
- Begin Review on Friday, 12/12.

Day 1 - Monday, December 9: The Causes and Effects of the French Revolution.
- In-class: Current events reports.
- In-class: Wrap up discussion of the secondary source readings from homework on the causes of the French Revolution, and its radicalization. 

- Homework for Day 2: Read "Napoleon Bonaparte," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 505-515; take notes on the key terms and persons, and prepare notes on the legacies of Napoleon and the French Revolution.

- Key terms: "Whiff of grapeshot," Directory, coup d'etat, plebiscite, the Concordat, Napoleonic Code, Continental System, and Napoleonic Wars and Waterloo.

- Key persons: Napoleon, Abbe Sieyes, Simon Bolivar, Francisco de Goya, the Duke of Wellington, and Tsar Alexander I. 

- Key question: What are the legacies of Napoleon and the French Revolution?

Day 2: Napoleon.
- In-class: Discuss the primary source handouts from class and textbook readings on Napoleon from homework. 
- Primary source #1: Memoirs: Madame de Remusat, "Napoleon's Appeal." p. 132.
- Primary source #2: Joseph Fouche, "Memoirs: Napoleon's Secret Police," pp. 132-133.
- Primary source #3: Napoleon, "Diary," pp. 133-134.

- Homework for Day 3: Finish reading the primary sources AND read secondary source handouts on the legacies of Napoleon and the French Revolution, take SOAPSTONE notes on the primary sources and notes on the secondary source authors' arguments, forms of evidence, and synthesize their research on the question of the effects of Napoleon and the French Revolution.
- Secondary source #1: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.
- Secondary source #2: Tim Blanning, "Napoleon: The Authoritarian Statesman," pp. 135-137.
- Secondary source #3: Martyn Lyons, "Napoeon Bonaparte and the Legacy of the French Revolution," pp. 137-138.
- Secondary source #4: Bonnie G. Smith, "Women and the Napoleonic Code," pp. 138-139.

Day 3: The Legacies of the French Revolution and Napoleon Bonaparte.
- In-class: Discuss the secondary sources, the author(s)'s argument and evidence evidence on the legacies of the French Revolution and Napoleon Bonaparte.
- Homework for Day 4: Look over the Fall Exam Review Guide handout, and come prepared to start the review process, which will continue through the first two days of Week 17.

Day 4: Fall Exam Review.

Week 15 - The French Revolution, 1789-1795

Monday through Friday, December 1-5, 2014
Long Periods: Research and writing time in the library.
Independent research presentations continue.

Independent research final drafts DUE on Friday, 12/5.
Quiz#8 opens on Friday at 3:30 and will remain open until Monday evening at midnight; covers the Scientific Revolution, Enlightenment, Ancien Regime and the French Revolution

Day 1: The Ancien Regime: The Twilight of Monarchies?
- In-class: Review remaining projects, final exams, the second self reflection, and remaining extra credit opportunities. Independent research presentations continue all week. Read and discuss primary sources on the ancien regime. Chronicle current events.

- Homework for Day 2: Read "Overturning the Political and Social Order," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 487-497 (Up until the section, "Radical Republicans Struggle for Power"). Take notes on key terms and persons, and prepare notes on the accompanying question (see below).

- Key terms: The ancien regime, Reform efforts (of Jacques Turgot), the Estates General, The Tennis Court Oath, cahiers, the Bastille, The National Assembly, The Great Fear, Declaration of the Rights of Man and Citizen, Declaration of the Rights of Women, March to Versailles, Civil Constitution of the Clergy, Sans-culottes, The Jacobin Club, and the National Convention.

- Key persons: Arthur Young, Louis XVI, Jacques Turgot, Abbe Emmanuel-Joseph Sieyes, Olympe de Gouges, and Georges-Jacques Danton.

- Key question: What were the underlying causes of the revolution (cites primary sources where possible).

Day 2: Independent Research.
In-class: Meet in the library; bring materials for final drafting and discussion with the instructor.

- Homework for Day 3: Read from "Radical Republicans Struggling for Power," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 497-505 (Up until the section, "Napoleon Bonaparte"). Take notes on key terms and persons, and prepare notes on the accompanying TWO questions (see below).

- Key terms: Girondins and Jacobins,, the terror, committee of public safety, levee en masse, the Haitian Revolution, the Thermidorian reaction, the "White" terror, and the Directory.

- Key persons:  Maximilien Robespierre, Manon Roland, Toussaint L'Ouverture, and Jean-Paul Marat.

- Key questions: How did the revolution become more radical? What were the effects of the revolution?
 
Day 3: The Causes of the French Revolution
- In-class: Discuss the causes and effects of the French Revolution.

- Homework for Day 4: Read the handout from class on secondary sources about the French Revolution, prepare notes on the arguments and evidence of those secondary sources, and try to synthesize those arguments on the effects of the French Revolution.
- Secondary Source #1: Georges Lefebvre, "The Coming of the French Revolution," pp. 125-126.
- Secondary Source #2: Donald M. G. Sutherland, "The Revolution of the Notables," p. 126.
- Secondary Source #3: Ruth Graham, "Loaves and Liberty: Women in the French Revolution," pp. 127-128.
- Secondary Source #4: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.

Day 4: Quiz#8
- In-class: Discuss the arguments and evidence from the secondary sources, and review for the quiz.
- No homework over the weekend. BEGIN REVIEW for final exams; see Study Blue Flash Card Sets for World History 2.

Week 14: The Old Regime, 1715-1789

Monday through Tuesday, November 24-25, 2014.
Grandparents' Day, Tuesday, 11/25 - Special schedule.
Thanksgiving Break, Wednesday, 11/26 to Sunday, 11/30.

Day 1: Monday, 24, 2014.
Meet in library; sign in at front desk with librarians for attendance; use time for research and work.

Homework for Day 2: Choose one or more of the following options from the textbook, Western Civilization, read, take notes on the following key terms and persons, and prepare for discussion on Grandparents' Day, Day 2.

Option#1: Statebuilding in Eastern Europe, Russia, and the Ottoman Empire.
Introduction, p. 251 + pp. 452-460.
Key terms: The Peace of Utrecht, the Partition of Poland, Wahhabism, the Diplomatic Revolution
Key persons: Peter the Great, Catherine the Great, Frederick the Great and Maria Theresa.

Option#2: Changes in Country and City Life, Manufacturing, Health and Middle Class Life.
Introduction, p. 251 + pp. 471-476.
Key terms: The Agricultural Revolution, enclosures, the cottage industry.

Option#3: The Culture of the Elite: The Modern Novel, Art, Architecture, Music, the Grand Tour, and Culture for the Lower Classes.
Introduction, p. 251 + pp. 476-481.
Key authors: Defoe, Richardson and Fielding, Burney, and Goethe.
Key terms: Neo-Classical, Rococo, and Baroque music.
Key artists: Watteau, Greuze, and Hogarth.
Key musicians: Bach, Handel, Haydn, and Mozart.

Day 2: Grandparents' Day and the Ancien Regime.
In-class: Research presentations and discussions of readings on the Old Regime of Europe. 

No Homework due over break. 
Happy Thanksgiving Break!!!

Week 13 - The Scientific Revolution and the Enlightenment, 1600-1800

Monday through Friday, November 17-21, 2014
Independent research presentations continue.
Rough drafts of independent research papers are DUE by the end of the day on Friday, 11/21.
Book review submissions to the Student Magazine Project are DUE by Friday, 11/21.
Quiz#6: Covers French Absolutism, the English Civil War and Constitutionalism; will go live on Friday afternoon, 11/14 at 3:30 and will remain open until Monday evening, 11/17 at midnight.
Quiz#7: In-class on Monday, 11/17; matching of key terms and persons from the readings on the English Civil War and the Glorious Revolution.

Day 1, Monday, 11/11: Review of Constitutionalism.
- In-class: Wrap up discussions of the English Civil War and Constitutionalism.
- In-Class: Begin to read and discuss primary source handouts on the Scientific Revolution, including excerpts from Renee Descartes, "The Discourse on Method," and Galileo Galilei.
- In-class: Discuss current events; pay particular attention to events in Ukraine.
- Homework: Read, "A New World of Reason and Reform," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 425-436 (up to the section, "Laying the Foundations for the Enlightenment"), and prepare notes on the following question, key terms and persons for a graded discussion in class.

- Key question: What explains why some people in the "West" began to challenge the standard assumptions of their civilization? In other words, why did the scientific revolution emerge in Europe when it did, at a time when Europe was caught up in almost a century of religious wars and other conflicts? Use three examples to illustrate and support your answer.

- Key terms: The Ptolemaic (or geocentric) model of the universe, the Copernican Revolution (and heliocentric model of the universe), the Roman inquisition, Neoplatonism, Hermetic doctrine, alchemy, experimental method (methodology of science/empirical method), inductive reasoning (and empirical investigation), deductive reasoning (and mathematical reasoning), Cartesian dualism.

- Key persons: Blaise Pascal, Galileo Galilei, Aristotle, Ptolemy, Plato, Copernicus, Giordano Bruno, Tycho Brahe, Johannes Kepler, Isaac Newton, Paracelsus, Andreas Vesalius, William Harvey, Anton van Leeuwenhoek, Robert Boyle, Francis Bacon, and Rene Descartes.

Day 2: The Scientific Revolution
- In-class: Discuss the homework reading and question about the reasons behind the scientific revolution.

- Homework: Read about the Enlightenment in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 436-446, and prepare notes on the following question, key terms and persons for a graded discussion in class.

- Key question: How did the scientific revolution lay the foundation for the Enlightenment?

- Key terms: Enlightenment, salon, orrery, skepticism, the philosophes, the Encyclopedia, Deism, separation of powers, checks and balances, enlightened absolutism (enlightened monarchs), physiocrats, laissez-faire, criminology/penology, and the "woman question".

- Key persons: Pierre Bayle, David Hume, Voltaire, Emilie du Chatelet, Montesquieu, Rousseau, Adam Smith, Cesare Beccaria, Mary Wollstonecraft, Madame Geoffrin, and Condorcet.  

Day 3: The Enlightenment.
- In-class: Read the primary source handout by Immanuel Kant, "What is the Enlightenment?" and discuss the influence of the scientific revolution on the Enlightenment.

- Homework: Work on independent research paper drafts.

Day 4: Independent Research.
- In-class: Sign in at the front desk in the library, and work on independent research paper drafts.

Week 12: The English Civil War and Constitutionalism

Monday through Friday, November 10-14, 2014
Research presentations begin in classes this week.
Long periods: Research presentations, discussions of primary sources and remaining time for independent research, writing, and discussion with the instructor.
Quiz#6: Covers French Absolutism, the English Civil War and Constitutionalism; will go live on Friday afternoon, 11/14 at 3:30 and will remain open until Monday evening, 11/17 at midnight.

Day 1: Monday, 11/10: Absolutism in Eastern Europe
- In-class: Discuss the homework reading, "The Struggle for Sovereignty in Eastern Europe," from The West in the World, Vol II., eds. Sherman and Salisbury, pp.403-409 (up until the section, "The Triumph of Constitutionalism").
Question#1: How did the struggles in everyday life and issues of sovereignty compare between Western and Eastern Europe, based on the examples of Brandenburg-Prussia, Austria, Russia and Poland?

Key Terms: sovereignty, the revocation of the Edict of Nantes, the (French) Wars of Aggression, the Peace of Utrecht, estates, serfs, Brandenburg-Prussia, the Hohenzollerns, Austria, the Hapsburgs, the Ottomans, the Tsars, and the Romanovs.
Key Persons: The Great Elector Frederick William, Leopold I, Jan Sobieski, Ivan IV (the "Terrible"), and Peter I (the "Great").

- Homework for Day 3: Read "The Triumph of Constitutionalism in England," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 409-419 (up until the section, "The Netherlands Maintains a Republic," and prepare notes on the following key terms, persons, and questions for discussion in class:
1. What were the causes of the English Civil War?
2. What were the effects?
3. Why did constitutionalism emerge in England and not at the same time on the continent of Europe?

Key terms: Divine rule, Lèse-majesté, constitutionalism, sumptuary laws, "gunpowder plot", Puritans, Cavaliers, Roundheads, Levellers, the Rump Parliament, two theories of government, the social contract, natural law, "military revolution," the Commonwealth, the Glorious Revolution, the English Bill of Rights, and the Hanover Dynasty.

Key Persons:  James I (the Stuart Dynasty), Charles I, Jane Whorwood, Oliver Cromwell, Thomas Hobbes, John Locke, and Samuel Pepys.

Day 2 (Long periods): The English Civil War
- In-class: First research presentations.
- In-class: Read and discuss the following primary sources from the reading packet:
- Primary source#1: James I, "The Powers of the Monarch in England".
- Primary source#2: The House of Commons, "The Powers of Parliament in England".
- In-class: Use remaining time to work on research papers and meet with instructor.


Day 3: The Emergence of Constitutionalism.
- In-class: Read and discuss the following primary sources:
- Primary source#3: Thomas Hobbes, "Leviathan: Political Order and Political Theory".
- Primary source#4: John Locke, "Second Treatise of Civil Government: Legislative Power".
- In-class: Discuss the homework questions:
1. What were the causes of the English Civil War?
2. What were the effects?
3. Why did constitutionalism emerge in England and not at the same time on the continent of Europe?
 
- Homework: Read the handout packet on the following secondary sources on the English Civil War, and identify the arguments and evidence of the secondary sources.
- Secondary source#1: Conrad Russell, "The Causes of the English Civil War".
- Secondary source#2: G. Durand, "Absolutism: Myth and Reality".
- Secondary source#3: George Macaulay Trevelyan, "The English Revolution, 1688-1689".

Day 4: The Historiography on the English Civil War and Constitutionalism.
- In-class:  Discuss the secondary sources and review the materials on the English Civil War and the emergence of constitutionalism.
- Homework: Continue to work on independent research, outlining and drafting of independent research papers.

Week 11 - Absolutism and Europe's Social and Political Order, 1600-1715

Monday through Thursday, November 3-6, 2014

Quiz#4: Covers Protestant and Catholic Reformations. Key terms and persons will be assessed in-class on Day 3; online portion of quiz will go live Thursday, 10/30 at 3:30PM and will remain open until Monday, 11/3 at midnight.
Historiographies are DUE by the end of the class day, Thursday, 11/6.
Book Review submissions to the Student Magazine are DUE at the latest by Friday, 11/21 to the magazine editors, Emma Koolpe and Beckett Maestas.
Long Periods: Devoted to research and writing historiographies in the library.
Head's Holiday on Friday, 11/7 - no classes.

Day 1, Monday, November 3: The Rise of Absolutism.
In-class: Introduce the rise of absolutism and Europe's social and political order, 1600-1715.
Homework for Day 3:Create an image of a primary source from independent research projects, and bring to class on Day 3 to post on the classroom wall map.
ALSO: Read, "The Struggle for Survival and Sovereignty," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 391-403 (up to "The Struggle for Sovereignty in Eastern Europe) and prepare notes on the following key terms, persons, and questions for a graded discussion in class:

Question#1: What were the pressures that the lower orders of French society faced in the 1600s (Use primary sources for support)?

Question#2: What were the pressures that the elite orders of French society faced, and how did these pressures help lead to the rise of absolute monarchy (Use primary sources for support)?

Key Terms: The Great Chain of Being, royal absolutism, the Fronde, noblesse de robe, Edict of Nantes, Intendents, and mercantilism.
Key Persons: Bishop Bossuet, Henry IV, Cardinal Richelieu, Cardinal Mazarin, Jean Baptiste Colbert, and Louis XIV, "the Sun King".

Long Periods: Meet in library for research, writing and discussion on historiography.

Day 3: The Rise of Absolute Monarchies and France under Louis XIV, 1661-1715.
In-class: Discuss the homework readings, key terms, persons, and questions on France.
Homework for Monday, 11/10:Read "The Struggle for Sovereignty in Eastern Europe," from The West in the World, Vol II., eds. Sherman and Salisbury, pp.403-409 (up until the section, "The Triumph of Constitutionalism"), and prepare notes on the following questions for discussion.
Question#1: How did the struggles in everyday life and issues of sovereignty compare between Western and Eastern Europe, based on the examples of Brandenburg-Prussia, Austria, Russia and Poland?

Key Terms: sovereignty, the revocation of the Edict of Nantes, the (French) Wars of Aggression, the Peace of Utrecht, estates, serfs, Brandenburg-Prussia, the Hohenzollerns, Austria, the Hapsburgs, the Ottomans, the Tsars, and the Romanovs.
Key Persons: The Great Elector Frederick William, Leopold I, Jan Sobieski, Ivan IV (the "Terrible"), and Peter I (the "Great").

Week 10: A Century of Religious Warfare (1559-1648)

Monday through Friday, October 27-31, 2014
Quiz#4: Covers Protestant and Catholic Reformations. Key terms and persons will be assessed in-class on Day 3; online portion of quiz will go live Thursday, 10/30 at 3:30PM and will remain open until Monday, 11/3 at midnight.

Halloween! Friday, 10/31; special class schedule; please wear historically accurate costumes.

Day 1, Monday, October 27: The historiography on the Protestant and Catholic Reformations.
In-class: Review the secondary sources on the Reformation in groups and prepare for class discussion.

Homework for Day 2: NO new homework, except to review notes on the primary and secondary sources of the Reformation and Counter-Reformation; continue independent research in preparation for historiography assignment and use of long period on Day 2.

Homework for Day 3: Read "Europe Erupts Again: A Century of Religious Warfare, 1559-1648," in Western Civilization, pp. 346-348 (up until the "Thirty Years' War") and prepare notes on the following terms.

Key terms:  Saint Bartholomew's Day Massacre, Council of Blood, and the Spanish Armada.

Day 2: Independent Research.
Long Periods: Come prepared to work in the library during the long period on independent research and historiography.

Homework for Day 3: Read "Europe Erupts Again: A Century of Religious Warfare, 1559-1648," in Western Civilization, pp. 346-348 (up until the "Thirty Years' War") and prepare notes on the following terms.

Key terms:  Saint Bartholomew's Day Massacre, Council of Blood, and the Spanish Armada.

Day 3: A Century of Religious Warfare, 1559-1648.
In-class: Read and discuss primary source, "Ogier Ghiselin de Busbecq, "Civil War in France" (handout), and the homework reading on the religious wars.

Homework for Day 4: Read "The Thirty Years' War," in Western Civilization, pp. 348-355, prepare notes on the following terms, persons and questions.

Key terms: The Defenestration of Prague, the Peace of Westphalia, and the balance of power.

Key persons: Wallenstein, and Gustavus Adolphus.

Question#1: How did the nature of warfare change during the Thirty Years' War and why?

Question #2: What happened to life after the Reformation and why?

Day 4: The Thirty Years War.
In-class: Read and discuss the secondary sources, Hajo Holborn, "A Political Interpretation of the Thirty Years' War," and Carl J. Friedrich, "A Religious Interpretation of the Thirty Years' War" (handout), and the homework reading and questions.

Homework for Week 11: Continue to research and work on historiography assignments.

Independent Research Project Guide (1400 to 1815)

Fall Semester 2014

I. Research writing project calendar and due dates:

Weeks 9-16: Schedule research presentations.

Week 9: Independent Research Topic proposal due at the end of the class day on Thursday, 10/23/2014

Week 11: Overview of historiography due on Thursday, 11/6/2014.

Week 13: First Draft of Independent Research Paper, due by Thursday, 11/20/2014.

Week 16: Final Draft of Independent Research Paper, due by Thursday, 12/4/2014.

II. Assignment Descriptions:

1. Research Topic Proposals: Propose a topic for independent research paper and presentation in a compact paragraph (4-5 sentences typed), provide a preliminary overview of the historiography on this topic (analysis of the secondary sources; see the following note), state a preliminary thesis argument if possible, explain what you aim to show through your research, comment on why you think your research is important to the study of world history, and include a working bibliography (MLA format) with two separately identified lists of primary and secondary sources (at least two each). In preparation for this proposal, begin to research primary and secondary source materials on your topic; use available resources in the library collection, as well as the library access to online resources, e.g., JSTOR and the Gale Reference Collection; see instructor, as well as talk to the librarians and other teachers who may be specialists in your area of interest for additional help.

2. Overview of historiography and set-up of argument. Provide an overview of what historians or other scholars have written about this topic before, and clearly explain how your argument builds on, challenges or synthesizes what has been argued before (2-3 paragraphs).

- Discuss any typical or conventional arguments that scholars have made to answer this question, e.g (for example), the conventional arguments that Reed mentions for how to explain the rise of European colonialism, or that Bush presents to explain the effects of European colonialism.

- Organize the historiography into groups/camps that have formed around your topic. For instance, if discussing power dynamics in the Constitution, you might have a “camp” around how the Constitution enables/empowers the economic elite (5^th Amendment/property protection) at the expense of regular people. Elaborate on the contributions of scholars in those various camps in your paper.   

- Remember: this is still a thesis-driven paper, not a series of book reports.  So, as you’re considering the various arguments/schools, note the limits or problems in their arguments or evidence.  An articulation of these limitations will form the basis of your thesis.  For example, an author might focus solely on economic considerations but not socio-cultural factors in making his/her conclusions.

- Pay attention to any possible counter-arguments, more recent research and what still needs to be done, like synthesizing the research and arguments already out there, resurrecting or testing an older argument, or introducing new primary sources, and thereby new interpretations and alternative explanations.
- Finish by outlining and explaining what you plan to argue and show in the rest of your essay, e.g., how your research builds on existing arguments, OR the need for a synthesis that brings together all of the older and more recent research and arguments to put together a fuller explanation of the problem, OR an antithesis that uses more recent research and your own efforts to refute a standing argument.

                                                                                                                                                    

3. Independent Research Papers: 1. For the rough draft, write at least 3-5 pages (4-5 on the final draft) on your research topic. The draft should include an introduction that presents the topic to the reader (assume your reader knows nothing!), and your thesis, i.e., the argument you want to make based on your research (review dialectical argument, i.e., thesis, antithesis, synthesis). The second paragraph should provide an overview of the historiography, i.e., what experts on your topic in the secondary sources have already done on this topic, i.e., what they have argued based on their research, then what might still need to be done on your topic, e.g., rebut an argument, offer a new interpretation of available materials on a given topic, synthesize available research to compile a more comprehensive understanding of your topic, offer a new interpretation of available primary sources, and/or make use of new primary sources to revise our understanding of your topic, and outline what you aim to demonstrate in the body paragraphs that follow (this should also provide the basis for your thesis, i.e., the argument you want to make. Body paragraphs should focus on key points you want to make in order to build your argument; these body paragraphs should have a clear topic sentence that makes a sharp point and should also make use of primary and secondary forms of evidence to support those points. Conclusion paragraphs should sum up your research and reiterate the significance of your findings in relationship to the scholarship.

4. Presentations: Prepare an 8-10 minute presentation based on your research for class. Presentations should include a discussion of how you developed your research, why you are interested in this topic, a summary assessment of the scholarship, i.e., an overview of the secondary sources, what has been done, what needs to be done, and what you aim to demonstrate through your research, and make effective use of at least one primary sources in support of your thesis. Consider use of handouts, materials objects, music, video, a brief PowerPoint or Prezi presentation, etc. Choose a week to present and discuss with the instructor.