HIST 343 (W and O focus) SPRING 2019

REACTING TO THE PAST Section: XXX HIST 343 (W and O focus) SPRING 2019 Day and Time (twice a week) Credit hours: 3 Contact hours: 45 Additional costs: 19 Prof. Saundra Schwartz Teacher availability/contact: available to see students after class or individually by arrangement at saundras@hawaii.edu. 1 - DESCRIPTION At the cusp of a new era in the history of the world, the Italian city-states in Europe and the Forbidden City in Ming China experienced disruptions caused by the invention of new ways of understanding the World. During the Italian Renaissance, humanism emerged to challenge the traditional authorities. Ideas were rediscovered in the texts of ancient Greece and Rome; others came from inventions spurred by increasing trade throughout the continent and beyond. This class examines Galileo s use of the telescope to disrupt the orthodoxy of geo-centrism that lay at the heart of Catholic theology. During the Ming Dynasty, China saw itself as the Middle Kingdom, uniting Heaven and Earth, as was conveyed by Confucianism, an ideology that espoused the simplicity of Zhou dynasty two and a half millennia in the past, while trying to confront and avoid the challenges of the 16 th century CE. 2 - OBJECTIVES, GOALS, and OUTCOMES By the end of the course, students should be able to demonstrate the ability to: a) describe the historical contexts of pivotal debates in history b) explain how ideas and circumstances affected the decisions of individuals and groups in history c) analyze primary historical texts d) research historical topics based upon original questions e) present a persuasive oral argument to an audience without reading a script f) engage in meaningful communication with people who have different perspectives from you. g) write a sustained argument in clear, standard written English, using Chicago/Turabian citation style 3- PREREQUISITES Prerequisite: junior standing or permission of instructor. As an advanced intermediate course, some background in history is highly advisable, but not required as a mandatory requirement. The course is held in English. 4 - METHOD In order to engage with the rich body of historical material for these periods, we will play 1

two historical simulation games from Reacting to the Past (http://reacting.barnard.edu). Each student will be given a specific, unique role. You will then work individually and in teams to research the historical contexts and major issues of the periods. Your writing assignments will be the basis of speeches you will present during the games and are designed to help you develop your writing, speaking, and critical thinking skills. For each game, there will be a set-up period when we will go over the historical context and the key texts. The reading is will seem heavy, but please understand that you will have an opportunity to delve more deeply into the readings as your progress through the game. After a brief quiz, the game sessions begin. Your role sheet contains a list of victory objectives which you must pursue to the best of your ability. If you attain your victory objectives, you will get extra credit. 5 - ASSESSMENT You will be expected to complete a variety of assignments which will be assessed for your course grade. They are as follows: Quizzes (2) The quizzes are designed test your knowledge of the essential information needed to play the game. They will be multiple choice and/or fill in the blanks. The quizzes will be based upon the historical background in the gamebook and in class lecture. Writing Assignments (4 papers) Before each game begins, you will flesh out your role by selecting a game name and doing some background research in order to build a historically plausible identity. For each game, you will write two papers, each at least 1000 words long. Each paper will be the basis of a speech you will give in class. Information about topics and specific instructions will be given in your game role sheets. You must meet with me prior to your first and third papers so that we can discuss your role sheet and victory objectives Before the class when you are scheduled to give a presentation, email me your paper as an attachment, so that it can be posted on the blog under your game name for your colleagues to read. Late papers will have one-third of a letter grade deducted for each day after the due date. Speeches (4) In each game, you will give one or more speeches in the role of your character. Make a persuasive case to convince your peers and win votes to accept a proposal you support. This is the way you can pursue your victory objectives. Your speech should present the essential argument of your paper in 5-7 2

minutes. Everyone is expected to make impromptu speeches as well. You may substitute another, role-appropriate type of oral presentation for one of your speeches. You will be given feedback on your speeches from your peers and from the instructor. Speaking Workshops (2) There will be two workshops on oral communication skills. Throughout the semester you will give and received peer feedback on your speaking skills. Detailed guidelines about the assignments will be given on your role sheets and in the gamebooks. Please consider that all scheduled tasks and given dates and deadlines must be respected, so please organize your personal schedule accordingly. 6- EXAMS None. 7 - EVALUATION and GRADING SYSTEM 10% Quizzes (2) 40% Writing Assignments (4) 40% Speeches (4) 10% Speaking Workshops (2) The following grading system will be observed: 0-59 = F, 60-69 = D, 70-72 = C-, 73-76 = C, 77-79 = C+, 80-82 = B-, 83-86 = B, 87-89 = B+, 90-92 = A-, 93-100 = A 8 - ATTENDANCE and BEHAVIOUR Mandatory attendance is a primary requirement for a responsible learning experience at LdM. Please note that: A. if the student misses FIVE classes, the Final grade will be lowered by one full letter grade. B. If more than FIVE classes are missed, the final grade will be F and NO credits will be given for this course Punctuality is mandatory. Students must arrive in class on time: a) Any lateness, leaving class during the lesson without notice, not showing up on time after the break, or leaving earlier, will impact the participation grade and the Final Grade. In addition: 3

b) Three late arrivals or equivalent (10-20 minutes) result in one absence on the attendance count. c) Missing more than 20 minutes will be considered as one full absence. It is the responsibility of the student to catch up on any missed work and to keep track of his or her absences and cases of tardiness. Make-up classes are always mandatory since part of the course program. If on occasion a class creates a conflict with another class (different or extended time, etc.), the student is required to inform both instructors IN ADVANCE, allowing the two instructors to share a written excuse for the class going to be missed. Correct, active and responsible participation is insisted on. Students are required to behave properly within the school premises and during class. Classrooms are to be left in order and clean. Students must take care of available equipment and materials and promptly report any damage and loss. Electronic devices (cell phones, Blackberry, ipod, laptop computers, etc.) must be switched off during class, unless otherwise instructed. Drinking/eating during class is not allowed. Note: Instructors who find a student s behavior is inappropriate will seek to talk with his/her promptly; if the issue continues, the instructor is required to contact the pertinent LdM authority. Academic dishonesty: should issues of academic dishonestly arise the instructor will refer to the relevant LdM policy. According to the LdM Rules of Conduct, Violations include cheating on tests, plagiarism, recycled work, unauthorized assistance, or similar actions not explicitly mentioned in this sentence. Visits when scheduled are considered regular classes to all effects: absence or lateness rules will be applied as for lessons that meet in class, without excuses. All students are requested to be 5 to 10 minutes early at the meeting point, so class can promptly enter at the specified entry time. If a student is late, the class cannot wait for him/her and the student will be responsible for paying for his/her entry. Please be aware of any change of visit location/time/day; get to know the meeting point and any relevant details before the class. Proper behavior and dress code must be observed during visits. For the visits to the churches, students must cover their shoulders and knees. 9 - READINGS and SOURCES Mandatory: All the mandatory readings are in the following gamebooks or student manuals for the games Carnes, Mark C. and Daniel K. Gardner. Confucianism and the Succession Crisis of the Wanli Emperor. New York: W.W. Norton, 2014. 978-0-393-93727-5 Confucius. The Analects. New York: Penguin Classics, 1979. (Also available online at http://wengu.tartarie.com/wg/wengu.php?l=lunyu) 4

Pettersen, Michael S., Frederick Purnell, Jr., and Mark C. Carnes. The Trial of Galileo: Aristotelianism, the New Cosmology, and the Catholic Church, 1616-1633. Norton, 2014. (ISBN: 978-0-393-93734-3) 10 - ADDITIONAL COSTS Throughout the course students must expect to spend approximately as follows: Tot. 80 (approx.) required for mandatory readings (details at point 9) Tot. 19 for visits and trips (details at point 11) 11 - VISITS and TRIPS The following visits in Florence are planned (see point 13A for dates and details): These visits require students to pay regular entry. The school tries to get reduced or free class entry whenever possible (see list of visits below). Museo Galileo - Istituto e Museo di Storia della Scienza (9 ) Piazza dei Giudici 1, 50122 Florence. This is a museum of the history of science and shows the objects used by astronomers before and after Galileo. Villa il Gioiello, Via del Pian dei Giullari 42, 50125 Firenze (10 ). This is the last house where Galileo lived after his conviction in 1633 by the tribunal of Sant Uffizio. NOTE: Consider, generally, the professors organize visits to museums, galleries and to churches whenever pertinent and fundamental for the course. They must be considered mandatory and count as regular attendance. They usually take place during regular class time (unless specified differently, due to specific time schedules). The professor will collect the fees (total of 34 ) during the second class. (*) Students can acquire the UFFIZI CARD which allows free entry to most museums (only the booking fee must be paid). This card can be used for any other individual museum visit. 12 - MATERIALS Optional: notebooks, pens, markers, highlighters for personal use. 13A - CLASS SCHEDULE 1) Feb. XX Introduction: Oral Skills Workshop #1 - Speaking to Connect 2) Feb. XX Set up for China Game, part 1 Introduction to China. Read: Confucianism and the Succession Crisis of the Wanli Emperor, pp. 1-24. Wanli chosen 5

3) Feb. XX Set up for China Game, part 2 Read: Confucius, Analects, books I-IX; FGS chosen; role sheets distributed; explanation of Chinese Names 4) Feb. XX Oral Skills Workshop #2: The Art of Memory Sign up for an individual conference prior to the China Game. 5) Feb. XX Set up for China Game, part 3 Read: Confucius, Analects, books X-XX; China Game Name worksheet due 6) Feb. XX Set up for China Game, part 4 Read: Huang, 1587: A Year of No Significance, ch. 1-6 (pp. 1-188); Confucianism and the Succession Crisis of the Wanli Emperor, pp. 27-41. 7) Feb. XX Quiz and caucus for China Game Palace Examinations 8) Feb. XX China Game Session 1 First Audience: Presentation of First Memorials 9) Mar. XX China Game Session 2 Second Audience: Presentation of First Memorials FINAL DUE DATE FOR FIRST PAPERS 10) Mar. XX China Game Session 3 Elegant Gathering of the Literati DUE DATE FOR FIRST PAPER BY WANLI 11) Mar. XX China Game Session 4 FGS and Wanli Respond DUE DATE FOR FIRST PAPER BY FGS 12) Mar. XX China Game Session 5 Third Audience: Presentation of Second Memorials 13) Mar. XX China Game Session 6 Fourth Audience: Presentation of Second Memorials FINAL DUE DATE FOR SECOND PAPERS 14) Mar. XX China Game Post Mortem 6

15) Mar. XX Set up for Galileo Game, part 1 Historical context; ancient astronomy. Read: The Trial of Galileo, pp. 1-19; 51-86 Sign up for an individual conference prior to the Galileo Game. 16) Mar. XX Set up for Galileo Game, part 2 Historical context, continued. Read: The Trial of Galileo, pp. 20-48 MIDTERM BREAK 17) Mar. XX Visit: Museo Galileo 18) Apr. XX Set up for Galileo Game, part 3 Optics; Aquinas attempt to reconcile faith and science, pp. 87-125 19) Apr. XX Quiz for Galileo Game Faction meetings 20) Apr. XX Galileo Game, Phase One (1616), Session 1 College of Rome; Speeches #3 by Moderate Professor of Mathematics at the College of Rome, and others (consult factional role sheet and confer the speaking order within your faction). 21) Apr. XX Galileo Game, Phase One (1616), Session 2 Holy Office; Speeches #3 by Cardinal Bellarmine and others (consult factional role sheet and confer the speaking order within your faction). 22) Apr. XX Galileo Game, Phase One (1616), Session 3 Cesi s Palace; Speeches #3 by Prince Cesi and others (consult factional role sheet and determine the speaking order within your faction). 23) Apr. XX Galileo Game Phase One (1616), Session 4 Holy Office; Speeches #3 by Cardinal Bellarmine and others (consult factional role sheet and confer the speaking order within your faction). FINAL DUE DATE FOR THIRD PAPERS 24) Apr. XX Gailleo Game, Phase One (1616), Session 5 7

Consistory; Speeches #3 by Conclave Leaders and others (consult factional role sheet and determine the speaking order within your faction). 25) Apr. XX Galileo Game, Grim Reaper Lottery Time Passes Read: The Trial of Galileo, pp. 127-196 Watch: Brecht s Galileo 26) May XX Visit: Villa il Gioiello 27) May XX Gailleo Phase Two (1632), Session 6 Holy Office Debates; Speeches #4 by new Pope and others (consult factional role sheet and determine the speaking order within your faction). 28) May XX Gailleo Phase Two (1632), Session 7 Holy Office Debates; Speeches #4 by others (consult factional role sheet and determine the speaking order within your faction). 29) May XX Gailleo Phase Two (1632), Session 8 Holy Office Debates; Speeches #4 by others (consult factional role sheet and confer the speaking order within your faction). FINAL DUE DATE FOR FOURTH PAPERS 30) May XX Gailleo Post Mortem 13B ALTERNATIVE LESSON Should the instructor be indisposed or otherwise unable to attend, a substitute teacher (whenever available) will conduct the scheduled or pre-prepared alternative lesson at the regular class time. 8

Rubric for Papers SKILL Exemplary 4 Proficient 3 Developing 2 Emerging 1 Undeveloped 0 Paper #1 Problem ID Has the author clearly identified an interesting and relevant issue? The author found an essential problem and presents it persuasively. The author found a good problem, and expresses it clearly. The author has identified a problem, but it could be more interesting or controversial. There are too many I can t find the main issues, or the topic is issue not expressed clearly enough Paper #1 Paper #1 Organization Did the author use an introduction/body/conclusion structure in this paper? Perspective Is the author s perspective on the problem expressed clearly? The paper was well The paragraphs organized, with a made sense and clear introduction and followed in logical conclusion. order. The author's position is clear from the beginning of the paper and is developed throughout. I could see very clearly where the author stands on the issue and how the matter relates to the role. The paragraphs made sense, but the links between them need to be strengthened. It wasn't until the end of the paper that I knew what the author's perspective was The author did not use paragraphs that made the paper's main ideas apparent. The author vacillates on the issue or does not seem to realize how it fits with the victory objectives on the role sheet. The paper was so disorganized that it was difficult to follow. I can't find the author's perspective. Paper #1 Technical The paper was Does the paper meet requirements thoroughly proofread. for length and legibility? There were very few spelling and grammatical errors. There were several spelling and grammatical errors, but not so many that it really interfered with the argument. The paper had more than three spelling and/or grammatical errors on the first page. The paper did not meet the minimum length requirement. Paper #2 Context Does the author explain the broader social, political, historical, and economic contexts of the problem? The author discusses context and refers to analogous situations and relates them to the issue at hand. The author focuses on the most relevant contextual details. The author explains the context, but gives too little (or too much) background information. The author mentions context, but does not connect it to the author's position. The paper shows no awareness of context. Paper #2 Evidence Does this paper rely upon valid information found in reputable sources? The author conducted extensive research in the library and properly cites the sources. The paper reflects careful research derived from more than two sources. The paper uses evidence from at least one non-internet source in addition to the course books. The paper includes superficial, irrelevant, or only internet-based references, or only cites the course books. It is not apparent that the author read anything before writing the paper. Paper #3 Originality Did the paper reflect originality, vision, creativity, and/or inspiration? The paper shows great inspiration and creativity. The author's persona was clear throughout the paper. The paper was presented in the persona of the author's game role. The author wrote in her/his own voice rather than in his/her game persona. Substantial portions of the paper were improperly copied from another source. Paper #3 Other Views Does the author acknowledge and address other perspectives? The author discusses and explains other perspectives and relates them to the author's own. The author specifically discusses at least one other perspective. The author is aware that there are other perspectives, but does not explicitly address them. The author seems to assume that there is only one way to look at the issue. The author's topic is either too simple or is uncontroversial. Paper #4 Paper #4 Assumptions Does the author clearly identify the key concepts and assumptions that underlie the issues? Implications Does the author suggest any other directions the discussion could go? The author exposes an assumption that no one has yet pointed out. This paper was so stimulating that I wanted to keep on reading! The author identifies a key concept and explains how it relates to the main issue of the paper. The author identifies a key concept and discusses its significance The author identifies a key concept but does not examine it in depth. The conclusion points The author relates the The conclusion is back to the beginning, conclusion back to vague. but also suggests the opening of the future directions the paper. discussion might take. The author did not identify any key concepts or assumptions. The paper ends abruptly. 9

Guidelines for Writing a History Essay Reading and Thinking About the Essay: Relevance 1. In order to select a topic that is sufficiently focused, begin by asking the basic questions: who, what, when, where, why? Write down your thoughts, and re-read them. Don t be afraid to rethink the question, or to change your opinion. Give yourself time to work on your revisions: do NOT wait until the last minute. 2. What is the main argument of your paper? Try to go beyond mere description. 3. Always take careful notes while you are researching your topic. Underline passages you believe are important for your thesis statement. A good paper will cite specific and relevant passages from the sources 4. If you refer to a passage in a text, be sure to cite it properly in Chicago/Turabian style. 5. Discuss the your ideas with the instructor and with your classmates. Don t be afraid to share your draft with a trusted friend; be willing to read your friends essays and comment on them. Using Logic: Argument 1. Try to identify the single, most important idea in your inquiries. This will be your thesis statement. Make sure that the thesis is broad enough to be interesting, but specific enough to explore with the pages allotted. It is important to find the right balance: writing a good thesis statement is an art. 2. Once you have your topic, try to stick to it: don t become distracted by topics that are not pertinent to your topic. 3. Define key terms: don t assume that your reader understands a concept in the same way you do. 4. Avoid vague descriptors such as interesting, important, amazing : you must persuade the reader to share your perspective by making a convincing argument. 5. Know the difference between assertion and proof. An assertion is a simple statement. A proof is a statement that is supported with evidence. 6. Avoid hypothetical statements such as If Alexander had never invaded India, his troops would not have mutinied. Negative conditions are impossible to prove and tend to lead to the fallacy of post hoc, propter hoc. Rephrase it thus: After Alexander invaded India, his troops mutinied. This is relatively simple to establish; making the causal link will require further argumentation. Writing the Essay: Organization 1. Prepare a general outline in which you separate your main argument into sections. 2. In your first draft, write the heart of the paper first. Write the introduction last. 3. Divide your paper into sections. Think of each section as an essay, with the main ideas highlighted in distinct paragraphs. Each paragraph should have a topic sentence, followed by sentences that support the topic sentence. 4. In your second draft, put your introductory paragraph of each section first. Be sure to make your thesis clear in your introduction. Your conclusion should be in a separate paragraph at the end of your paper. Tie the conclusion back to your thesis statement. 10

Making your Case: Evidence 1. As you write, remember to cite the relevant passages in the text. Do not pad your paper with lengthy quotes. Quotes should not take up more that 10% of your total paper. Be sure to explain why the quote is relevant to your argument. 2. Make sure you have your facts right. Does the text support your thesis? 3. Indent and double space quotes of three or more lines. These do not require quotation marks. 4. Use footnotes and a bibliography for all direct quotes or paraphrases. Include author, title, translator, city of publication, publisher, date published, and page number. The footnote reference goes after the final punctuation mark (i.e., don t put a footnote reference in the middle of a sentence unless it is really necessary to single out a particular word.) Expressing Your Ideas Clearly: Style 1. Avoid passive verb phrases: "Egypt was conquered by Alexander." Transform them into active verb phrases: "Alexander conquered Egypt." Be confident. Be bold. 2. Avoid vague, general, unclear terms. Be concise and concrete. 3. Beware of run-on sentences. If a sentence seems to be too long, break into two shorter sentences. 4. Keep tenses constant. The past tense is preferred for historical papers, though it is appropriate to use the present tense when you discuss contemporary authors (e.g., Holt makes the argument that Alexander s experience in Afghanistan offers a lesson for contemporary nations. ) 5. Avoid slang. 6. Try not to use you in formal writing. It is like pointing your finger at the reader. 7. Avoid qualifying statements with I think or I feel. This is your paper; presumably, it contains your thoughts. Deadly Grammar Reminders 1. Ensure all sentences are complete: that is, each must have at least one verb. 2. Beware of sentence fragments: if you use a subordinating conjunction (such as however, therefore, but ), make sure that you follow up or introduce it with a clear sentence, complete with its own subject and verb. 3. Ensure noun(s) and verb(s) match: singular goes with singular, plural with plural. 4. Use the past tense to talk about the past. 5. Check punctuation and capitalization. Check a standard grammar book (such as your writing textbook) if you are unsure of the rules. 6. Check your spelling, but do not become too reliant on computer spell-checkers: they often miss words that are spelled correctly but don t fit the context of the sentence they are in ( there vs. their ). 7. When you want to show possession i.e., that something belongs to someone use apostrophes properly. For example: Philip s story = story of Philip Darius anger = anger of Darius NOT Philips story NOT Darius anger, Dariu s anger 11

the Greeks laws=laws of the Greeks the Greek s laws= laws of the (single) Greek NOT Greeks laws 8. When you form a contraction (though it is better to spell out each word), use the apostrophe where the missing letters would go. For example: don t = do not can t = cannot it s = it is let s = let us you re = you are NOT dont NOT cant NOT its (= belonging to it) NOT lets NOT your (= belonging to you) Textual Tips: Formatting Hard Copies 1. Print your essay on white paper. Use a standard, 12-point font. Fancy fonts and colored ink are distracting. Let your ideas speak for themselves. 2. Put your name, date, and title of the essay on the first page. 3. Double space. 4. Number the pages. 5. Staple the pages together: do not use paper clips, dog ears, folders, etc. More Textual Tips: Formatting Electronic Copies 1. Format the paper as you would a hard copy. 2. Send your paper as an email attachment to the instructor's address as listed on the syllabus. 3. Include your name in the file name. Imagine how easily your paper might be lost if you name it "History essay." Think of what will be most helpful to the recipient. 4. For your electronic version, please use rtf, doc, docx,.pages or.txt formats. Do not use pdf or wps or wpd. If you use Wordperfect or any other non-standard word processing program, your best bet is to save your document as an rtf file. Last-Minute To-Do's. 1. Proofread your essay once again. Make corrections in pen rather than re-printing the essay, unless there are many errors. Ask a friend to read it over with you. 2. Always keep a copy of your paper, in case the original is lost. 3. Be sure to back up your computer files. It is your responsibility to turn in both a printed hard copy and an electronic version of your work by the deadline. 12

Chicago-Style Citation Quick Guide http://www.chicagomanualofstyle.org/tools_citationguide.html To write a convincing argument, you will need to research your subject. In your paper, you must be careful to document your sources using a standard citation style. In, we will use the Chicago/Turabian system of documentation from The Chicago Manual of Style. Below are examples of how to cite materials. Each example is given first in Note (footnote or endnote) format [N], then as a Bibliographic entry [B], followed by the in-text citation [T]. If your paper will be posted online, please use the brief, in-text citation to cite your sources, rather than the note format. If your paper will be submitted in traditional hard copy, please use the note format to cite your sources, and NOT the in-text style. Online sources that are analogous to print sources (such as articles published in online journals, magazines, or newspapers) should be cited similarly to their print counterparts but with the addition of a URL. Some publishers or disciplines may also require an access date. For online or other electronic sources that do not have a direct print counterpart (such as an institutional Web site or a Weblog), give as much information as you can in addition to the URL. The following examples include some of the most common types of electronic sources. Book One author N: 1. Wendy Doniger, Splitting the Difference (Chicago: University of Chicago Press, 1999), 65. B: Doniger, Wendy. Splitting the Difference. Chicago: University of Chicago Press, 1999. T: (Doniger 1999, 65) Two authors N: 6. Guy Cowlishaw and Robin Dunbar, Primate Conservation Biology (Chicago: University of Chicago Press, 2000), 104 7. B: Cowlishaw, Guy, and Robin Dunbar. Primate Conservation Biology. Chicago: University of Chicago Press, 2000. T: (Cowlishaw and Dunbar 2000, 104 7) Four or more authors N: 13. Edward O. Laumann et al., The Social Organization of Sexuality: Sexual Practices in the United States (Chicago: University of Chicago Press, 1994), 262. B: Laumann, Edward O., John H. Gagnon, Robert T. Michael, and Stuart Michaels. The Social Organization of Sexuality: Sexual Practices in the United States. Chicago: University of Chicago Press, 1994. T: (Laumann et al. 1994, 262) Editor, translator, or compiler instead of author N: 4. Richmond Lattimore, trans., The Iliad of Homer (Chicago: University of Chicago Press, 1951), 91 92. B: Lattimore, Richmond, trans. The Iliad of Homer. Chicago: University of Chicago Press, 1951. T: (Lattimore 1951, 91 92) 13

Editor, translator, or compiler in addition to author N: 16. Yves Bonnefoy, New and Selected Poems, ed. John Naughton and Anthony Rudolf (Chicago: University of Chicago Press, 1995), 22. B: Bonnefoy, Yves. New and Selected Poems. Edited by John Naughton and Anthony Rudolf. Chicago: University of Chicago Press, 1995. T: (Bonnefoy 1995, 22) Chapter or other part of a book N: 5. Andrew Wiese, The House I Live In : Race, Class, and African American Suburban Dreams in the Postwar United States, in The New Suburban History, ed. Kevin M. Kruse and Thomas J. Sugrue (Chicago: University of Chicago Press, 2006), 101 2. B: Wiese, Andrew. The House I Live In : Race, Class, and African American Suburban Dreams in the Postwar United States. In The New Suburban History, edited by Kevin M. Kruse and Thomas J. Sugrue, 99 119. Chicago: University of Chicago Press, 2006. T: (Wiese 2006, 101 2) Chapter of an edited volume originally published elsewhere (as in primary sources) N: 8. Quintus Tullius Cicero. Handbook on Canvassing for the Consulship, in Rome: Late Republic and Principate, ed. Walter Emil Kaegi Jr. and Peter White, vol. 2 of University of Chicago Readings in Western Civilization, ed. John Boyer and Julius Kirshner (Chicago: University of Chicago Press, 1986), 35. B: Cicero, Quintus Tullius. Handbook on Canvassing for the Consulship. In Rome: Late Republic and Principate, edited by Walter Emil Kaegi Jr. and Peter White. Vol. 2 of University of Chicago Readings in Western Civilization, edited by John Boyer and Julius Kirshner, 33 46. Chicago: University of Chicago Press, 1986. Originally published in Evelyn S. Shuckburgh, trans., The Letters of Cicero, vol. 1 (LondoN: George Bell & Sons, 1908). T: (Cicero 1986, 35) Preface, foreword, introduction, or similar part of a book N: 17. James Rieger, introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley (Chicago: University of Chicago Press, 1982), xx xxi. B: Rieger, James. Introduction to Frankenstein; or, The Modern Prometheus, by Mary Wollstonecraft Shelley, xi xxxvii. Chicago: University of Chicago Press, 1982. T: (Rieger 1982, xx xxi) Book published electronically If a book is available in more than one format, you should cite the version you consulted, but you may also list the other formats, as in the second example below. If an access date is required by your publisher or discipline, include it parenthetically at the end of the citation, as in the first example below. N: 2. Philip B. Kurland and Ralph Lerner, eds., The Founders Constitution (Chicago: University of Chicago Press, 1987), http://press-pubs.uchicago.edu/founders/ (accessed June 27, 2006). B: Kurland, Philip B., and Ralph Lerner, eds. The Founders Constitution. Chicago: University of Chicago Press, 1987. http://press-pubs.uchicago.edu/founders/. Also available in print form and as a CD-ROM. T: (Kurland and Lerner 1987) 14

Journal article Article in a print journal N: 8. John Maynard Smith, The Origin of Altruism, Nature 393 (1998): 639. B: Smith, John Maynard. The Origin of Altruism. Nature 393 (1998): 639 40. T: (Smith 1998, 639) Article in an online journal If an access date is required by your publisher or discipline, include it parenthetically at the end of the citation, as in the fourth example below. N: 33. Mark A. Hlatky et al., "Quality-of-Life and Depressive Symptoms in Postmenopausal Women after Receiving Hormone Therapy: Results from the Heart and Estrogen/Progestin Replacement Study (HERS) Trial," Journal of the American Medical Association 287, no. 5 (2002), http://jama.amaassn.org/issues/v287n5/rfull/joc10108.html#aainfo. B: Hlatky, Mark A., Derek Boothroyd, Eric Vittinghoff, Penny Sharp, and Mary A. Whooley. "Quality-of-Life and Depressive Symptoms in Postmenopausal Women after Receiving Hormone Therapy: Results from the Heart and Estrogen/Progestin Replacement Study (HERS) Trial." Journal of the American Medical Association 287, no. 5 (February 6, 2002), http://jama.ama-assn.org/issues/v287n5/rfull/joc10108.html#aainfo. T: (Hlatky et al. 2002) Popular magazine article N: 29. Steve Martin, Sports-Interview Shocker, New Yorker, May 6, 2002, 84. B: Martin, Steve. Sports-Interview Shocker. New Yorker, May 6, 2002. T: (Martin 2002, 84) Newspaper article Newspaper articles may be cited in running text ( As William Niederkorn noted in a New York Times article on June 20, 2002,... ) instead of in a note or an in-text citation, and they are commonly omitted from a bibliography or reference list as well. The following examples show the more formal versions of the citations. N: 10. William S. Niederkorn, A Scholar Recants on His Shakespeare Discovery, New York Times, June 20, 2002, Arts section, Midwest edition. B: Niederkorn, William S. A Scholar Recants on His Shakespeare Discovery. New York Times, June 20, 2002, Arts section, Midwest edition. T: (Niederkorn 2002) Book review N: 1. James Gorman, Endangered Species, review of The Last American Man, by Elizabeth Gilbert, New York Times Book Review, June 2, 2002, 16. B: Gorman, James. Endangered Species. Review of The Last American Man, by Elizabeth Gilbert. New York Times Book Review, June 2, 2002. T: (Gorman 2002, 16) 15

Thesis or dissertation N: 22. M. Amundin, Click Repetition Rate Patterns in Communicative Sounds from the Harbour Porpoise, Phocoena phocoena (PhD diss., Stockholm University, 1991), 22 29, 35. B: Amundin, M. Click Repetition Rate Patterns in Communicative Sounds from the Harbour Porpoise, Phocoena phocoena. PhD diss., Stockholm University, 1991. T: (Amundin 1991, 22 29, 35) Paper presented at a meeting or conference N: 13. Brian Doyle, Howling Like Dogs: Metaphorical Language in Psalm 59 (paper presented at the annual international meeting for the Society of Biblical Literature, Berlin, Germany, June 19 22, 2002). B: Doyle, Brian. Howling Like Dogs: Metaphorical Language in Psalm 59. Paper presented at the annual international meeting for the Society of Biblical Literature, Berlin, Germany, June 19 22, 2002. T: (Doyle 2002) Web site Web sites may be cited in running text ( On its Web site, the Evanston Public Library Board of Trustees states... ) instead of in an in-text citation, and they are commonly omitted from a bibliography or reference list as well. The following examples show the more formal versions of the citations. If an access date is required by your publisher or discipline, include it parenthetically at the end of the citation, as in the second example below. N: 11. Evanston Public Library Board of Trustees, Evanston Public Library Strategic Plan, 2000 2010: A Decade of Outreach, Evanston Public Library, http://www.epl.org/library/strategic-plan-00.html. B: Evanston Public Library Board of Trustees. Evanston Public Library Strategic Plan, 2000 2010: A Decade of Outreach. Evanston Public Library. http://www.epl.org/library/strategic-plan-00.html (accessed June 1, 2005). T: (Evanston Public Library Board of Trustees) Weblog entry or comment Weblog entries or comments may be cited in running text ( In a comment posted to the Becker-Posner Blog on March 6, 2006, Peter Pearson noted... ) instead of in a note or an in-text citation, and they are commonly omitted from a bibliography or reference list as well. The following examples show the more formal versions of the citations. If an access date is required by your publisher or discipline, include it parenthetically at the end of the citation, as in the first example below. N: 8. Peter Pearson, comment on The New American Dilemma: Illegal Immigration, The Becker-Posner Blog, comment posted March 6, 2006, http://www.becker-posnerblog.com/archives/2006/03/the_new_america.html#c080052 (accessed March 28, 2006). B: Becker-Posner Blog, The. http://www.becker-posner-blog.com/. T: (Peter Pearson, The Becker-Posner Blog, comment posted March 6, 2006) E-mail message E-mail messages may be cited in running text ( In an e-mail message to the author on October 31, 2005, John Doe revealed... ) instead of in a note or an in-text citation, and they are rarely listed in a bibliography or reference list. The following example shows the more formal version of a note. 16

N: 2. John Doe, e-mail message to author, October 31, 2005. Item in online database Journal articles published in online databases should be cited as shown above, under Article in an online journal. If an access date is required by your publisher or discipline, include it parenthetically at the end of the citation, as in the first example below. N: 7. Pliny the Elder, The Natural History, ed. John Bostock and H. T. Riley, in the Perseus Digital Library, http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=plin.+nat.+1.dedication (accessed November 17, 2005). B: Perseus Digital Library. http://www.perseus.tufts.edu/. T: (Pliny the Elder, Perseus Digital Library) 17

Website Evaluation Checklist Read "Evaluating Web Pages at http://www.lib.berkeley.edu/teachinglib/guides/internet/evaluate.html Then complete the following checklist for any website you consult for your paper. A copy of this form is on Laulima. Print it out and staple it to any assignment where you have used websites as sources. Title and URL of page you are evaluating: Personal page or site? ~ or %, or users, members, or people What type of domain is it? Appropriate for the content? Published by entity that makes sense? Does it match the name of the site? Who wrote the page? Credentials on this subject? (Truncate back the URL if no useful links.) Dated? com org/net edu gov/mil/us non-us other: Publisher or Domain Name entity: E-mail Name: Evidence? Date Current enough for your purpose? Sources documented with links or notes? Can you verify that quoted text was not altered or forged? Links to more resources? Do they work? Evidence of bias? Search URL in alexa.com, click on Site info for Who owns the domain? Who links to the site? Is the page rated well in a directory? www.lii.org or infomine.ucr.edu or about.com Which blogs link to it? What do they say? blogsearch.google.com Look up the author in Google Why was the page put on the Web? Inform Persuade Sell Satire or parody? Other: BOTTOM LINE: Is the web page appropriate for your purpose? Adapted from a Handout created for the Teaching Library, UC Berkeley Spring 2009 18

Workshop #1 Speaking to Connect Speaking Partner Feedback Form Speaker s Name: Partner s Name: Check-In Date: Eye Contact Waited for eyes on speaker. Looked at audience, not page. Maintained eye contact. Comments: Posture Legs planted, weight balanced. Did not shift, pace, or rock. Comments: Pacing Slow, steady rate not too fast Modulated pace for effect. Comments: Fluency Avoided filler words. Comments (count filler words): Speaking Partner Feedback Form Speaker s Name: Partner s Name: Check-In Date: Eye Contact Waited for eyes on speaker. Looked at audience, not page. Maintained eye contact. Comments: Posture Legs planted, weight balanced. Did not shift, pace, or rock. Comments: Pacing Slow, steady rate not too fast Modulated pace for effect. Comments: Fluency Avoided filler words. Comments (count filler words): Gestures Uses hands to punctuate point. Comments (which gestures used?): Gestures Uses hands to punctuate point. Comments (which gestures used?): Volume and Tone Varied volume for effect. Avoided question phrasing. Comments (When? Which words?) OTHER FEEDBACK: Please give any other feedback that might be helpful. Volume and Tone Varied volume for effect. Avoided question phrasing. Comments (When? Which words?) OTHER FEEDBACK: Please give any other feedback that might be helpful. 19

Workshop #2: The Art of Memory In the schools of rhetoric in ancient Rome, students not only studied how to put together a speech, but they also learned how to commit it to memory. Even with advances in the standard of living, the world of the first century B.C.E. remained a largely oral society. In order to be successful, a Roman had to know how to speak clearly and succinctly without notes, speaking face-to-face with a large audience. In our first workshop, you learned the fundamental skills of how to connect with an audience by modulating your voice, your body, your hands, and your eyes. In this workshop, you will learn how to train your brain. Listeners lose interest when it seems the speaker does not seem to be in command of the elements of the speech. Ancient rhetoricians had a technique for mastering content without resorting to reading from a page: the Memory Palace. The Memory Palace is an ancient mnemonic device that builds upon spatial memory another name of it is The Method of Loci [Places]. Modern cognitive psychology has confirmed that spatial memory is formed in the hippocampus, the region of the brain where primal memories are formed. The Memory Palace combines spatial memory (the ancients called it natural memory ) with creative visualization ( artificial memory ). There are two components to the Memory Palace: Backgrounds are spaces. Images are objects. This exercise will lead you through the process of: 1. Visualizing backgrounds 2. Analyzing a passage of prose 3. Attaching concrete objects to ideas and placing the objects in the spaces. 4. Retelling the passage in your own words, without notes. STEP 1 (5 minutes; individually) Think of a space that is familiar to you: your home, your dorm room, your daily walk to school, etc. As you mentally walk through the space, identify SEVEN unique places along the way. STEP 2 (20 minutes; with a partner) Have your partner read aloud a passage of prose (attached). As your partner reads it, underline SEVEN key ideas and label them by number. Switch roles. STEP 3 (15 minutes; individually) Link your first key idea to an object. Put that object in place #1. STEP 4 (20 minutes; with a partner): Retell the passage in your own words. Have your partner check for accuracy in the order of the key ideas you identified in STEP 2. Switch roles. STEP 5 (5 minutes; individually) How did you do? What could you have done better? 20

Workshop #2: The Memory Palace Your Name: Partner s Name: Key Idea Object Place Correct? Y/N 1 2 3 4 5 6 7 Speaker: Give this chart to your partner as you retell the passage. Partner: Please note any moments where the speaker lost his or her place. Answer the following: How did you do? What could you have done better? 21