His 122 Writing Project

His 122 Writing Project

HIS 122 WRITING PROJECT

2016-2017

Writing Project:Students will write a formal, college-level paper on an assigned topic. This paper will require students to incorporate not onlyassigned primary sources but also the textbook and other course handouts. The paper will include a separate title page, footnotes, and a bibliography (listing primary sources first and separate from secondary sources) according to the Chicago Manual of Style. The essay should be 2250-2500 words in length.

Students will turn in a preliminary draft on the day of the Research Update. This draft will include a title page, content, notes, and bibliography.Failure to turn in the draft will result in a two-grade penalty (i.e., 15 points) for the final draft of the paper.

The Writing Project is worth seventy-five (75) points. Late papers will be penalized at the professor’s discretion. Failure to include a separate title page, footnotes, and a bibliography (listing primary sources first and separate from secondary sources) according to the Chicago Manual of Style will result in an automatic grade of zero (0) points. Plagiarism or other academic misconduct (see Student Handbook) involving this project will result in a failing grade for the class and reporting of the misconduct to the Student Conduct Board; this includes failure to cite sources.

Topic:The Transnational American West: Race, Ethnicity, and Class in 19th century Rock Springs

Requirements: Students are required to meet the following objectives in this assignment:

1. Use proper grammar and mechanics;

2. Develop strong introductory and concluding paragraphs that organize the structure of the essay and state a clear, consistent thesis;

3. Fully document all sources;

4. Focus primarily on primary sources for historical evidence and use the textbook as a secondary source providing historical background, context, and relevance;

5. Perspective of the essay should emphasize what the primary sources tell the historian about not only the relation of religion to the development of American culture but also the authors and the sources in historical context;

6. Students should use sources not only for content on the topic but also to comprehend how arguments were made and what biases existed in regard to particular topics.

Requirements: Students are required to meet the following objectives in this assignment:

  1. What factors pushed/pulled immigrants to the American West;
  2. In what ways were European and Asian immigrants similar/dissimilar;
  3. How did native-born Americans view immigrants? In what ways were Europeans and Asians viewed similarly/dissimilarly;
  4. What challenges did the Rock Springs environment and community pose to ethno-racial relations;
  5. How did the role of a corporation like the Union Pacific Coal Company contribute to ethno-racial tensions;
  6. How did the Rock Springs experience compare with other western communities;
  7. Do you find similarities/dissimilarities in the ethno-racial experiences of post-Civil War Asians, African Americans, Native Americans, and/or Latinos? In what was the western experience similar/dissimilar to that of the Reconstruction South, and;
  8. How does the Rock Springs experience reflect transnational themes in American history?

Sources:Students are required to read and cite the sources below. Use of outside sources will result in grade of zero.

Course Texts:

Faragher, et al.Out of Many.

Abbott. Document Set: Out of Many

Various handouts and documents (check Blackboard).

ASSIGNED SOURCES

Primary Sources:

“Bar Chart: US Immigration, 1820-1970. Last accessed September 7, 2014.

Chinese in Northwest America Research Committee. “What Did Chinatown Leaders Do To Avert Anti-Chinese Violence? Did They Succeed?.” Last accessed September 7, 2014.Note: See list of primary sources at the top of the page to be able to set Rock Springs Massacre in context.

______. “The Rock Springs Massacre.” Last accessed September 7, 2014. Note: Scroll down to this primary source.

Draper, Timothy. Materials on Reserve. Todd Library. Waubonsee Community College. Sugar Grove, IL. 2014-2015.

History Matters. “’Rock Springs is Killed:’ White Reaction to the Rock Springs Riot.” Rock Springs Independent. September 3, 1885. Last accessed September 7, 2014.

______. ‘’To This We Dissented”: The Rock Springs Riot.” Memorial of Chinese Laborers, Resident at Rock Springs, Wyoming Territory, to the Chinese Consul at New York (1885). Reprinted in Cheng-Tsu Wu, ed.,Chink!(New York: The World Publishing Company, 1972), 152–164. Last accessed September 7, 2014.

Rock Springs Photos. “Rock Springs Mines.” Last accessed September 7, 2014.

William, Allen S. “The Demon of the Orient.”1883. Last accessed September 7, 2014.

Workingmen’s Committee of California. “Chinatown Declared a Nuisance!” N.D. Last accessed September 7, 2014.

Secondary Sources;

Dirlik, Arif. Ed. Chinese on the American Frontier. Lanham: Rowman & Littlefield Publishers, 2001.

Garceau, Dee. The Important Things in Life: Women, Work, and Family in Sweetwater County, Wyoming, 1880-1929.

Hendrickson, Gordon Olaf. Ed. Peopling the High Plains: Wyoming’s European Heritage. Cheyenne: Wyoming State Archives and Historical Department, 1977.

Rhode, Robert B. Booms & Busts on Bitter Creek: A History of Rock Springs, Wyoming. Boulder: Pruett Publishing Company, 1987.

Storti, Craig. Incident at bitter Creek: The Story of the Rock Springs Chinese Massacre. Ames: Iowa State Universit8y Press, 1991.

Union Pacific Coal Company. History of the Union Pacific Coal Company, 1868-1940. Omaha: Colonial Press, 1940.

United States Citizenship. “Chinese Immigration and the Transcontinental Railroad.” Last accessed September 7, 2014.

WyoHistory.org. “The Rock Springs Massacre.” Last accessed September 7, 2014.

SOURCE REQUIREMENTS:

  1. You must use chapter18 from volume II of the textbook, although chapters 17 and 19 would offer good background context;
  2. You must use at least eight of the online or archived primary sources from above;
  3. You may use any of the book sources listed above, and;
  4. You may not use any outside sources.

SYTLE SHEET & STUDY AIDS

Instructions:Use this style sheet to format your paper.

Citing Material: UseChicago Style. You may use either footnotes or endnotes (no parenthetical citations).

Bibliography entries should be single spaced with two spaces between separate entries. Bibliographic citationsshould be listed in alphabetic order (no numerical ordering) with primary sources listed first under the following heading:Primary Sources.Secondary sources are listed in a separate section under the following heading: Secondary Sources.

Footnotes and endnotes are numbered in progressive order (1, 2, 3, 4, 5, 6...) with no number repeated.In a paper of this type, a general rule of thumb will be 2-3 citations of sources per page. Cite sources for thefollowing reasons:

1. Quotation of material from a source;

2. Paraphrasing of material from a source;

3. Use of specialized data, terminology, or theories from a source;

4. Commentary made upon a source, and;

5. Presentation of historiographical arguments made among sources.

Formatting:

Font: Type:Times New Roman or Roman. Size: 10 or 12. Color: Black

Spacing:Double space text and single space notes and bibliography. Lengthy quotations (three or morelines in original text) are indented 5 spaces from both margins and single spaced. These quotations do not need quotation marks at the beginning or end of the block quotation.

Margins: All margins should be one-inch save block quotations mentioned above.

Title Page:A separate title page begins the paper. The title page will include in order on separate lines:(beginning ten lines down from the top of the page) Title, Student Name (skip down ten lines), Course Number, Date.

Grammar and Style:

1. Use active voice, not passive.

2. Write using third person, not first person.

3. Avoid contractions, jargon, slang, and other colloquial expressions.

4. Indent the beginning of each paragraph five spaces. No superfluous spacing between paragraphs.

5. Use proper punctuation, correct spelling, and proper word choice.

6. Write in past tense except when referring to a living text (i.e., book, article).

7. Develop paragraphs effectively. Each paragraph requires a topic sentence, supporting evidence, and a transitional element to the following paragraphs. While paragraph length will vary, a general rule of thumb is that most of your paragraphs will run 1/2 to 2/3 of a page.

8. Refer to historical persons either by their full name or surname. Do not, for example, refer to George Washington as simply "George."

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