HISTORY 104 COURSE ADDENDUM
Expect grades posted immediately after quizzes,
within a week of primary source exercises, and
within two weeks of the annotated bibliography’s
To demonstrate proficiency in historical research,
writing, and documentation, each student must
upload a DOC, DOCX, RTF, ODT file to
“Assignments.” Each bibliography must fulfill the
requirements detailed on pages 2-3 of this
Grades for assignments can be found under the
“Grades” section of our D2L page. The value of each
assessment in this course is shown below:
Annotated Bibliography (20%)
Final Quiz (20%)
Primary Source Exercises (20%)
Global Thinking Exercise (0%)
*No extra credit is available.
Expect responses to student email within 24 on
weekdays and 48 hours on weekends or the next
business day, whichever occurs first.
With an extenuating circumstance, quizzes may be
taken within a week of the due date. Primary source
exercises and annotated bibliographies must be
submitted on time.
To demonstrate attendance, students must engage
in an assignment by the first set of due dates. Failure
to do so will result in being removed from class
To demonstrate the ability to communicate and
think critically about history, each students is
responsible for taking a timed short-essay quiz. As
well, the final quiz will also have a geography
PRIMARY SOURCE EXCERISES
To demonstrate proficiency in analyzing primary
source documents, each students must complete all
exercises found in the appropriate section in
“Discussions.” Students are responsible for fulfilling
the requirements detailed at the top of that forum.
To demonstrate an understanding of historical
information, students are responsible for taking 6
timed quizzes. Each covers two chapters worth of
content and consists of 20 random multiple-choice
questions. There will be geography questions
included on each quiz.
GLOBAL THINKING EXERCISE
To demonstrate an understanding and appreciation
of global and international issues, students will be
asked to complete a non-graded global thinking
exercise as part of their final exam. This exercise will
be in a survey format with no right or wrong
answers simply asking the student their own
apolitical opinions on global and international
To begin, select a prompt from the list found on
page 3 of this document.
Then, conduct research to find scholarly sources
providing information about this prompt.
Next, properly document each source with a citation
followed by an entry evaluating the source and
explaining how it helps answer your prompt.
This entry calls for an argument about how a source
helps answer your prompt – not just a description of
Last, post your work to the appropriate section in
“Discussions” as well as upload a DOC, DOCX, RTF, or
ODT file to “Assignments.”
Five citations from acceptable scholarly sources
must provide all the correct publication
Each citation is followed by a single-spaced
annotated entry of at least 300 words.
▪ Each entry should evaluate the source and
describe how that sources helps answer your
Scholarly sources can be found on online. TTC’
library provides access to databases with eBooks and
journals. Links are located at the bottom of our class’
“Course Announcements” page under “User Links.” If
you log onto these databases, you will need your TTC
ID#, found on TTC Express under the “TTC for Credit
Students”→”Academic Profile”→”My Profile” tabs.
GRAMMAR & STYLE
Active Voice: Strong formal writing uses active voice,
in which the subject performs the action.
Active: Egyptians believed Osiris judged the dead.
Passive: It was believed that the dead were judged.
First Person: Formal writing avoids using first person
pronouns (“I” or “me”).
Verb Tense: write in the past tense when referring
to past events, people, and societies:
Martin Luther nailed his Ninety-Five Theses to a
church door in Wittenberg.
The exception to this rule is when referring to an
author’s assertions in the context of their writings:
▪ No direct quotations are allowed.
Meyer argues that eighteenth-century capitalists like
Adam Smith promoted social stability.
ACCETABLE SCHOLARLY SOURCES
It must exist somewhere as a published book or
be an article within an academic journal.
It must bear an author or editors name.
It must provide either a title, name of a
publishing house, and date of publication [or] a
title, journal title and number, and date of
Websites (e.g. academic blogs, authorless
database articles, university web pages, general
information web pages, Wikipedia, etc.…).
Encyclopedias, textbooks, or non-print sources
To avoid failing this assignment, do not copy any
portion of your work from any source. Using a
previously written work is plagiarism. Changing a
few words does not make a passage your own. See
tutorial “How to Prevent Plagiarism” in “User Links.”
☞ Students cannot earn a grade for their
Annotated Biography unless they upload their work
to “Assignments,” at which time Turnitin ® software
automatically checks the work for plagiarism.
ANNOTATED BIBLIOGRAPHY PROMPTS
1. What was the relationship between kings, priests, and gods in Mesopotamia?
2. What was the relationship between the pharaoh and Egyptian religion?
3. How did Indo-European migrations affect the cultures of the Indian subcontinent?
4. What forces caused Indian religion to change over many generations?
5. How was the Mandate of Heaven used to legitimize political power in China?
6. How did Chinese society accommodate three traditions – Daoism, Confucianism, and Buddhism?
7. How realistic was Homer’s epic and what does it tell us about Greek society?
8. How exactly was the Hellenistic world multi-cultural?
9. What was the Roman Empire’s relationship to the peoples within its borders?
10. What did the relationship between paganism and the Roman state change over time?
11. What set of circumstance led to the division of the Roman Empire into two parts?
12. What shaped identity in Western Europe in the Early Medieval period?
13. How can we account for the scope and speed of Arab conquests?
14. Why do many scholars consider the Abbasid Dynasty a “golden age” of Islam?
15. What role did Trans-Saharan trade play in linking Afro-Eurasian society?
16. How was religion central to Aztec rulers who wished to maintain political power?
17. What role did empire play in organizing Mesoamerican society?
18. What forces can account for the expansion and contraction of the Mongol Empire?
19. Why were the Mongols so open to various philosophies sand religious doctrines?
20. What was Humanism’s relationship to the Renaissance?
21. What was the relationship between Christianity and the Age of Exploration?
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY
Based on the hypothetical prompt, “In what context did witch hunting occur in Early Modern England?”
Macfarlane, Alan D. J. Witchcraft in Tudor and Stuart England. New York: Harper and Row Publishers, 1970.
This work concentrates on witchcraft prosecutions in Essex County, England, between 1560 and 1680. Macfarlane
provides numerous statistics from ecclesiastical and secular trials on the gender, age and social status of the accused. He
discusses the relationships of the accused to their accusers and attempts to explain the motivations which spurred
neighbors to press charges against one another. He proceeds to list reasons for the decline of witch trials in Essex by the
middle of the seventeenth century. The alleged witchcraft in this part of England was considerably less colorful and
more practical than elsewhere in continental Europe. They were, in fact, accused of killing, attempting to injure people
and destroy property, invoking evil spirits, seeking out treasures and lost items with the aid of magic, and various
methods of fortune telling.
It appears that the major factors in determining the guilt or innocence of an Essex witch were their character, drinking
habits, and general reputation. Concerning the root causes for prosecution, he dismisses as unproven untrue or
problematic causes such as destitution, illness, or religious fervor. Instead, Macfarlane suggests that the Essex witch
trials responded to how the elderly strained economic resources and caused friction between themselves and younger
families, keenly felt in Tudor and Stuart England, where ideals of charity were beginning to change. Also, Macfarlane
suggests that tensions between neighbors, such as being refused some charity, played a role. Accusing someone of
witchcraft was a way to divert guilt from one’s self onto someone else.
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