Explores different historical methodologies, ways of doing history and theories behind them.
- Written English is sufficiently clear to convey meaning readily. – Sentences are generally grammatically constructed, for instance following Subject, Verb, Object order, with correct use of tense and syntax. – Spelling and punctuation are generally correct. – Language register is appropriate for a piece of academic writing: avoidance of slang, text abbreviations, etc. Essential Readings to use are: 1. “The pursuit of history : aims, methods and new directions in the study of history” The limits of historical knowledge, 6th ed, Author: Tosh, J Start page: 148 End page: 179 (chp 7) 2015. 2. “The Voice of the Past: Oral history” Title: The oral history reader. Author: Thompson, P. 3rd ed. Start page: 33 End page: 39. 3. Barton, Keith C. “Primary Sources in History: Breaking through the Myths.” Phi Delta Kappan 86, no. 10 (06, 2005): 745-53. The question is: Question 2 In what ways do primary sources enhance our understanding of the past? What are their limitations? Explanation For this question, ‘primary source’ covers manuscripts held in archives or digitised, printed material such as newspapers, cookbooks, memoirs, and oral history interviews. There are many types of primary source, so be sure of what this term means before attempting this question. If you are in doubt about whether something is a primary source, please check with me; it is not always clear and asking may make the difference between a good essay and one that goes off in the wrong direction. Approach An example of a historical event or era is necessary to frame your discussion. It is best to choose something you are already a bit familiar with, so that you can comment on the difference between primary and secondary sources in a particular field or historical enquiry. 1. Examines the history of history writing (historiography). 2. Explores different historical methodologies, ways of doing history and theories behind them. 3. Historians might not subscribe to a particular theory, but they still go about their job in different ways. 4. Key ideas behind methodology, such as fact and interpretation. 5. Historians interpret historical facts in different ways. Out gathering depicting evidence. Please find an example below on how to source in Chicago style. Example 1. Correct citation of the source, using author’s words. Note the quotation marks as well as the footnote in this example; the quotation marks tell you not only where you got the information from, but that the words are Barrett Meyering’s: Isobelle Barrett Meyering notes the formulation of children’s rights as an offshoot of the Women’s Liberation Movement, saying that ’[m]ore than just a fringe concern, calls for children’s liberation featured in some of the earliest literature published and read by the women’s liberation movement, and remained a feature of feminist activism throughout the 1970s.’ (THIS IS JUST AN EXAMPLE HOW TO SOURCE DO NOT COPY IT IS UNRELEVANT)  Barrett Meyering, ’Liberating Children’, 60. The Essay will be marked according to the following criteria: 1. Understanding of the chosen question. 2. Development of a well-supported argument. 3. Structure. 4. Use of scholarly sources. 5. Skills of critical evaluation: this includes use of own words rather than over-reliance on quoted material. 6. Literacy. 7. Adherence to scholarly standards: this includes use of Chicago referencing style and adherence to the principles of academic citation. 8. No plagiarism.