HISTORY an der University Of Cebu | Karteikarten & Zusammenfassungen

Lernmaterialien für HISTORY an der University of Cebu

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TESTE DEIN WISSEN
Discuss and analyze primary sources; they're called secondary sources because they are at least one step removed from the primary source. 
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TESTE DEIN WISSEN
Secondary sources
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TESTE DEIN WISSEN
What seems to have been the author’s intention? 
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TESTE DEIN WISSEN
– Remember that any text is the result of deliberate decisions by the author. The author has chosen to write (or paint, or whatever) with these particular words and has therefore chosen not to use other words that she or he might have used. So we need to consider:
   – what the author said (the words that have been selected);
   – what the author did not say (the words that were not selected); and
   – how the author said it (as opposed to other ways it might or could have been said).
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TESTE DEIN WISSEN
Can we identify any non-textual circumstances that affected the creation and reception of the text?
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TESTE DEIN WISSEN
– Such circumstances include historical or political events, economic factors, cultural practices, and intellectual or aesthtic issues, as well as the particular circumstances of the author's own life.
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Are firsthand, contemporary accounts of events created by individuals during that period of time or several years later (such as correspondence, diaries, memoirs and personal histories). These original records can be found in several media such as print, artwork, and audio and visual recording. It can be also described as sources that are closest to the origin of the information. They contain raw information and thus, must be interpreted by researchers.
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TESTE DEIN WISSEN
Primary sources
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TESTE DEIN WISSEN
Finding information about organizations:
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TESTE DEIN WISSEN
  • archives (sometimes held by libraries, institutions, or historical societies)
  • search Library Catalog Search or WorldCat using the name of the organization as an author
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TESTE DEIN WISSEN
Accounts that describe events, people, or ideas:
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TESTE DEIN WISSEN
newspapers
chronicles or historical accounts
essays and speeches
memoirs, diaries, and letters
philosophical treatises or manifestos
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TESTE DEIN WISSEN
Examples of secondary sources
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TESTE DEIN WISSEN
Textbooks, articles, and reference books.
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TESTE DEIN WISSEN
Is the text intended rather as some sort of call to – or for – reflection or consideration rather than direct action?
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TESTE DEIN WISSEN
– If so, what does the author seem to wish the reader to think about and to conclude or decide?
– Why does the author wish the readers to do this? What is to be gained, and by whom?
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TESTE DEIN WISSEN
What does the text tell us about its apparent intended audience(s)?
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TESTE DEIN WISSEN
– What sort of reader does the author seem to have envisioned, as demonstrated by the text’s language and rhetoric?
– What sort of qualifications does the text appear to require of its intended reader(s)? How can we tell?
– What sort of readers appear to be excluded from the text’s intended audiences? How can we tell?
– Is there, perhaps, more than one intended audience?
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TESTE DEIN WISSEN
Is simply an analysis of a text (in whatever medium, including multi-media) that helps us to assess that text within the context of its historical and cultural setting, but also in terms of its textuality – or the qualities that characterize the text as a text. 
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TESTE DEIN WISSEN
Contextual analysis
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What is the occasion for this text?
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TESTE DEIN WISSEN
– some particular, specific contemporary incident or event?
– some more “general” observation by the author about human affairs and/or experiences?
– some definable set of cultural circumstances?
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TESTE DEIN WISSEN
Characteristics to look for when selecting primary sources
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TESTE DEIN WISSEN
  • Bibliographic information:
How detailed is the item’s bibliographic record? Do your students need a primary source with a more descriptive bibliographic record so they can find more leads for their research project?
  • Creator name and creation/publication date: 
Are the creator’s name and creation date available on the primary source or in the bibliographic record? Are you studying point of view and therefore need to identify the creator of a particular primary source?
  • Time and topic under study in your classroom: 
What is the time and topic under study in your classroom? Is the source considered a primary source (created at the time under study) or a secondary source (accounts or interpretations of events created by someone without firsthand experience)?
  • Contextual clues: 
Are there clues within the primary source that will help students place the primary source into context? Will students identify clothing or technology from a certain time period?
  • Extraneous markings or annotations: 
Will Library of Congress cataloger’s notes or other markings distract your students and interfere with their ability to place the primary source into historical context?
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  • 821 Studierende
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Beispielhafte Karteikarten für deinen HISTORY Kurs an der University of Cebu - von Kommilitonen auf StudySmarter erstellt!

Q:
Discuss and analyze primary sources; they're called secondary sources because they are at least one step removed from the primary source. 
A:
Secondary sources
Q:
What seems to have been the author’s intention? 
A:
– Remember that any text is the result of deliberate decisions by the author. The author has chosen to write (or paint, or whatever) with these particular words and has therefore chosen not to use other words that she or he might have used. So we need to consider:
   – what the author said (the words that have been selected);
   – what the author did not say (the words that were not selected); and
   – how the author said it (as opposed to other ways it might or could have been said).
Q:
Can we identify any non-textual circumstances that affected the creation and reception of the text?
A:
– Such circumstances include historical or political events, economic factors, cultural practices, and intellectual or aesthtic issues, as well as the particular circumstances of the author's own life.
Q:
Are firsthand, contemporary accounts of events created by individuals during that period of time or several years later (such as correspondence, diaries, memoirs and personal histories). These original records can be found in several media such as print, artwork, and audio and visual recording. It can be also described as sources that are closest to the origin of the information. They contain raw information and thus, must be interpreted by researchers.
A:
Primary sources
Q:
Finding information about organizations:
A:
  • archives (sometimes held by libraries, institutions, or historical societies)
  • search Library Catalog Search or WorldCat using the name of the organization as an author
Mehr Karteikarten anzeigen
Q:
Accounts that describe events, people, or ideas:
A:
newspapers
chronicles or historical accounts
essays and speeches
memoirs, diaries, and letters
philosophical treatises or manifestos
Q:
Examples of secondary sources
A:
Textbooks, articles, and reference books.
Q:
Is the text intended rather as some sort of call to – or for – reflection or consideration rather than direct action?
A:
– If so, what does the author seem to wish the reader to think about and to conclude or decide?
– Why does the author wish the readers to do this? What is to be gained, and by whom?
Q:
What does the text tell us about its apparent intended audience(s)?
A:
– What sort of reader does the author seem to have envisioned, as demonstrated by the text’s language and rhetoric?
– What sort of qualifications does the text appear to require of its intended reader(s)? How can we tell?
– What sort of readers appear to be excluded from the text’s intended audiences? How can we tell?
– Is there, perhaps, more than one intended audience?
Q:
Is simply an analysis of a text (in whatever medium, including multi-media) that helps us to assess that text within the context of its historical and cultural setting, but also in terms of its textuality – or the qualities that characterize the text as a text. 
A:
Contextual analysis
Q:
What is the occasion for this text?
A:
– some particular, specific contemporary incident or event?
– some more “general” observation by the author about human affairs and/or experiences?
– some definable set of cultural circumstances?
Q:
Characteristics to look for when selecting primary sources
A:
  • Bibliographic information:
How detailed is the item’s bibliographic record? Do your students need a primary source with a more descriptive bibliographic record so they can find more leads for their research project?
  • Creator name and creation/publication date: 
Are the creator’s name and creation date available on the primary source or in the bibliographic record? Are you studying point of view and therefore need to identify the creator of a particular primary source?
  • Time and topic under study in your classroom: 
What is the time and topic under study in your classroom? Is the source considered a primary source (created at the time under study) or a secondary source (accounts or interpretations of events created by someone without firsthand experience)?
  • Contextual clues: 
Are there clues within the primary source that will help students place the primary source into context? Will students identify clothing or technology from a certain time period?
  • Extraneous markings or annotations: 
Will Library of Congress cataloger’s notes or other markings distract your students and interfere with their ability to place the primary source into historical context?
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