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Why Study History? and Peter Stearns’ argument published by the American Historical Association: Why Study History? (1998).

Instructions

Then consider why do you think people study history? (Don’t be trite here – it’s much more than “to learn from their mistakes”). Consider why you are required to study history to earn an AA or AS degree. Do you think the study of history helps you to be a better person or contribute to society? If so, how so? If not, why not?

To help you formulate an answer as to why history is important, consider the arguments made by Steven Kreis at the History Guide:  Why Study History? and Peter Stearns’ argument published by the American Historical Association: Why Study History? (1998). Do you agree or disagree with these scholars and why?

Finally, there is much confusion on how to study history as well. History is primarily examined through the study of documents. Review the “How to Study History” section in the eText, then select one primary and one secondary source related to our course content. Include those sources properly formatted in one of the approved styles and explain how a historian might use these sources.

As noted in the Grading and Evaluation page of the Syllabus, you should write at least 300 words in your response.

Reply to at least two other students’ posts with substantive responses and be sure to write at least 100-150 words and further the conversation by posing a question or suggesting a new source or fact on the subject to your correspondent. Replies to your instructor are optional for Reflection discussions, but encouraged!

See the Course Schedule and Course Rubrics pages for due dates and grading information.

Bibliography:

Kreis, Steven. “1.2 Why Study History?” The History Guide. Last Revised April 13, 2012. http://www.historyguide.org/guide/study.html

Stearns, Peter N. “Why Study History?” American Historical Association. 1998. https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/why-study-history-(1998).

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Argument-Driven Analysis of Montana 1948

Major Paper 2: Argument-Driven Analysis of Montana 1948

Purpose/Goals:

This paper builds upon the summary and analysis skills that you have been working on since the start of the semester, and it allows you to develop a theme-related argument about Larry Watson’s novel Montana 1948. You will support your claim through the close analysis of selected passages from the novel, which will serve as evidence.

Assignment:

Choose one of the themes listed below that we have generated in class and then construct an argument about it based on your analysis of the theme. If you’d like to write on a theme not listed below come discuss it with me first.

Themes: Family loyalty ..TBD

Guidelines and comments (we will be covering these more fully in class):

Thesis Statement: Your argument should be presented as a thesis statement or claim, which is a provable, debatable opinion, rather than a statement of fact (Frank killed Marie) or a belief (Frank shouldn’t have killed Marie). A strong claim answers the question “So what?” Why is this worth arguing?

Evidence: Your argument will be supported by quotes from the novel, which you will analyze. Choose your quotes carefully and make sure to explain how they illustrate the point you’re making.

Focus on the novel: This paper is an analysis of the novel, so keep your attention on the text and don’t bring in outside sources or personal experiences. If the theme you chose is racism, for example, your paper should analyze some aspect of racism in the book, rather than arguing that people shouldn’t be racist.

Structure: You will need transitions to move your argument from point to point, but be careful not to make it sound like a list (first . . . second . . . then . . .finally). Make sure each paragraph has one idea all your points clearly relate to it. Assume your readers are not familiar with the novel, but provide only enough summary so that they can assess your argument.