Two Solitudes

By , March 8, 2017 7:57 am

CHY4U_Two_Solitudes_Note-Taking_Template MsG_Two_Solitudes_Note-Taking_Askia_Mohammad MsG_Two Solitudes Write-up_Sept_2020

Notes

CHY4U_New_Two_Solitudes_Assignment_quad1_2020-21

You will hand in notes from  your research. If you don’t hand in notes, you will get zero on the write-up. All notes must be handwritten. You may use the template below for your notes if you wish (hand write into it).

Two_Solitudes_Note-Taking_Template__alternative

All notes and write-ups are due on Sept. 30. 

Research Sources:

databases (link on the YM library page) – recommended are EBSCO History Reference Centre, Britannica Schools Edition, and Global Issues in Context

Citations

Embedded citations format = (Author, Title, page #)

If using primary sources from course handout package, cite as (author, title, year).

If using secondary sources from course handout package, cite as (Pedrech or Gluskin, title of the page, page #) – there is usually a page # – if not, leave it out.

All other secondary sources must be fully cited in Chicago style (see “Documentation for History Essays on blog”).

When to Cite: 

Cite after anything that is not from your own thinking. Citing is not just for quotes. It’s for any information that you got through research. Don’t wait until the end of a paragraph to cite. Cite after each relevant fact.

Incorporating quotes into your dialogue: 

Make the quotes part of the dialogue. Don’t just list quotes – that would sound totally weird considering these are spoken words. This guide might give you some ideas for how to incorporate quotes:

CHY4U Integrating Quotations into Sentences (Word doc)

Two Solitudes Tips

You will do the following for TWO people (one powerful and one powerless):

  1. Intro

= context, background (knowledge) of each person

  • what was going on at the time in each person’s country/location (think PERSIAT)
  • each person’s situation (not just a bio – must include a look at what was going on their societies at the time)
  • answer W questions about the people and society\ies at the time
  • your choice of in-role or not but it’s probably better NOT to be in role for this section
  • since these answers are research-based, cite your sources in embedded citations (Author, Title, page #)

2. Summary (your main summaries about being an influential or non-influential person)

  • keep this short and very precise/direct
  • use vocabulary of power/powerlessness (emphasize disparity – the difference between the two types of people)

3. Dialogue

= your person’s reasons for their status (influential or not) and justification of their power or their grievances for lack of power (thinking, application, communication). This is to be written in the form of a dialogue between the two people.

Unlikely, but the ordinary person meets the king. 

King: How odd that you are here and you dare to express yourself to me.

Ordinary person: It was actually you who gave me the opportunity, sir.

King: Oh yes, I did. Well, get on with it then.

Ordinary person: I don’t understand why you’re being so hard on people like me….

  • explained
  • detailed, precise
  • incorporate at least two PSD quotations (you’re encouraged to use more if you can)
    • remember, quotes can’t float (cannot stand alone – see “Incorporating Quotes into Sentences” document)
    • cite quotes
  • incorporate your perspective (powerless or powerful) and other HTCs (bold HTC terminology)
  • show the disparity (gap) between you and your opposite
  • write in-role (persuasively, descriptively and relevantly in-role)

Vocabulary: (communication)

Powerful: power, agency, authority, hierarchy/position, dominant, control, stability, influence

  • you may have problems but you have some ability to use the levers of power to help yourself
    • don’t use these exact words – they didn’t all exist at the time – use the idea of them if you think they would have been thought of or expressed at the time*

Non-powerful: obedience, struggle, oppression, justice, fairness, value, weakness, inferiority, ignored, left out, isolation, fear,

  • you lack power and influence and this frustrates you – you may even feel the people with power are misusing it
    • don’t use these exact words – they didn’t all exist at the time – use the idea of them if you think they would have been thought of or expressed at the time*

*Don’t be presentist and use claims like the desire for equity that may not have existed at the time.

Historical Thinking Concepts

Use the vocabulary of continuity and change, causes and consequences (intended and unintended), historical perspectives (progress/decline).

It is to your advantage to bold words that relate to HTCs. It helps the teacher a lot! If you don’t, Ms. G can’t really see which HTC vocabulary you intended to use.

Samples

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