Wednesday, December 21, 2016

Chicago Style Footnotes

I have copied and pasted Footnoting/Bibliographical formatting for several types of sources below (From: https://owl.english.purdue.edu/owl/resource/717/4/)


Below are examples for websites, books, and magazines (Island magazine).

F=Footnote format
B= Bibliography format


General Model for Citing Web Sources in Chicago Style

Footnote or Endnote (N):

      1. Firstname Lastname, “Title of Web Page,” Publishing Organization or Name of Website in Italics, publication date and/or access date if available, URL.

Corresponding Bibliographical Entry (B):

Lastname, Firstname. “Title of Web Page.” Publishing Organization or Name of Website in Italics. Publication date and/or access date if available. URL.

General Model for Citing Books in the Chicago Notes and Bibliography System

Footnote or endnote (N):


   1. Firstname Lastname, Title of Book (Place of  publication: Publisher, Year of publication), page number.

Corresponding bibliographical entry (B):

Lastname, Firstname. Title of Book. Place of publication: Publisher, Year of publication.

Book by One Author

N:

   1. William Faulkner, Absalom, Absalom! (New York: Vintage Books, 1990), 271.

B:
Faulkner, William. Absalom, Absalom!. New York: Vintage Books, 1990.

Book by Multiple Authors

N:

    2. Scott Lash and John Urry, Economies of Signs & Space (London: Sage Publications, 1994), 241-51.

B:
Lash, Scott, and John Urry. Economies of Signs & Space. London: Sage Publications, 1994.

Magazines

Notes and bibliographic entries for magazines include the following information: author’s name, article title, magazine title, date.
N:
      1. Emily Macel, “Beijing’s Modern Movement,” Dance Magazine, February 2009, 35.
B:
Macel, Emily. “Beijing’s Modern Movement.” Dance Magazine, February 2009.

Tuesday, December 13, 2016

List of Folder Assignments due Thursday, Dec. 23

Sept. 12: Six Concepts of Historical Thinking Anchor Chart
Sept. 13: PEI Can Ban
Sept. 19: Mi'maq Map
Sept. 20: Site and Situation sheet
Sept. 21: The Cross and the Eagle Feather -- video sheet
Oct.4: Expulsion: The Story of Acadia
Oct. 4: History Frame -- Acadian Expulsion
Oct.     Town Hall Meeting Debriefing
Oct.26: Guest Speaker sheet: Jordan Brown
??? : Conditons and Mistreatment article
Nov.21: Current Events Study
Nov.25: 8th Fire film sheet

*You can be missing one and still get full marks

Friday, December 9, 2016

Lebanese and Chinese Immigration notes (for quiz Tuesday)

People and Culture: New Islanders and the Retention of Unique Culture
  In 1901, PEI was the most ethnically homogenous Canadian province
  Ethnic- pertaining to or characteristic of a people sharing a common and distinctive culture, religion, language, or the like.
  Homogenous- composed of parts or elements that are all of the same kind
Small non-European Ethnic Groups:
  141 Black settlers in 1901 (fell to 81 in 1911)
  Lebanese settlers began to arrive in the 1880s
  The first Chinese settlers arrived in July, 1891
Lebanese Settlers:
  The Syrian/Lebanese immigrants found their way to Prince Edward Island in the 1880s.
  This was a result of border changes in Lebanon due to numerous military occupations (leading to persecution and overcrowding).
  The family is the central force for Lebanese people and extended families and entire villages came to Canada between the 1880s and World War One.
Challenges and Adjustments:
  Those who found their way to Prince Edward Island faced numerous adjustments.
¡  The climate of the Island was very different from their homeland
¡  The language and culture were different. French was often the second language of the Lebanese, so many of them were comfortable in French areas of the province. Many of the Lebanese who settled on the Island adopted an English spelling of their name or took an English name.
Working Life
  The Lebanese who came to Prince Edward Island were very hard working people and were especially successful in the field of business.
  Many of the young men and some women became packmen or pack peddlers. They travelled the rural parts of the Island selling goods from their packs.
Joseph Ghiz
  Joseph Ghiz was born in Charlottetown, Prince Edward Island, to Atallah Joseph Ghiz, a Lebanese corner store owner, and Marguerite F. (McKarris)
  He studied law and went on to become PEI’s Premier (the first Canadian Premier to be of non-European descent)
Robert Ghiz
  Son of Joseph
  Grew up in a political environment
  Earned a Bachelor of Political Studies from Bishop’s University.
   Robert, was sworn in as the 31st Premier of Prince Edward Island on June 12, 2007
Chinese Immigrants
  “Without the Chinese labourers, there would be no railroad”
  John A. MacDonald – Canada’s first Prime Minister

Chinese Settlers on PEI
  The Chinese who came to Canada in the early days were discriminated against in a manner that no other ethnic group experienced.
  From 1858 to 1885 they were allowed free entry into the country because they provided cheap, disposable labour for the building of the national railway.
  From 1885 to 1923 the Federal government imposed a heavy head tax (see p. 32) on the Chinese that greatly reduced the numbers.
  The first Chinese arrived in 1891 and by 20 years later the Chinese population grew to six young, single men.
  Due to the head tax, most could not afford to bring their families
  Chinese settlers all tended to work in the laundry business (encountering much prejudice)
Recent Immigration
  In recent years, immigrants from various ethnic backgrounds have found their way to PEI, bringing diverse languages, customs and skills
  The aging Island population is being offset by the new immigrants (many of whom are young families)


Wednesday, December 7, 2016

Historical Significance Proposal

Historical Significance Research Assignment

Historical Significance Research Assignment
The writings of Lucy Maud Montgomery have been significant for the Island’s identity and economy. Think of other contributions to Island culture such as other people, buildings, artifacts, or events.
Select one cultural contribution that you feel has been particularly significant to Island life and present a case for it to be recognized in a special ceremony, festival, or holiday.  Think about how you would recognize this person(s), building, artifact, event, etc.  (activities, events, music, food, etc.)
Please research your topic  and organize your findings before writing your proposal (note-taking is a must).
ü  All proposals must use Chicago Style documentation.
ü  Please refer to:
https://owl.english.purdue.edu/owl/resource/717/01/  
ü  I expect a footnote after EVERY thought or idea that is not your own (you will definitely have footnotes when you are writing your background information on your topic).
ü  You must include a properly formatted bibliography or notes page with your proposal.
ü  Please write your thoughts/findings in a proposal which will be submitted on www.turnitin.com 

 
Project Proposal Format
All proposals have two communicative objectives: they must describe what you are planning to do, and they must convey why this is a reasonable, important, and interesting plan.  In proposing your project, your overall goal should be to provide a persuasive argument for the project’s implementation. Please provide enough details to allow your audience to understand the importance of your proposed plan.
Working Title of Project: _________________________________
Proposal Type: Idea to be explored
Primary Contact:                     Name:_________________
                                                Phone: ________________
                                                Email:_________________
Executive Summary:
Please provide a summary of the information detailed throughout this project proposal
Background:
Please discuss the background for this project. Please start by answering the following questions:
·         Why is your person, building, event, artifact, etc. important? Please include a brief history and points of interest.
·         What is the most interesting thing you learned through your research for this project? 
·         Why does this person, building, event, artifact, etc. deserve to be recognized?
·         Does your topic deserve recognition on a national or world-wide level? Explain.
Statement of Need:
Discuss the needs or opportunities to be addressed by this project. 
·         Why is this topic important? Why should this work be done?
·         Who will this project appeal to? (age group). How will you tailor this project to meet the needs of all age ranges ? *use specific examples
·         Who will care about the results?
·         What supplies, materials, venues, etc. will be needed to implement this project? 
·         When will this project be implemented (time of year (dates), duration (days, hours, weeks?)
·         How much will this project cost?
Project Goals:
Identify the goals of this project. Discuss what is to be achieved and the expected/desired outcomes of this project.
·         What are the overall goals of this project?
·         What are my personal goals for this project?
·         What do I want other to learn/achieve in the completion of this project?
·         How will the Island benefit economically from this project? Elaborate and give specific examples.

Interview Research Presentation

PEI History 621B Research Presentation
Option 1: Interview
You will be required to interview a senior(s) and prepare a presentation based upon your interview, additional research, and strong presentation methods. Presentations will be assessed on the following:
ü  depth in your interview (content)
ü  historical understanding and ability to explain terms, events, etc. that arise
ü  background research and context
ü  strong presentation method; involvement/interest gained from class
ü  correct identification of the subject, location, date, relations, region, etc.
ü  application of the Six Concepts of Historical Thinking

Option 2: Skill Mastery
You will learn and work towards mastering a skill that is not prevalent or common in today’s society. Expectations include:  background information and history of the “trainer” and the skill; explanation of the skill; demonstration of the skill to the class; training/involvement of some or all class members in the skill; safety, set-up and planning; hand-in all notes and information gathered.

Option 3: DIY
You have the option of creating a different option for this researched presentation. You must arrange to have a discussion with me, and confirm its relevance prior to beginning your project. Your “idea” must be historical in nature, involve learning something new, and be presented effectively to engage (and possibly involve) the class in a signficant way.

Presentation Duration:  Approximately 5- 10 minutes. If you work in partners, please double this time and be sure that both individuals are equally involved (in both the research and the presentation). You must include a picture of both students and the person you are interviewing, in your presentation.

Format: Presentations should be engaging and have complimentary visuals. Most students will use a slideshow to present their information to the class; however, this is not mandatory. You may bring in any artifacts or pictures to enhance your presentation.
Due date:
·         Presentations will be scheduled for mid-January. I will set a due date shortly after the Christmas break.
Interviewing Techniques – Oral History
Starting out:
ü  Find out about where your interviewee grew up. Read up on the local history of their home (note special events  eg: Airbase in Sherwood 1940 or the 1947 Wood Island Ferry)
ü  Ask a son or daughter for tips on good questions or stories to ask them about
ü  You are recording history à ask the “obvious” questions first (age, parents’ names, siblings, etc.) Just get down all the details à don’t interpret the information now. Make notes now, interpret your findings later.
ü  You may wish to record your interview (definitely helpful when to get all the information). Be sure to ask permission, but keep your phone or recorder off to the side, as it sometimes makes the person being interviewed feel nervous.
ü  Start with non-threatening questions (birth place, age, parents, etc. first)

Some areas to investigate:
o    Childhood (were you born in the hospital? Doctor or midwife? Pets? Bicycle? Fishing hole? Favorite childhood activites/memories?)
o    Their father’s car, his job à Did he play sports? Relationship with parents?
o    Childhood illnesses? (Mumps, Measles, Polio)
o    Ever in the hospital?
o    Their earliest memories at home
o    Description of childhood home
o    Responsibilities around the house à chores?
o    Their mother’s cooking/favorite foods as a child
o    Where was food bought/grown?
o    Did mother work outside of the home? Other mothers?
o    Christmas as a child? Presents? Letter to Santa? Stockings? Christmas foods? Favorite present?
o    Description of area where they grew up à Relationship with neighbors?
o    School – first teachers, favorite subjects, schoolhouse description (differences between now and then)
o    Leisure activities à Go-to games?
o    Sports – where were they played? Outdoor rinks? West Kent vs. Queen Square
o    Summer vacation – work or play? 1st jobs? Pay?
o    Grandparents – what they did for a living. What did they look like? Where did they live? Memories of interacting with grandparents?
o    Farm life à horses/cows/chickens/making hay
o    Home Remedies à Cod liver oil, mustard plaster, sulpher and molasses, Epsom salts?
o    Myths? Family stories passed down from generation to generation à popular sayings?
o    Entertainment: Prohibition? 1st drink/tobacco?, dances/ popular music (songs, fiddlers, bands), picnics, circus, Old Home Week, ghost stories, Phantom Ship
o    Religion: Church? Socials, picnics à allowed to play on Sunday?
Please use these questions as a guideline and formulate other relevant questions that might help you uncover interesting information regarding the person and/or PEI’s history.   In your presentation you must interpret and critically analyze your findings. I expect you to synthesize the information, and draw conclusions on what you have learned about the person and the time period he/she grew up in. You must also use the information you gather to compare the similarities and differences between the past and current lifestyle of Islanders. Have relationships changed? Have family responsibilities changed? Have values changed? Have attitudes toward certain things changed?
Please take the time to thoughtfully sift through your information and make connections with past and present. YOU MUST APPLY THE CONCEPTS OF HISTORICAL THINKING AT LEAST FIVE (5) TIMES THROUGHOUT YOUR PRESENTATION, MENTIONING AT LEAST THREE (3) OF THE DIFFERENT CONCEPTS. IN OTHER WORDS, YOU CANNOT USE THE CONCEPT OF HISTORICAL THINKING “CONTINUITY AND CHANGE” FIVE TIMES.
Your presentation should:
ü  Give audience a complete view of the life of the person you interviewed
ü  Highlight similarities and differences between past and current lifestyles of Islanders.

ü  Apply at least five (5) concepts of historical thinking to the information you gathered.

Monday, December 5, 2016

Material Culture and Early Settlers Quiz: Tuesday, Dec.13th

Unit 2: People and Culture
 Please be aware that you are responsible for understanding all notes/handouts
ü  Understand how elements of material and non-material culture contribute to a culture over time.
ü  Demonstrate an understanding of how various cultures have contributed to the Island cultural mosaic (Mi’kmaq, Scottish, Irish, Chinese, Lebanese).

ü  People and Culture Intro slideshow notes (study and understand all notes)
o   Be able to define “culture”
o   Be able to elaborate on whether or not immigrants should assimilate to fit the Canadian/Island norm.
ü  Material Culture and History slideshow notes
o   Be able to define material culture (use examples)
o   Benefits of studying material culture
o   What can material culture tell us about a group of people? (list)
o   Understand how material culture can reflect physical environment
o   You must be able to look at an example of material culture and explain what we can learn about a particular culture (I will give you a picture and a brief explanation).
ü  Mi’kmaq slideshow notes
o   Know all notes and understand how their material culture reflects their semi-nomadic lifestyle.
o   European Pioneers slideshow notes (you are responsible for all notes)
o   Reasons for Scottish and Irish immigration
o   "Waves" of immigration
ü  New Islanders and the Retention of Unique Culture (slideshow notes -- handout)
o   Reasons for Lebanese immigration (challenges)
o   Chinese settlers (discrimination)

o   Recent immigration
Questions: "Going to the Country: Lebanese Peddlers on Prince Edward Island"
Questions: "Chinese Islanders: Making a Home in a New World"