Untitled
All students are required to submit a course paper.
Students should use secondary academic sources
(primary sources are also allowed) to generate a 5-7 page
paper with a clear thesis that addresses a political,
ideological, social, or military aspect of the US Civil War.
Potential theses include (but are not limited to):
• Was the Civil War won by the United States, or lost by
the Confederacy?
• Examine the Native American contribution to the Civil
War.
• What contributions did recent immigrants make to the
Civil War?
• Wat the Civil War a total war? Was it the first total war?
Your paper is due on Blackboard on Monday July 26th.
Writing Guidelines
RESEARCH & SOURCES
Papers must employ at least 5 secondary sources.
Papers can use primary sources, and these do count
towards the 5-source requirement
You are welcome to use the non-textbook readings
assigned in this class.
You can also use information I have used in lectures. You
don’t need to cite this information. With the following
exceptions, Websites cannot be used as sources.
The exceptions are:
-JSTOR
- Any of the non-encyclopedic options found in Hunter
College Li
ary’s list of databases (https:
li
ary.hunter.cuny.edu/databases)
- Any of the non-encyclopedic options found in the NYPL’s
list of databases (https:
www.nypl.org/collections/articles-
databases)
- Museum Websites
- Google Schola
- Legitimate academic sources found via Google Books or
ProQuest Ebook Central
- Dissertation databases
2. BASIC WRITING
Must employ Standard English grammar and structure.
This includes language and vocabulary that is appropriate
to an academic audience and is free of jargon, clichés and
slang and does not employ inappropriate a
eviations.
Each submission must be thoroughly revised, edited and
proofread for language, spelling, typographical and
grammatical e
ors.
3. FORMATTING
• All submissions must use 12-point font in Times New
Roman, Ariel, Cali
i, or other clearly legible and standard
font.
• The text must be double-spaced and contain 1” margins
on all four sides.
• Indent new paragraphs using five spaces or the default
on you word program. Do not skip a
line between paragraphs.
• All pages should be numbered. The first page of the text
should be numbered 1. The page
numbers should appear in the upper right-hand corner of
each page.
4. CITATIONS
• Quotations and paraphrased work from other authors
should be limited and strategic and must be properly noted
and cited as footnotes, endnotes, or parenthetical
citations.
• Citations can be in any recognized citation style
(Chicago, APA, MLA), but must be co
ect and complete.
• Using just the information provided in your citation and
ibliography (if you need one), the reader should be able
to find the work you cited.
• Footnotes or endnotes should be single-spaced and in
the same size and type of font as the text.
• Place all citation numbers in the text after the final
punctuation (the period, question mark or final quotation
mark). Do not place citation numbers in the middle of
sentences.
• Do not use Ibid.
• Sequential citations of the same work within the same
paragraph should be combined and
cited at the last point of citation in the text (this will often
e at the end of the paragraph).
• Students who wish to include images, maps, or tables in
their paper should discuss
appropriate formats with the instructor prior to submission.
5. GRADING
• Papers that do not meet the length or source
equirement will receive a reduced grade.
• Papers that are submitted late will receive a reduced
grade.
6. PLAGIARISM
• Plagiarism includes instances of “summarize and cite”
where only occasional words are changed, and the rest
are left as they are. If you are going to summarize and
cite, it needs to be entirely in your own words.
• Your work will be run through a
plagiarism checker that not only covers
articles and websites, but essays
submitted to CUNY, other colleges, and
high schools. Copying from such works
(and/or using so called “essay mills”)
will also be treated as plagiarism.
• If you wish to run your own work through a plagiarism
checker as a precaution, the only things that are
acceptable if they come up as matches are common
phrases and names (“the Civil War,” “A
aham Lincoln”),
citations
ibliography, course details, and any language
that is in quotation marks).
• This course, the History Department, and Hunter College
have a zero-tolerance policy when it comes to plagiarism.
Online Research Resources-1
Research Resources
Sources
• Hunter College Li
ary
• Research Guides
• Databases
• America: History and Life
• America’s Historical Newspapers
• Early American Newspapers
• Ebook Central
• EBSCO
• EBSCO eBook
• Cam
idge Histories Online
• JSTOR
• Online Books Page
• Open Access Theses and Dissertations
• Oxford African American Studies Cente
• Oxford Reference Online
• OneSearch (ebooks)
• NYPL
• SimplyE App
• Articles and Databases
• Academic One File
• Academic Search Premie
• ACLS Humanities E-Book Project
• African American Newspapers and Periodicals
• America’s Historical Newspapers
• American Antiquarian Society Historical
Periodicals
• American Broadsides and Ephemera
• New York State Newspapers
• New York Times
• Google Schola
• Google Books
• Internet Archive – archive.org
• Hathi Trust
• Academicworks.cuny.edu
Quote integration and summarize and cite-1
Quote integration:
Running as an undercu
ent throughout the arguments in all four
categories was a general fear of change, best demonstrated by an
Illustrated London News leader in 1855 that acknowledged the
fairness of purchase reform but demanded to know if “the
British public… has… fully considered the subject in all its
amifications? And would the system, if established, conduce to
the satisfaction of the people, or to the welfare of the country?”
O
An officer of nineteen years’ service, in a pamphlet defending
the purchase system, noted those qualities which made a good
officer, capping a list of non-military but gentlemanly qualities
with “above all, he should be a good cricketer, a fair shot, and a
good rider across country.”
Summarize and cite:
Scholars traditionally date the origins of the formal purchase
system to the restoration of Charles II XXXXXXXXXX), with a
ief
exception during the reign of William III XXXXXXXXXX), who
attempted to permanently wipe out the practice.
O
Another school of thought on the British Army before and after
the Crimean War, led by Cecil Woodham Smith and Asa Brigg,
has argued that the Crimean War shocked the British Army out
of a post-Waterloo torpor and triggered a wave of reforms.