the Chicago Tribune and the Chicago Times

For your paper, answer this question about the primary sources in Brown, Going to the Source, Chapter 3:
1. How do each of the two newspapers—the Chicago Tribune and the Chicago Times—differ in their depictions of the violent incidents during the strike? Given what you have learned about the late 19th century United States, how do you explain these differences? Be sure to support your analysis of the primary sources with information and citations from course lectures, Eric Foner’s The Story of American Freedom, and the online textbook Digital History.

Your answer to this question will be your thesis. A thesis is an interpretation of the primary source evidence in the appropriate historical context. Excellent papers introduce the topic, anchor the reader in the time and place, and provide information to contextualize their analysis. Excellent papers address the entire question, in all of its parts, and draw relevant and detailed evidence from primary and secondary sources. Excellent papers develop the connections among different primary sources, rather than writing about each one separately. They will also consider evidence that might contradict the argument or thesis, and defend the position that is taken. Excellent papers do not pass judgment on the events of the past, though they do explain and interpret those events. Mediocre papers concentrate on only one source, or fail to incorporate both the primary and secondary sources. A paper that does not cite evidence from the relevant readings or does not answer one of the questions is unacceptable.
Which primary sources should you use?
 All papers are required to analyze the newspaper articles in Brown, Chapter 3 (on the Pullman strike). There is not a minimum number of articles you should include. Include as many as you need to make a strong analysis and support your argument.
 You may use the “Gilded Age” primary sources (assigned for class reading on 9/25) to support your argument. This is not required. These primary sources should be used ONLY as supplementary evidence to support your argument about the newspaper articles.
 You may use newspaper articles from the time period from the New York Times Historical database. This is not required. These primary sources should be used ONLY as supplementary evidence to support your argument about the newspaper articles.
What secondary sources should you use?
 The parts of Brown’s Chapter 3 that are secondary rather than primary sources
 Any section in Digital History You are most likely to find
useful background in the section on the Gilded Age.
 Eric Foner, The Story of American Freedom, Chapter 6.
 You are not required to consult any other secondary sources outside of those I have provided. In
fact, I strongly discourage you from using other sources.

Remember that a good history paper does not necessarily look like a good paper for an English, Criminology, Philosophy, or Psychology class. Every discipline has its own conventions. To succeed on this paper, you should familiarize yourself with what history papers are like.
For further descriptions of how to approach assignments like this, see Mary Lynn Rampolla, A Pocket Guide to Writing in History, excerpts from Chapter 4

What are the formatting requirements for this paper?
 Typed, double-spaced, 12 pt-font, 1″ margins
 1300-1500 words; or about 4-5 double spaced pages
 Include a header (single-spaced) that lists your name, your Panther ID, the date
 Use footnote citations, including a page number (see my Footnote FAQhandout for step-by-step
 Review for errors of spelling and grammar—this is a formal written report! I recommend using
the advanced spelling and grammar check functions in MS Word.
 Submit the paper online using the appropriate turnitin link on Blackboard Learn; turnitin is
plagiarism detection software.
 Use quote marks and correct footnote citations with page numbers to protect yourself from being
accused of plagiarism
Paper Organization
Your paper must include an introduction, several distinct body paragraphs, and a conclusion.
Your introduction should not begin with broad, overly general statements, but instead should introduce the specific time, place, and topic you are writing about. Your introduction should also include a) a thesis statement that interprets your primary sources within the historical context, and b) an overview of how the remainder of your paper will be organized (a “roadmap” for your reader).
Your body paragraphs should each be organized around a main idea, and should offer evidence to support that main idea. Be sure that your paragraphs each have a topic sentence. Check to be sure that all of the evidence you offer in the paragraph relates to and supports that topic sentence.
Your conclusion should summarize your ideas and suggest connections to course themes.
Papers will be evaluated using the following rubric:
Content – 45%
Addresses the question; offers an argument; supports the argument with evidence from the primary and secondary sources; has a clear introduction and conclusion; is clearly organized
Persuasive argument; evidence appropriate to the argument; effectively and creatively answers the question; clearly organized; excellent introduction and conclusion
Any or all of the following: Some evidence of an argument, but needs clarification or elaboration; evidence may not be entirely appropriate; organization may be confusing; some evidence may have been overlooked
Any or all of the following: Does not offer an argument; does not answer the question; does not provide appropriate evidence
Readings – 15%
Makes thorough and effective use of course readings and ideas discussed in class
Clearly describes authors and their ideas; draws on multiple assigned readings creatively; quotes and cites specific passage
Makes limited use of assigned readings; misses opportunities to engage with the ideas and evidence in course readings; may quote and cite from readings, but may also miss opportunities to do so
Does not quote or cite readings; does not show evidence of having completed and understood readings
Grammar/spelling – 10%

Clear, professional writing style
Grammar and spelling do not detract from readability, but the writing style shows room for improvement; proofreading might be called for
Grammar, spelling, and/or type-o’s detract from readability
Length – 10%
Meets length requirements
Approximately 1450- 1500 words

1,100 -1,400 words

Fewer than 1,100 words

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