Annotated Bibliography Model What you see below is a model of an annotated bibliography. Use the standard MLA heading. Put “Annotated Bibliography” above your title, as you see modeled. Include your thesis as shown. You may use a selection from the assigned readings as a source, but you must have five sources in addition to that selection in your bibliography. I have included only two sources, which should be enough for you to see how the bibliography is done. Remember to alphabetize your sources! Amazing A. Student FCWR 151-W07 Prof. Bethany April 4, 2012 Annotated Bibliography American Slaves Used Clever Means to Educate Themselves Thesis: Because American slaves were not permitted by their masters to read and write, they used clever trickery and deception to educate themselves. Browning, Judkin. “Bringing Light to our Land . . . When She Was Dark as Night.” American Nineteenth Century History 9.1 (2008): 1–17. Ebsco Host. Web. 14 Mar. 2012. Browning explains how educators from the American North to help educate freed slaves after the American Civil War. The Northerners had conflicting ideas about how education should proceed. They also had biases about the intelligence of black people. The freed blacks had to be just as clever about receiving their education from these Northerners as when they had to educate themselves in secret under slavemasters. This article supports my thesis for two reasons: (1) it contains material about how slaves educated themselves before they were freed, and (2) it also show how freed black slaves had to overcome prejudice and conflict among well-intentioned educators in order to achieve their educational goals. Douglass, Frederick. “Learning to Read and Write.” 75 Readings Across the Curriculum. Ed. Chris Anson. New York: McGraw-Hill, 2008. 194–99. Print. Douglass explains how, in spite of being told he must not read or write, he learned to do both. He used bribery of other boys, help from an important book, and careful observation to achieve his goal. This article supports my thesis because it depicts a slave finding ways to read and write in spite of opposition from his slave masters. Prof. Bethany November 21, 2016 Annotated Bibliography The Social, Judicial and Political State of Jews in Shakespeare’s England Thesis: The discriminatory treatment of Shylock in The Merchant of Venice is authenticated by the laws and social treatment of Jews in sixteenth century England. The Jewish Ghetto of Renaissance Venice. The Open University. Retrieved from http://www.open.edu/openlearn/history-the-arts/history/the-jewishgehtto-renaissance-venice This article explains that despite Jews being considered a threat to Christianity during the sixteenth century and a Jewish ghetto being set up in Venice, the Venetian Jews were protected by the authorities because of the economic and cultural needs during the early sixteenth century. The protection was never permanent; it was based on how the authorities thought they needed the Jewish community. This article supports my thesis for two reasons: 1- It talks about the discrimination against the Jews in sixteenth century. 2- It brings out the point of how the Jews were protected by the authorities depending upon the latter’s needs. Shapiro, James (1996) How were the Jews regarded in 16th-century England? British Library. Retrieved from https://www.bl.uk/shakespeare/articles/how-were-the-jews-regarded-in16th-century-england Shapiro in this article talks about the prejudices that existed against the Jews in the sixteenth century and the paranoia surrounding them by relating it with Shylock’s treatment in The Merchant of Venice. This article supports my thesis as it gives information about the lives of the Jews in sixteenth century England, their social life and how they were viewed by the Christian community. Schoenberg, Shira. The Virtual Jewish World: Europe. Jewish Virtual Library. Retrieved from http://www.jewishvirtuallibrary.org/jsource/vjw/England.html This article talks about the history of Jews and their experience in the United Kingdom. Once they returned to England in late fifteenth century, they became more integrated into the society over the period of years. This article is useful for my thesis as it will give information about how the British society interacted with the Jewish community along with the latter’s journey of becoming a part of the society. Afran, Bruce & Garber, Robert. Jews On Trial. New Jersey: KTAV Publishing House In this book Afran and Garber relate the event of the return of Jews in England with the depiction of Jews in The Merchant of Venice. They talk about Dr. Lopez being a possible inspiration for Shylock’s character. This book is a useful for my thesis as it will help in understanding the history of Shylock’s character and what that speaks about the state of Jews in England during the sixteenth century. Shapiro, James (1996). Shakespeare and the Jews. New York : Columbia University Press In this book Shapiro talks about how the Elizabethan society had become nearly obsessed with the capacity of Jews in the Christian society. He talks about how despite there being so few Jews in England after their expulsion in 1290, Shylock a Jewish character became the villain of a mainstream English play. This book will support my thesis as it will help in understanding the general opinion of Jews in the minds of the British Christians during the Elizabethan age. Odiges, Claudia (2002). Jews and Christians in The Merchant of Venice. Germany: Druck and Bindung This paper talks about how Shakespeare had not even met a single Jew before he wrote the character of Shylock which suggests how he was influenced by the ideas and images of Jews during the Elizabethan times. This paper will support my thesis by showing how the portrayal and treatment of Shylock and reflected the religious degradation of the Jewish community during the Elizabethan times. Magri, N. (2009). The Italian Legal System in The Merchant of Venice. De Vere Society Newsletter. In this paper Dr. Magri talks about the Italian laws existing during the Elizabethan times and relates it with the laws used in The Merchant of Venice. This paper supports my thesis by relating real laws for the Jews in England in 16th century with the laws used in the play.
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