HIST 100D, winter 2018
Paper Instructions
PAPER DUE: April 11
Goals: A 5-6 double-spaced page paper written individually. The paper will
• Analyze primary sources from your textbook on a topic chosen from the list provided.
• Come to conclusions about that topic for the civilizations chosen from the lists provided.
• Formulate a thesis based on your conclusions and prove that thesis with evidence from
the documents and the text.
• Express your thoughts in formal, academic English.
Audience:
The audience you should target is a well-educated person who knows little or nothing about your
topic. You will have to explain your topic clearly to that audience.
➢ You want your audience to understand what the chosen civilizations believed about your
topic, how and why they acted as they did, and what (if any) the debates in different societies
were on your topic. You also want to compare/contrast the civilizations and show any
change in them over time.
o Therefore, your primary aim is not to judge the societies of the past for what they
believed or did but instead to explain their viewpoints. Of course, we all make
judgments about past societies. I doubt if any of us would feel comfortable living in
a society that condoned slavery or threw women into rivers if they were accused of
adultery. It is important, however, to understand why a society would do these
things. It helps us understand the diversity of human thought, including the reasons
we hold the beliefs we do now.
Sources: The sources for the paper are
• Documents and visual sources in the textbook, the source reader, and on Canvas. There
is no minimum number of sources from the book you must use but I will expect you to
use most or all of those relevant to your topic.
• The chapters and document introductions of the textbook and source reader.
• You are not required to do outside research for this paper. If you do use outside sources,
they must conform to the standards of scholarly sources (you will want to consult with
me about this). You must also provide me with photocopies or print outs of every page
you cite (in other words, I must be able to see the information you used in the paper).
Topics: Choose one topic (bullet point) from one of the following categories.
Politics:
• Presentations of political authority: how political leaders presented themselves to express
their power and to claim support and legitimacy for their rule.
• Ideas about governmental systems: how different civilizations and peoples set up
governments, how different peoples described a good ruler or leader, and what their
debates about proper government were.
• Politics and religion/philosophy: how different civilizations saw connections between
government and religion or philosophy, and how governments used
religions/philosophies to uphold power and create stable societies.
HIST100D paper instructions, p. 2
Religion/philosophy and moral codes:
• Conceptions of the moral life: how different civilizations defined a moral or good life for
individuals to lead and how following such a path would lead to a stable, good society.
• Conceptions of gods, the soul, and salvation: how different civilizations defined the
supreme being/s, the immortal part of the human being, and the afterlife or whether they
were uninterested in them or denied that any of these things existed.
• Law and social regulation: how different societies defined good social order, how they
tried to enforce it through their laws and moral codes, and what social problems or crimes
different societies were most concerned about.
Social outsiders:
• Attitudes toward social outsiders: how societies defined others people as social outsiders,
how they evaluated outsiders’ cultures in comparison to their own; how they believed
social outsiders should be treated (and how they actually were treated); and how
authorities tried to regulate contact between their culture and the outsiders. This includes
outsiders who lived within a society (for example, people who had been conquered or
captured or had for other reasons moved into a new society) and outsiders who lived
beyond a civilization’s borders.
Sex and gender:
• Relationships between men and women: how different societies defined proper
relationships between men and women (in the family, in marriage, outside of marriage)
and how they regulated those relationships through law, politics, and religion/philosophy
as well as any debates about these issues.
• Women’s roles: how different civilizations defined women’s roles, duties, and rights and
how they regulated those things through law, politics, and religion/philosophy as well as
any debates about these issues.
Economics and trade:
• Production systems and trade connections: the economic basis of different civilizations,
different types of economic production (agriculture, industries, etc.), and the economic,
social, and cultural impact of trade connections on societies.
Civilizations: Choose as instructed from each list.
Choose 2 of the following:
• ancient Middle East (Mesopotamian area, Persia, Alexander’s Empire and its successors)
and the Islamic World
• China
• Rome and its successors (medieval Europe and Byzantium)
AND
Choose 2 of the following:
• ancient Egypt
• ancient Greece
HIST100D paper instructions, p. 3
•
•
•
Japan
the Mongols
India
Citations: Cite your sources using Chicago Style footnotes (you will not need a bibliography
for this assignment). See examples on last pages of this handout.
• What to cite: cite any information you paraphrase and any quotations.
• Chicago Style is the style historians use. To insert footnotes, use the References tab in
Word and click Insert Footnote. Word will automatically number and insert the footnote
for you. Then you type the footnote information, correctly formatted, at the bottom of the
page. Other word processing programs will handle footnote insertion differently, but
they do offer an easy way to do it.
o The benefit of using the insert footnote feature is that if you cut and paste
paragraphs of the paper, the program will automatically renumber your footnotes
for you. However, then you have to make sure the formatting of the notes is
correct.
• Footnote formats: the formats differ for different types of sources. Also, with footnotes,
you only have to use the complete citation information in the first footnote citing that
source. Once you have already given your reader the full information, in other footnotes
you can use a short version.
• I’ve provided some examples, so all you have to do is substitute the information from
your sources into these formats. If you have a source that doesn’t seem to fit one of the
formats, please ask me. I’ll be happy to show you how to do it.
Instructions: These are guidelines for how to approach the assignment.
Step 1: Choose your topic and civilizations
• The topics are broad. The sources will come from multiple civilizations and a broad range of
time. You will need to compare and contrast the civilizations and explain whether ideas in a
specific region of the world continued and/or changed over time.
• Choose your civilizations according to how much information you have about them and
which ones will make a good comparison. You will need to look carefully at the documents
and visual sources available to you to make a good decision.
• Make a list of the documents and visual sources from the textbook, the source reader, and
Canvas that are relevant to your topic and civilizations. Read/review the text chapters and
introductions to the documents for more information on your topic and the documents. Some
documents that do not immediately seem relevant to your topic may still provide valuable
evidence for you. Therefore, you will need to look at each one carefully. [Note: this step is
part of your List of Sources assignment.]
Step 2: Research
• Once you have chosen your topic and civilizations, research your topic by reading or looking
at all your sources very carefully.
• Look for reasons that explain why ideas and behaviors existed, continued, and/or changed.
• Come to conclusions about your research.
HIST100D paper instructions, p. 4
•
Write a thesis sentence for your paper. It should be worded: “This paper argues that . . .” In
other words, your thesis should be a statement you will prove in your paper by providing
evidence from the documents and the text.
o Yes, you have to word it this way. I am disillusioned. I have had too many students
who objected to the wording and then turned in a bad thesis, though I recognize that
some students can write a good thesis without using this wording.
o Note: you will write a preliminary thesis for your List of Sources assignment. The
instructions for that assignment include more guidance for writing a thesis statement.
Step 3: Write the paper.
• Organize your ideas into a logical order and draft your paper.
• Once the paper is drafted, look back and consider
o Is my thesis a statement that needs to be proved?
o Does my evidence prove my thesis?
o Have I paraphrased most of my evidence?
▪ Most student quote too often in history papers. Only quote when the words in
the original source are outstandingly striking or important.1
▪ Students also tend to overuse block quotations (quotations of 4 or more typed
lines that must be set off in the text by indenting). You should only use 1 at
most in a paper of this length.
o Is my evidence arranged in a logical order?
o Do I have a conclusion that ends my essay in a logical manner?
o Have I dealt with all the content (as opposed to writing style) categories listed on the
grading criteria sheet?
Step 4: Revise and edit.
• Visit the Writing Center in the Library if you would like any writing advice.
• First, revise the major issues: thesis, evidence, organization.
• Second, consider whether your writing is correct on the paragraph, sentence, and word usage
levels. Check the writing style categories on the grading criteria sheet.
o Is your writing clear and does your wording accurately convey your thoughts?
o Is your writing grammatically and mechanically correct?
o Is the tone formal and academic throughout?
o Are your citations correct? Have you cited paraphrased information as well as
quotations?
o Use a cover sheet that provides your name, the course number and name, and the
semester. The paper must be 5-6 pages long not counting this cover sheet.
o Make sure your name and the page number are on each page after the cover sheet.
Use a header to insert this information.
• See the Paper/Project module on Canvas for handouts on thesis statements, introductions, and
paraphrasing.
Please note that there is no requirement to try to compare these civilizations to the present day.
Doing that well takes very careful analysis and wording. There is also no need to bring in your
1
Quoting too frequently is a red flag to your instructor that you have not actually understood the material well
enough to paraphrase it. Your instructor may also think you are unwilling to make the effort or take the risk of using
your own words.
HIST100D paper instructions, p. 5
personal opinion of the beliefs and actions of past civilizations. You are trying to judge them
historically in this paper, rather than judging them by today's standards (though of course you
can hardly avoid making those judgements in your own mind).
Tips for organizing your paper:
• The essay should be in standard essay format. It should have a thesis sentence, an
introduction, body paragraphs in which you show your evidence to support your thesis, and a
conclusion.
• You should strive for a clear thesis and a well-organized essay. The body paragraphs should
follow a logical order; usually for history that is a chronological order. Pay attention to your
grammar, word usage, and transitions from one paragraph to another.
• The introduction should introduce your topic and your thesis. Beware of introductions that
are overly general and make huge historical claims that are either too obvious or are
unwarranted by any evidence (for ex. “Throughout history kings have fought wars for their
own selfish interests.”). Introductions should introduce both your topic and briefly the
civilizations you will cover.
• Your thesis should be carefully crafted. It should be specific and to the point. Avoid thesis
statements that are overly general and make huge claims that are ahistorical, too obvious, or
unwarranted by any evidence (for ex. “Napoleon was a great general.” “Absolute monarchy
was a terrible form of government.”). Make your thesis specifically focused on what you
will discuss in your paper.
• All the paragraphs should contribute to proving your thesis and all information in the
paragraphs should be directly relevant to the thesis. Beware of digressions onto irrelevant,
however interesting, topics. Each paragraph should be well-organized (coherent) itself. It
should focus on one topic, and the sentences should be arranged in a logical order.
• The conclusion should draw the evidence together into a restatement of your thesis. It should
also draw out any connections between pieces of evidence in the body that need to be made
to come to your ending conclusion: that your thesis is indeed true.
Footnote format samples (the numbers at the end of the samples are always the page numbers
the cited information comes from). Keep in mind that the first time you cite a source in the
paper, you must use the full version. However, when you cite the source again, you can use the
short version.
the textbook, full version:
Robert W. Strayer and Eric W. Nelson, Ways of the World: A Brief Global History with Sources,
3rd ed., vol. 1, Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 98.
the textbook, short version:
Strayer and Nelson, Ways of the World, 99-105.
HIST100D paper instructions, p. 6
the source reader, full version:
This format should be used if you are citing information written by Strayer and Nelson, rather
than the actual primary source. For example, the introductions to the chapters and the
introduction to each source are written by Strayer and Nelson.
Robert W. Strayer and Eric W. Nelson, Thinking Through Sources: Ways of the World: A Brief
Global History with Sources, vol. 1, Through the Fifteenth Century (Boston: Bedford/St.
Martin’s, 2016), 87.
the source reader, short version:
Strayer and Nelson, Thinking Through Sources, 87.
documents in the textbook, full versions:
(I’ve given a couple of examples, one with an author and one without)
Sima Qian, “Records of the Grand Historian,” in Ways of the World: A Brief Global History with
Sources, by Robert W. Strayer, 3rd ed., vol. 1 Through the Fifteenth Century (Boston:
Bedford/St. Martin’s, 2016), 144.
“Leechbook,” in Ways of the World: A Brief Global History with Sources, by Robert W. Strayer,
3rd ed., vol. 1 Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 454.
documents in the textbook, short versions:
Sima Qian, 144.
“Leechbook,” 454.
documents in the source reader, full versions:
(I’ve given a couple of examples, one with an author and one without)
Pericles, “Funeral Oration,” in Thinking Through Sources: Ways of the World: A Brief Global
History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1, Through the
Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 34.
“Regulations for a Community of Monks,” in Thinking Through Sources: Ways of the World: A
Brief Global History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1,
Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 87.
documents in the source reader, short versions:
(I’ve given a couple of examples, one with an author and one without)
Pericles, 34.
HIST100D paper instructions, p. 7
“Regulations for a Community of Monks,” 95.
visual sources full version:
Note: the titles of works of art, like the titles of books, are usually italicized; titles of photographs
are put in quotation marks. However, many of the visual sources in your book do not have
official titles. You can simply use the titles provided with the source and italicize them. In some
cases the artist’s name is provided; in others we do not know it. I’ve given an example with the
artist’s name and one without.
Gentile Bellini, Portrait of Mehmed II, in Ways of the World: A Brief Global History with
Sources, by Robert W. Strayer, 3rd ed., vol. 1 Through the Fifteenth Century (Boston:
Bedford/St. Martin’s, 2016), 538.
The Standard of Ur, Peace Panel, in Thinking Through Sources: Ways of the World: A Brief
Global History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1, Through the
Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 20.
visual sources short version:
Bellini, 538.
The Standard of Ur, Peace Panel, 20.
sources provided on Canvas:
Use the author of the source, if known. Use the title at the top of the document. Use the date
(year) the document was written, if known. Use the page number in the header of the document
(use 1 for first pages).
long form:
Emperor Taizong, "Excerpts from Emperor Taizong on Effective Government," 648 CE,
document provided by Dr. Huebel on the Canvas course site, 2.
Example without a known author or a specific date BUT with a subtitle that specifies a specific
source:
In this case 2 primary sources are included in the same Word document on Canvas:
"Judaic Covenants with Yahweh: The Abrahamic Covenant," document provided by Dr. Huebel
on the Canvas course site, 1.
short form:
Emperor Taizong, 2.
"Judaic Covenants with Yahweh: The Abrahamic Covenant," 1.
HIST100D paper instructions, p. 8
Example of how this will all look in your paper
You might be using the source “Regulations for a Community of Monks” from the source
reader in your paper and need to cite it after describing what it says on p. 87.2 Then you might
make a point using Sima Qian’s “Records of the Grand Historian.”3 You might then need to cite
“Regulations for a Community of Monks” again.4 Notice that I used the short version because I
had already provided the full information in footnote 1. You can cite more than one source in
the same footnote. Let’s say that I compared and contrasted these two sources in several
sentences and in some sentences I used information from both sources. I don’t need to cite every
single sentence. I can put one footnote at the end of my compare/contrast and cite both sources. 5
However, I do need to make sure my sources are cited in each paragraph.
Let’s pretend my first paragraph was all comparison and now I’ve started a new
paragraph to contrast the sources. I need to cite the source in the previous paragraph, as I did,
and at the end of this one, I will need to cite them again.6 Notice that I cite the exact page that
the information came from. For “Records of the Grand Historian,” sometimes I am citing p. 144
and sometimes p. 143, depending on which page the information I am citing is found on. If
necessary, I could cite the page numbers as 143-144 in the footnote if I used information from
both pages.
Now I’ve moved on to another paragraph in my paper. I’m writing about the trade down
the coast of east Africa described in the Red Sea Guide Book found on Canvas.7 Then I discuss a
Spaniard’s description of the city of Samarkand including a direct quotation from the source.8 In
a few more sentences, I compare these two sources and another source and cite them all at the
end of the last sentence of the paragraph in which I used them.9 I might round off the paragraph
by mentioning Sima Qian’s work again.10
Why Historians Use Footnotes
Historians like footnotes because the numbers are less distracting to the reader than parenthetical
citations, and you can cite numerous sources in one footnote without completely confusing your
readers. For example, one footnote in my own work looks like this:
1
Mrs. J. Bakewell, The Mother's Practical Guide in the Physical, Intellectual, and Moral Training of Her
Children: With an Additional Chapter on the Claims and Responsibilities of Stepmothers (London: John
Snow, 1845), 183-196; James Cameron, Three Lectures to Christian Mothers (Edinburgh: William Innes,
2
“Regulations for a Community of Monks,” in Thinking Through Sources: Ways of the World: A Brief Global
History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1, Through the Fifteenth Century (Boston:
Bedford/St. Martin’s, 2016), 87.
3
Sima Qian, “Records of the Grand Historian,” in Ways of the World: A Brief Global History with Sources, by
Robert W. Strayer, 3rd ed., vol. 1 Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 144.
4
“Regulations for a Community of Monks,” 87.
5
Sima Qian, 143; “Regulations for a Community of Monks,” 87.
6
Sima Qian, 144; “Regulations for a Community of Monks,” 87.
7
“International Trade: The Red Sea Guide Book,” 110 C.E., document provided by Dr. Huebel on the Canvas
course site, 2-3.
8
Ruy Gonzalez de Clavijo, “A Spanish Ambassador’s Description of Samarkand,” 1403, document provided by Dr.
Huebel on the Canvas course site, 1.
9
“International Trade: The Red Sea Guide Book,” 4; de Clavijo, 1; Principle Crops of Afro-Eurasia, c. 1300,
document provided by Dr. Huebel on the Canvas course site, 1.
10
Sima Qian, 143.
HIST100D paper instructions, p. 9
1841), 42-48; Ellis, The Mothers of England, 20-27; "Memoir of Mrs. Dr. Cox of Hackney," The British
Mothers' Magazine III (Jan. 1847): 5-6.
Imagine trying to put that in parentheses in the middle of your paragraph! Your reader wouldn’t
be able to skip over it easily and find the next sentence. Once you get the hang of footnotes, they
aren’t really more difficult than MLA or APA.
Common Mistakes Made on the Paper:
1. Not making use of the primary sources and instead relying almost completely on
information found in the textbook chapters.
2. Not using the relevant sources on Canvas.
3. Coming to me shortly before the paper is due and saying “I decided to focus on X
civilization. Is that ok?” No, it is not ok. The instructions for the paper are to compare
civilizations.
4. Using CSE-style footnotes (see the Example Citations and Format for information). In
CSE style, the number of the footnote tells you which source is being cited. That is not
true in Chicago style.
5. Using a different citation style than the one assigned. Also, taking little or no care to
format the citations correctly.
Why Do We Have to Cite? A Common Question
Citation allows any reader to check your information. This is the equivalent of replication of
experiments in science. If a scientific experiment cannot be replicated by another scientist, then
the conclusions are rejected.
In history, no one can exactly replicate your research process—the precise order in which you
discovered data and came to your conclusions. However, if you cite properly, your data can be
checked and your conclusions subjected to the scrutiny of others. Therefore, citation must make
it as easy as possible for your readers to find your information and double check it. Anyone
familiar with the citation style you use knows what each part of the citation is: the author, title,
page numbers, etc., so your citations must be accurate and formatted correctly. Putting the page
numbers where a volume number should go creates confusion and brings your intentions and
competence into question.
HIST100D paper instructions, p. 10
HIST 100D Winter 2016: Paper Grading Criteria: The boxes provide a general description of the type of performance that will earn that letter grade. Individual
performances may demonstrate qualities of more than one letter grade in a category (an A on comprehension of documents and a B on comparison and contrast for example) and
will be averaged. Significant deviations from the instructions (for example, papers less than 5-6 double-spaced pages) will result in deductions from the grade earned on these
categories.
Area of Analysis
and Comprehension
Choice of
documents for the
topic.
A
B
C
D
F
Choice and use of documents for
the topic is excellent. Mined the
available documents, including
less obvious ones, thoroughly for
information.
Choice and use of
documents for the topic is
very good. Does not show
as thorough research of the
documents as the A paper.
Uses all of the obviously
relevant documents. Less
thorough research than the A
or B paper means the less
obvious documents are not
used.
Uses most of the
obviously relevant
documents, but leaves out
some.
Does not use most
of the obviously
relevant documents.
15 pts.
Analysis of
documents:
comprehension and
analysis of the
authors and their
points of view;
strength of
comparison and
contrast of societies;
explanation of topic
14-15 pts.
Use of sources shows accurate
reading and understanding of
them and the authors’ points of
view. Offers in-depth analysis
and interpretation of the
documents. Shows clear
understanding of the historical
context with very few/no errors.
Does an exemplary job of
comparing, contrasting, and
explaining the topic.
12-13 pts.
Use of sources shows
accurate reading and
understanding of them and
the authors’ points of view.
Provides a very good
analysis of the documents
and solid understanding of
the historical context with
few errors. Does a very
thorough job of comparing,
contrasting, and explaining
the topic.
11 pts.
Use of sources indicates some
mistakes in reading and
understanding. Provides a
good basic analysis of
documents and some of the
historical context with some
errors. Does a solid but not
completely thorough job of
comparing, contrasting, and
explaining the topic.
9-10 pts.
Use of sources indicates
many mistakes in reading
and understanding.
Provides some analysis of
the documents and some
historical context. May
show a few serious errors
in context. Does not do a
thorough job of
comparing, contrasting,
and/or explaining the
topic.
0-8 pts.
Use of sources
indicates an
unmistakable lack
of understanding.
Provides little
analysis of
documents and little
or very inaccurate
historical context.
Does not do a
thorough job of
comparing,
contrasting, and/or
explaining the
topic.
16-17 points
14-15 points
12-13 points
0-11 points
18-20 points
20 points
HIST100D paper instructions, p. 11
Area of Analysis
and Comprehension
Analysis of
documents:
Thesis statement
and use of evidence
to prove it.
20 pts.
Writing Style:
writing style,
grammar,
mechanics
15 pts.
A
B
C
D
F
Thesis is an argumentative
statement that shows in-depth
analysis of the sources and states
the argument in a clear and
refined style. Goes beyond
summarizing the information.
Analysis shows complex ideas,
and the ability to link together
information from various sources.
Excellent use of sources to
support ideas in a logical way.
Ideas are described clearly and
specifically.
18-20 pts.
Thesis is an argumentative
statement based firmly on
analysis of the sources. Not
as sophisticated as the A
thesis but provable and
clear. Attempts more than
summary of the sources.
Analysis shows the ability
to link together information
from different sources, but
lacks the thoroughness of
the A paper. Evidence
supports the thesis. Ideas
are described clearly and
specifically.
16-17 pts.
Clearly written with a few
mechanical difficulties or
stylistic problems; makes
occasional problematic
word choices or syntax
errors; a few spelling or
punctuation errors or a
cliché. Uses an acceptable
number of direct quotations;
most quotations contribute
both to the analysis and the
interest of the paper.
Thesis may be an
argumentative statement that
is too broad or too narrow or
just a description of the topic.
May not be provable
completely from the source
base. Is stated clearly. Most
analysis is simple summary of
sources. Argument may be
obvious or general but some
specific ideas and themes are
addressed. Vast majority of
evidence supports the thesis.
Ideas are usually described
clearly.
14-15 pts.
More frequent wordiness;
unclear or awkward
sentences; imprecise use of
words or over-reliance on
passive voice; some
distracting grammatical
errors; language weakened by
clichés, colloquialisms,
inexact wording. Writing is
clear overall but some
sections are difficult to
understand. Quotations may
not be necessary and/or are
somewhat overused.
Thesis or topic statement
is too broad or too
narrow. May not be
clearly provable with the
sources. May not be
stated clearly. Most of
paper is simple
summarizing of sources
with too little specific
information. Much of the
evidence used does not
support the thesis.
Argument is too general
or obvious.
Thesis is a very
general topic, is
very confusing, or
is not clearly
present. Paper is a
summary of various
sources with
little/no attempt at
analysis of specific
issues. Argument is
too obvious and/or
general. Ideas are
not clearly
described.
12-13 pts.
Major grammatical or
proofreading errors;
language frequently
weakened by clichés,
colloquialisms, repeated
inexact word choices;
frequent wordiness,
awkward sentences, and
passive voice. Many
sections of the writing are
difficult to understand.
Quotations may be
overused or are not well
chosen.
12-13 pts.
11 pts.
9-10 pts.
0- 11 pts.
Numerous
grammatical errors
and stylistic
problems seriously
detract from the
reader’s
comprehension.
Lack of
proofreading and
editing. Quotations
may be overused or
are not well chosen.
Much of the paper
may be direct
quotation rather
than the writer’s
own words.
0-8 pts.
Uses sophisticated sentences
effectively; usually chooses
words aptly; observes
conventions of written English;
makes few minor or technical
errors. Uses direct quotations
with excellent judgment as to
selection and number; quotations
contribute both to the analysis
and the interest of the paper.
14-15 pts.
HIST100D paper instructions, p. 12
Area of Analysis
and Comprehension
Writing Style:
structure and
organization of the
paper
A
B
C
D
F
Paper has a strong intro and
conclusion; smooth transitions;
logical order of evidence and
paragraphs; coherent paragraphs.
The structure of the paper
contributes to a sophisticated
analysis of the topic.
Paper has a strong intro and
conclusion. Most
transitions are smooth;
order of evidence and
paragraphs is logical with
few exceptions. Most
paragraphs are coherent.
The structure of the paper
contributes to a clear
analysis of the topic.
Paper has a clear but perhaps
banal introduction and
conclusion. Some transitions
are abrupt. Order of the
evidence and paragraphs
could be more logical.
Several paragraphs lack
coherence. The structure of
the paper contributes to an
analysis that is basically clear
and effective.
Paper’s introduction
and/or conclusion are
somewhat unclear or very
general or banal. Many
transitions are abrupt.
Order of the evidence and
paragraphs needs to be
revised for more logic.
Many paragraphs lack
coherence. The structure
of the paper contributes to
a confusing or too
obvious analysis.
Paper’s introduction
and/or conclusion
are very weak and
unclear. Many/
most transitions are
abrupt. Order of
the paragraphs &
evidence is
illogical. Many/
most paragraphs
lack coherence.
The structure of the
paper undermines
the ideas.
15 pts.
Citations:
Chicago-style
footnotes
14-15 pts.
Chicago style footnotes are
complete and show few or no
errors. Cites all paraphrased
information and quotations.
12-13 pts.
Chicago style footnote
formats and/or placements
have a few mistakes. Cites
all paraphrased information
and quotations.
11 pts.
Chicago style footnotes have
some mistakes in formatting
and/or placement. Cites
almost all paraphrased
information and all
quotations.
9-10 pts.
Chicago style footnotes
show some errors in
formatting. There are
several places citations
are needed but not used
that are not purposeful
plagiarism but are sloppy
and open the writer to
possible charges of
plagiarism.
0-8 pts.
Chicago style
footnotes show
many serious errors
in formatting.
There are many
places citations are
needed but not used
that may or may not
be purposeful
plagiarism.
15 pts.
14-15 pts.
12-13 pts.
11 pts.
9-10 pts.
0-8 pts.
Excerpts from Deed of Sale of a Slave
Introduction
Tang China was not a slave society in the sense of having an economy that relied on chattel
slavery along the lines of the economies of the Roman Empire or the ante-bellum American
south. However, slavery did exist. Poor men and women might sell themselves into slavery, and
poor families might sell children into slavery. During the Tang dynasty, slavery was hereditary,
and slaves could be bought and sold. The following document records the sale of a female slave.1
Excerpts from Deed of Sale of a Slave
A contract executed on the 12th day of the eleventh month of 991.
On this day the functionary, Han Yuanding, having expenses to meet and lacking
sufficient stores of silk, sells his household slave Jiansheng, aged about twenty‑eight. The slave
is being sold to the monastery dependent, Zhu Yuansong, then to Zhu’s wife and sons, etc. The
price of the slave has been fixed at a total of five bolts of silk, consisting of both finished and
unfinished goods.2 This day the buyer has remitted three bolts of unfinished silk. The fifth month
of next year has been established as the deadline for the delivery of the remaining two bolts of
finished silk.
After the woman and the goods have been exchanged and the sale completed, it is agreed
that the sons and daughters of the Zhu family shall be masters of this slave forever and ever,
from generation to generation. If in future a relative of the seller should reclaim this slave, it is
ordered that Han Yuanding and his wife, Seventh Daughter, seek out an adequate slave as a
replacement. If an imperial amnesty should be declared subsequent to the sale, it may not be used
to reopen discussions among the negotiants.
The two parties to the contract have met face to face and have reached their agreement
after joint discussions. If one of the parties should default, he shall be fined one bolt of decorated
silk and two large rams — all to be turned over to the non‑defaulting party. In light of the chance
of this contract’s not being made in good faith, the following persons have witnessed it and will
serve as its guarantors:
(Note: In case this woman should prove to have a sickness, a waiting period of ten days has been
agreed upon. Beyond this time withdrawal from the agreement will be impossible.)
The woman whose person is being sold, Jiansheng
1
This source is excerpted from Asia for Educators, Primary Sources with DBQs. 2009.
http://afe.easia.columbia.edu/main_pop/ps/ps_china.htm The source is originally from Patricia Buckley Ebrey, ed.,
Chinese Civilization: A Sourcebook, 2nd ed. (New York: The Free Press, 1993), 126-127.
2
Bolts of plain silk of standard size and quality were used as a unit of currency for larger transactions in the Tang
and even formed a part of the standard tax payment. [This footnote was in the original document.]
Excerpts from Deed of Sale of a Slave, p. 2
The seller of the woman, her mistress, Seventh Daughter
The Seller of the woman, her master, Han Yuanding
A relative by marriage, who has participated in the discussion, Fuzhen
A witness, Monk Chouda of Baoen Monastery
A witness, Monk Luo Xian of Longxing Monastery
(Additional note: In place of one of the bolts of finished silk it has been decided to furnish six
lengths of Zhu serge and six lengths of white serge, making a total of twelve lengths, each
measuring between ten and twenty feet. These goods are to be delivered by the fifth month of
next year.)
[Translated by Patricia Ebrey and Clara Yu]
Household Slaves in Florence
From: Lisa DiCaprio and Merry E. Wiesner, eds., Lives and Voices: Sources in European
Women's History (Boston: Houghton Mifflin co., 2001), 160-161.
55.
Household Slaves in Florence
Rural slavery slowly died out in western Europe during the Middle Ages, but the
growth of cities provided a new market for household slaves, most of them women.
Girls and young women were brought into western European cities from the Balkans,
North Africa, and the Black Sea area to serve in wealthy urban households. This
practice was especially common in the cities of northern Italy where the Renaissance
began; Florence officially legalized slavery and the importation and sale of slaves
during the fourteenth century, and most well-to-do households had at least one female
slave (ancilla). Domestic slaves had a range of household duties, sometimes including
sexual ones, though they might also later be freed, given a dowry, and allowed to
marry. In theory, slaves were not supposed to be Christians, though this restriction
was often ignored, as the second source below indicates. The first source is a letter
from a Florentine merchant to an associate in Venice written in 1392; the second is a
ruling of one of the city's courts in 1399.
. If you haven't written to Spalato [in
Dalmatia] to Bartolomeo or to others to send you
the two slave girls about whom I wrote you in
other letters, I beg you to write him... so that he
will send you the slaves and the documents of
purchase. You can transport them from Venice
and send them to me. .
These slave girls should be between twelve and
fifteen years old, and if there aren't any available
at that age, but a little older or younger, don't
neglect to send them. I would prefer to have them
younger than twelve instead of older than fifteen,
as long as they are noc under ten. I don't care if
they are pretty or ugly, as long as they are healthy
and able to do hard work.
. We condemn... Romeo di Lapo of
Florence, a vagabond with no fixed residence . . .
a man of base condition, life, and reputation, a
thief and a vendor of women and Christians....
Romeo went to the suburb of Narente in the city
of Ragusa fin Dalmatia] and there . . . with bland
and deceptive words he cajoled Ciaola of
Albania and Mazia Scosse of Bosnia and her
daughter Caterina, all baptized Christians and
free, saying to them: "Come with me to Italy and
there I will find good husbands for you, and you
will remain free." Knowing that they were free
and Christian women, Romeo with his associates
took Ciaola, Mazia, and Caterina to the city of
Lesina in Dalmatia and there he pursued his evil
intention of
From The Society of Renaissance Florence: A Documentary Study edited by Gene Brucker. Copyright 0 1971 by Harper•
Reprinted by permission from the author.
The Household Economy
depriving them of their liberty. When the women
were absent, he had a document drawn up by a
notary who (so he said) was named Ser
Domenico di Cobutio of Viterbo, which stated
that Romeo had bought these women, who were
heretics and unbaptized, for the price of 57 gold
florins.... Then he took Ciaola, Mazia, and Cate-
161
rina to Florence and sold the woman called
Ciaola to Ser Stefano di Rainieri del Forese, of
the parish of S. Trinita of Florence, for 49 florins,
asserting that she was a heretic and unbaptized.
[Romeo escaped the authorities; he was
sentenced to death in absentia and the three
women were freed.]
International Trade: The Red Sea Guide Book
Excerpted from
William G. Sinnigen, ed., Rome (NY: The Free Press, 1965), 161-172.
Introduction and footnotes, except where noted, are from the original source.
The Red Sea Guide Book, a unique account of Roman commerce with Arabia and India, appears
to be the work of a Greek mariner and trader who lived and wrote in Egypt about A.D. 110. His
narrative was based not only on his personal experiences but was also compiled from the logs of
traders active at an earlier date. The guide book describes routes coasting the shores of the Red
Sea and thence to India, and contains practical information for traders, including typical imports
and exports. The Near Eastern trade was extremely important, since it provided the Empire with
luxuries, whose import produced a large unfavorable balance of trade. The export of specie
mentioned in the guide book has been confirmed archaeologically by the discovery of numerous
hoards of Roman coins in India.
The Red Sea Guide Book, 1-29, 38-39, 41, 45-49, 56-57 [These are the portions included in
the original source; the source has been shortened here. For this reason the footnotes below are
not sequentially numbered.]
1]5 Of the designated ports on the Erythræan6 Sea, and the Market-towns around it, the first is the
Egyptian port of Mussel Harbor. To those sailing down from that place, on the right hand, after
eighteen hundred stadia,7 there is Berenice. The harbors of both are at the boundary of Egypt,
and are bays opening from the Erythræan Sea.
2] One the right-hand coast next below Berenice is the country of the Berbers. Along the shore
are the Fish-Eaters, living in scattered caves in the narrow valleys. Further inland are the
Berbers, and beyond them the Wild-flesh-Eaters and Calf-Eaters, each tribe governed by its
chief; and behind them, further inland, in the country toward the west, there lies a city called
Meroe.
3] Below the Calf-Eaters there is a little market-town on the shore after sailing about four
thousand stadia from Berenice, called Ptolemais of the Hunts, from which the hunters started for
the interior under the dynasty of the Ptolemies. This market-town has the true land-tortoise in
small quantity; it is white and smaller in the shells. And here also is found a little ivory, like that
of Adulis. But the place has no harbor and is reached only by small boats.
5
The itinerary is as follows: Sections 1-18 describe the voyage along the African shores of the Red Sea as far as the
Straits of Bab-el-Mandeb and the Indian Ocean; sections 19-25, the Arabian shores to the same point; sections 2657, the route along the Indian coast south from the Persian Gulf and Indus River. This document is best studied with
a classical atlas of the Near East.
6
I.e., Red.
7
One stadium, about 520 feet.
International Trade: The Red Sea Guide Book, p.
2
4] Below Ptolemais of the Hunts, at a distance of about three thousand stadia, there is Adulis, a
port established by law, lying at the inner end of a bay that runs in toward the south. Before the
harbor lies the so-called Mountain Island, about two hundred stadia seaward from the very head
of the bay, with the shores of the mainland close to it on both sides. . . .
5] And about eight hundred stadia beyond there is another very deep bay, with a great mound of
sand piled up at the right of the entrance; at the bottom of which the opsian stone5 is found, and
this is the only place where it is produced. These places, from the Calf-Eaters to the other Berber
country, are governed by Zoscales; who is miserly in his ways and always striving for more, but
otherwise upright, and acquainted with Greek literature.
6] There are imported into these places, undressed cloth made in Egypt for the Berbers; robes
from Arsinoe; cloaks of poor quality dyed in colors; double-fringed linen mantles; many articles
of flint glass, and others of murrhine,6 made in Diospolis; and brass, which is used for ornament
and in cut pieces instead of coin; sheets of soft copper, used for cooking-utensils and cut up for
bracelets and anklets for the women; iron, which is made into spears used against the elephants
and other wild beasts, and in their wars. Besides these, small axes are imported, and adzes and
swords; copper drinking-cups, round and large; a little coin for those coming to the market; wine
of Laodices and Italy, not much; olive oil, not much; for the king, gold and silver plate made
after the fashion of the country, and for clothing, military cloaks, and thin coats of skin, of no
great value. Likewise from the district of Ariaca across the sea, there are imported Indian iron,
and steel, and Indian cotton cloth; the broad cloth called monachȇ and that called sagmatogȇnȇ,
and girdles, and coats of skin and mallow-colored cloth, and a few muslins, and colored lac.7
There are exported from these places ivory, and tortoise-shell and rhinoceros-horn. The most
from Egypt is brought to this market from the month of January to September, that is, from Tybi
to Thoth; but seasonably they put to sea about the month of September.
7] From this place the Arabian Gulf trends toward the east and becomes narrowest just before the
Gulf of Avalites. . .
8] After Avalites there is another market-town, better than this, called Malao, distant a sail of
about eight hundred stadia. . . .
9] Two days’ sail, or three, beyond Malao is the market-town of Mundus . . .
10] Beyond Mundus, sailing toward the east, after another two days’ sail, or three, you reach
Mosyllum, on a beach, with a bad anchorage. There are imported here the same things already
mentioned, also silver plate, a very little iron, and glass. There are shipped from the place a great
quantity of cinnamon (so that this market-town requires ships of larger size), and fragrant gums,
spices, a little tortoise shell, and mocrotu* (poorer than that of Mundus), frankincense (the farside), ivory and myrrh in small quantities.
5
Obsidian.
A cheap colored glass.
7
A dye.
*
Probably a high grade of frankincense. [This footnote appeared earlier in the original source, the first time
mocrotu was mentioned.]
6
International Trade: The Red Sea Guide Book, p.
3
11] Sailing along the coast beyond Mosyllum, after a two days’ course you come to the so-called
Little Nile River, and a fine spring, and a small laurel grove, and Cape Elephant. . . .
12] Beyond this place, the coast trending toward the south, there is the Market and Cape of
Spices, an abrupt promontory, at the very end of the Berber coast toward the east. . . .
13] Beyond Tabæ, after four hundred stadia, there is the village of Pano. And then, after sailing
four hundred stadia along a promontory, toward which place the current also draws you, there is
another market-town called Opone, into which the same things are imported as those already
mentioned, and in it the greatest quantity of cinnamon is produced (the arebo and moto), and
slaves of the better sort, which are brought to Egypt in increasing numbers; and a great quantity
of tortoise-shell, better than that found elsewhere. . . .
15] Beyond Opone, the shore trending more toward the south, first there are the small and great
bluffs of Azania . . .
16] Two days’ sail beyond, there lies the very last market-town of the continent of Azania, which
is called Rhapta . . .
18] And these markets of Azania are the very last of the continent that stretches down on the
right hand from Berenice; for beyond these places the unexplored ocean curves around toward
the west, and running along by the regions to the south of Aethiopia and Libya and Africa, it
mingles with the western sea. . . .
38] Beyond this region [of Arabia], the continent making a wide curve from the east across the
depths of the bays, there follows the coast district of Scythia, which lies above toward the north;
the whole marshy; from which flows down the river Sinthus,16 the greatest of all the rivers that
flow into the Erythræan Sea, bringing down an enormous volume of water; so that a long way
out at sea, before reaching this country, the water of the ocean is fresh from it. . . .
41] Beyond the gulf of Baraca is that of Barygaza and the coast of the country of Ariaca, which
is the beginning of the Kingdom of Nambanus and of all India. That part of it lying inland and
adjoining Scythia is called Abiria, but the coast is called Syrastrene. It is a fertile country,
yielding wheat and rice and sesame oil and clarified butter, cotton and the Indian cloths made
therefrom, of the coarser sorts. Very many cattle are pastured there, and the men are of great
stature and black in color. The metropolis of this country is Minnagara, from which much cotton
cloth is brought down to Barygaza. In these places there remain even to the present time signs of
the expedition of Alexander, such as ancient shrines, walls of forts and great wells. The sailing
course along this coast, from Barbaricum to the promontory called Papica, opposite Barygaza,
and before Astacampra, is of three thousand stadia. . . .
47] The country inland from Barygaza is inhabited by numerous tribes, such as the Arattii, the
Arachossi, the Gandaræi and the people of Poclais, in which is Bucephalus Alexandria. Above
these is the very warlike nation of the Bactrians, who are under their own king. And Alexander,
setting out from these parts, penetrated to the Ganges, leaving aside Damirica and the southern
part of India; and to the present day ancient drachmæ are current in Barygaza, coming from this
16
The Indus.
International Trade: The Red Sea Guide Book, p.
4
country, bearing inscriptions in Greek letters, and the devices of those who reigned after
Alexander, Apollodorus and Menander. . . .
56] They send large ships to these market-towns on account of the great quantity and bulk of
pepper and malabathrum.† There are imported here, in the first place, a great quantity of coin;
topaz, thin clothing, not much; figured linens, antimony, coral, crude glass, copper, tin, lead;
wine, not much, but as much as at Barygaza; realgar and orpiment;21 and wheat enough for the
sailors, for this is not dealt in by the merchants there. There is exported pepper, which is
produced in quantity in only one region near these markets, a district called Cottonara. Besides
this there are exported great quantities of fine pearls, ivory, silk cloth, spikenard from the
Ganges, malabathrum from the places in the interior, transparent stones of all kinds, diamonds
and sapphires, and tortoiseshell; that from Chryse Island, and that taken among the islands along
the coast of Damirica. They make the voyage to this place in a favorable season who set out
from Egypt about the month of July, that is Epiphi.
57] This whole voyage as above described, from Cana and Eudæmon Arabia, they used to make
in small vessels, sailing close around the shores of the gulfs; and Hippalus was the pilot who by
observing the location of the ports and the conditions of the sea, first discovered how to lay his
course straight across the ocean. For at the same time when with us the Etesian winds are
blowing, on the shores of India the wind sets in from the ocean, and this southwest wind is called
Hippalus, from the name of him who first discovered the passage across.22 From that time to the
present day ships start, some direct from Cana, and some from the Cape of Spices; and those
bound for Damirica throw the ship’s head considerably off the wind; while those bound for
Barygaza and Scythia keep along shore not more than three days and for the rest of the time hold
the same course straight out to sea from that region, with a favorable wind, quite away from the
land, and so sail outside past the aforesaid gulfs.
†
[This word is not footnoted in the original text. Malabathrum is the aromatic leaves of a plant from northeast India
used to make fragrant oils and ointments.]
21
Realgar and orpiment are sulfides of arsenic used as pigment.
22
Reference to the epoch-making discovery of the monsoons, made probably during Augustus’ reign, possibly not
until that of Claudius.
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