PRIMARY & SECONDARY SOURCE COMPARISON
OVERVIEW
One of the most important skills of historians is the ability to evaluate and analyze primary and secondary
sources for this course and future courses. This assignment focuses on this skill as you research and compose
a Compare and Contrast Report on selected primary and secondary resources. Read the description in the
definitions section below carefully. The questions it contains are the ones you must answer to write your
report (see the instructions on the next tab page).
[Objective: 3]
Definitions
•
A primary source is a first-hand account of a person, event, or idea. Primary sources provide the "evidence"
from which historians construct their vision of the past.
•
A secondary source is a source constructed by historians and others by piecing together primary sources. A
primary source does not mean a better resource - it simply refers to a creation contemporary to the events
being examined.
•
Analyzing a document means asking the "five Ws" questions - Who? What? Where? When? Why?
•
Evaluating a source involves using the answers from your analysis to explain the document's significance to
the history of the period. When evaluating primary and secondary sources you should answer the following
questions:
o
Who was the author and who was the audience?
o
What type of document is it? What is the topic (subject) and author's thesis? What was the purpose of
the document or motive for writing it? Does the writer have an obvious bias?
o
Where and When was the document written and what was its effect on history? What was the
historical context for the document? (i.e., what was going on at the time that might have influenced
the author's opinions?) If it is a secondary source, how did the source affect your view of the topic or
event?
o
Why was the document written? The purpose may be stated in the document itself or it may be
inferred by reading between the lines. Is the document credible (believable); why or why not?
High and Late Middle Ages
Instructions
For this discussion, pretend that you are a fictional character - a knight, member of the clergy, or
a peasant during the High or Late Middle Ages. (ca. 1000 - 1500 CE). Be gender specific; for
example, if you are a peasant, you might be male or female; if a member of the church, you might
be a monk or a nun. In your chosen role, compose a post a follows:
A. Write a 150-200 word description of your typical day, from morning to night.
B. Explain how you interact with the other estates (classes) in the course of your day.
C. Identify major events that have impacted your life and perhaps transformed it.
D. Make sure to identify your geographical location (i.e. in England). Also, make sure to identify
the approximate year.
E. Post your One Day in My Life story.
F. Respond to (at least) two of your peers' stories.
See the Course Schedule and Course Rubrics for due dates and grading information for this
discussion.
M5 WOW!
Overview
The WOW discussion is an opportunity to share with the class something that surprised you in
your reading, research, or study of the topics we cover in this module. As you read and watch the
stories that make up our history, look for things that make you say to yourself “I didn’t know
that” or “WOW! That’s cool!”. You will convert this fun fact or pertinent point into a minilesson on the topic and share it with your peers in this discussion.
This assignment is designed to help you develop an internal dialogue while reading and studying
history. An internal dialogue while reading makes us more effective readers and efficient
learners as it improves understanding and memory of story told in the text.
Instructions
WOW! Lesson
1. While reading and watching the lectures and explorations in this module, write
down several WOW “I didn’t know that” or “That’s amazing!” facts.
2. Select one WOW! fact that you noted and write at least 3 critical thinking
questions about this topic.
3. Research and find the answers to your WOW! fact questions. If you can't find a
definitive answer to a question, look for interesting related topics and list them as
your answer.
4. Use your questions and answers to build a WOW! lesson for your classmates (as
described below). This may be the only thing your classmates learn about your
WOW! fact and you are the teacher, so please be thorough!
Formatting
1. At the top of your discussion post, state the WOW! fact (as a quote or paraphrase)
followed by an in-text citation of your fact's source. Use in-text citation (not
bibliographic citation) in either APA, MLA or Chicago Style format.
2. Write a brief paragraph about why that information excited you or why you found
it interesting.
3. Below the paragraph, list each WOW! fact question with your answer. Each
answer should also include an in-text citation or note in APA, MLA or Chicago
Style format.
Module 5 Discussion - Spread of
Pathogens
Overview
According to the CDC, STDs are on the rise in young adults: Reported cases of
three nationally notifiable STDs – chlamydia, gonorrhea, and syphilis – have
increased for the first time since 2006, according to data published by the Centers
for Disease Control and Prevention (CDC) in the 2014 STD Surveillance Report.
The approximately 1.4 million reported cases of chlamydia, a rate of 456.1 cases
per 100,000 population, is up 2.8 percent since 2013. Rates of primary and
secondary (P&S) syphilis – the most infectious stages of syphilis –and gonorrhea
have both increased since 2013, by 15.1 percent and 5.1 percent, respectively. In
2014, there were 350,062 reported cases of gonorrhea (a rate of 110.7 per
100,000) and 19,999 reported cases of P&S syphilis (for a rate of 6.3 per
100,000).
Instructions
Please discuss your thoughts on whether enough is being done to control the
spread of STDs among young Americans. What, if anything, could be improved or
handled differently?
1
Aseptic Technique Answer sheet
Pre-Laboratory Questions
1. Is sterilization the same as disinfection? Explain your answer.
2. Why is aseptic technique important?
3. What are signs of microbial growth in a liquid medium, such as broth? On a solid
medium, such as nutrient agar?
Observations
Take a picture and insert it in the appropriate section below. For best results, avoid the
use of flash. Do not remove the lid of the Petri dish or tube. Tilt the plates or tubes at
slight angle:
ACTIVITY 2: Aseptic Transfer from Broth Culture to Broth
Activity 2, Broth to Broth Transfer, 48 hours incubation
Activity 2, Broth to Broth Transfer, 72 hours incubation
ACTIVITY 3: Aseptic Transfer from Broth Culture to Slant
Activity 3, Broth to Slant, 48 hours incubation
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2
Activity 3, Broth to Slant, 72 hours incubation
ACTIVITY 4: Aseptic Transfer from Broth Culture to Plate
Activity 4, Broth to Plate, 48 hours incubation
Activity 4, Broth to Plate, 72 hours incubation
Data Table
Activity
Describe growth
(turbidity or sediment if in a
tube, colony characteristics if
on a plate)
Activity 2
48 hours
Activity 2
72 hours
Activity 3
48 hours
©2016 Carolina Biological Supply Company
Color of growth
Amount of growth
(estimate coverage if on a
plate, or state how turbid if
a broth – i.e., could you
read a paper through it?)
3
Activity 3
72 hours
Activity 4
48 hours
Activity 4
72 hours
Post-lab Questions
1. Should you see signs of microbial growth in a sterile medium if you allow it to
incubate for several days? Explain your answer.
2. Do you think there were any deficiencies in your aseptic technique, and if so, can
you identify them? Explain your answer. If there were no deficiencies in your aseptic
technique, identify at least one potential way through which contamination could
occur while working with cultures.
3. Which was most challenging for you in terms of aseptic technique: transfer from
broth to broth, broth to slant, or broth to plate? Explain your answer.
4. Were there any discrepancies between what you saw in your experiment and what
you expected to see based on the lab manual and your readings in this section?
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