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HIS 100 Distinctions in Personal Assumptions Beliefs and Values
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
After reviewing Zinn’s and Schweikart’s personal assumptions, beliefs, and values as well as excerpts from their historical writing, respond to the following questions:
What do you believe to be the major distinctions in their personal assumptions, beliefs, and values?What do you believe to be the major distinctions in their interpretations of history?
Do you notice any biases? If so, what are they?
Guidelines for Submission: Respond to all three questions. Each response should be two to three sentences in length.
In history, bias is defined as the incorporation of personal assumptions, beliefs, and values into historical writing. Sometimes this bias is conscious, and other
times it is unconscious. Reading a bit more about a historian can help you understand their personal assumptions, beliefs, and values. In turn, this can help you
understand what biases they might potentially introduce in their writing.
Two major historians, Howard Zinn and Larry Schweikart, have written popular books on American history containing very different historical interpretations of
the same events.
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
A text only version is available: A Tale of Two Historians Text Only Transcript Word Document
Distinctions in Personal Assumptions Beliefs and Values
Perspectives: A Tale of Two Historical Biases
After reviewing the interactive above bit about Zinn’s and Schweikart’s personal assumptions, beliefs, and values, take a look at how they have written about the
same historical events: Christopher Columbus’s arrival in the Americas in 1492. As you read through each excerpt, be sure to consider what biases may be
present in their work.
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
Zinn, H. (2010). A people’s history of the United States. New York, NY: Harper Perennial. “To emphasize the heroism of Columbus and his successors as
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves—unwittingly—to justify what was
done.
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization;
Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)—that is still with us. Distinctions in Personal Assumptions Beliefs and Values One reason these atrocities are still with us is that we have
learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same
proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion,
coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more
deadly.” (p. 9)
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
Schweikart, L., & Allen, M. (2004). A patriot’s history of the United States: From Columbus’s Great Discovery to the war on terror. New York, NY: Sentinel. “The five‐
hundred‐year anniversary of Columbus’s discovery was marked by unusual and strident controversy. Rising up to challenge the intrepid voyager’s courage and
vision—as well as the establishment of European civilization in the New World—was a crescendo of damnation, which posited that the Genoese navigator was a
mass murderer akin to Adolf Hitler.
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
Even the establishment of European outposts was, according to the revisionist critique, a regrettable development. Although this division of interpretations no
doubt confused and dampened many a Columbian festival in 1992, it also elicited a most intriguing historical debate: did the esteemed Admiral of the Ocean Sea
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
kill almost all the Indians? A number of recent scholarly studies have dispelled or at least substantially modified many of the numbers generated by the anti‐
Columbus groups, although other new research has actually increased them.” (pp. 7–8)
HIS 100 Distinctions in Personal Assumptions Beliefs and Values
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. 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