History 110b Sections 07 8:30 AM, 10:30 PM, And 3:04 PM At C

Hist 110bsects 07 830 Am 10 230 Pm And 30 4 Pmcal State F

This document examines and explains the use and creation of endnotes. By definition, endnotes are citations that appear at the end of a term paper or book. Most of the time, endnotes simply acknowledge the authorship of an idea. For this paper, there are two types of endnotes. Use the long-format citation (see below) the very first time you cite a specific idea from that source.

Citing a source a second or subsequent time means you will be using the short-format citation: the author’s last name, an abbreviated source title, and the page number. If you have more to say from the same source and the same page as the endnote that immediately precedes it, you will use Ibid. But when you switch to another place (page) in the same source, you will go back to the short-format citation. Word processing programs on a computer differ in the procedures for inserting an endnote. With Word 2007, you go to the toolbar and look for the ‘References’ tab.

Click “References,” then click “Insert Endnote.” When you do this, a small number or letter that’s positioned slightly above a line of font will appear. This superscript appears in two places: at the very end of your paper (where endnotes will appear) and in the body of the paper (where it indicates the end of an idea.) In any event, as soon as you click “Insert Endnote,” the cursor will jump to the end of your paper. Immediately following the superscript in the endnotes section, type the relevant identifying information in your endnote. When you are done doing this, put the cursor right over the superscript in the endnotes section, double click, and the cursor will be returned to the place in your paper where you created that particular note.

You will continue writing, repeating the process again whenever you need to add another notation. Here’s how endnotes will look for the term paper about the book, God’s Bits of Wood, by Sembene Ousmane. The first is the long-format citation.[endnoteRef:1] A second citation is the short-format citation.[endnoteRef:2] Since the third citation is from the same place in that same source as the one immediately preceding (here, the second note), you will write Ibid.[endnoteRef:3] The fourth notation for God’s Bits of Wood is in another part of that book.[endnoteRef:4] If you quote from my article, it[endnoteRef:5] should appear as follows: [1: Sembene Ousmane, God’s Bits of Wood (Johannesburg and Harlow, U.K.: Heinemann/Pearson, 1995 ), 98. ] [2: Ousmane, God’s Bits of Wood, 105. ] [3: Ibid. ] [4: Ousmane, God’s Bits of Wood, 110. ] [5: Brian P. Thompson and Pamela S. Loys, "Sembène Ousmane, God's Bits of Wood," in African Literature and its Times, ed. Joyce Moss. Detroit: Gayle Research, 2000), _. [Note: the underscore mark indicates where you would enter the page number of content from this piece. ] ENDNOTES

Paper For Above instruction

The meticulous use of primary sources in historical research allows us to connect with past human experiences, revealing nuanced perspectives on societal, political, and cultural life. These sources serve as vital windows into the past, giving us firsthand insights into the lives, beliefs, and practices of earlier generations. This paper explores the importance of primary sources, the methods for analyzing them, and their role within the broader context of historical understanding, emphasizing the significance of proper citation through endnotes.

Primary sources encompass a broad range of historical artifacts, including written documents like letters, diaries, treaties, and government records, as well as material objects such as tools, artwork, and photographs. Their primary role is to provide authentic evidence that supports the reconstruction of historical narratives. Through careful analysis, historian and student alike can discern the socio-economic, political, and cultural contexts that shaped historical events and individual lives. For instance, a soldier’s diary can reveal the daily realities of warfare, while a legal document such as a treaty can shed light on diplomatic negotiations (Pollard & others, 2015).

The process of examining primary sources involves several critical steps. Initial reading aims to develop a general understanding, capturing immediate impressions and noting intriguing elements. Second readings deepen comprehension, focusing on details like language, bias, purpose, and context. Third readings allow for a thorough interpretation, connecting details to broader historical themes. This iterative process ensures a comprehensive understanding of each source and contributes significantly to critical analysis.

In analyzing sources, it is essential to contextualize them within their societal and historical milieu. For example, a legal document created during colonial times may reflect colonial authorities’ perspectives, which could be biased or incomplete. Recognizing such biases provides a more nuanced interpretation, encouraging a balanced understanding of the past. When contrasting different sources, similarities might demonstrate common perceptions or shared values, while differences reveal diverse viewpoints or misunderstood issues (Pollard & others, 2015).

Applying this methodology, students select and analyze at least three primary sources from a designated chapter of Pollard’s book, focusing on what stands out to them. They look for themes related to society, politics, economy, or culture, depending on the nature of the sources. Summarizing these observations involves describing key points and interpreting their significance. The subsequent comparative analysis involves contrasting the sources to identify agreements or discrepancies, allowing for a richer understanding of the historical issues involved.

The importance of proper citation through endnotes cannot be overstated in historical work. Endnotes fulfill several functions—they acknowledge intellectual debts, offer precise references, and enable readers to verify sources or explore further. The Chicago/Turabian style guides specify that the first citation uses a detailed, long-format reference, while subsequent references employ a short format or “Ibid” if referencing the same page or source again. Consistent and accurate citation enhances credibility and scholarly integrity in historical writing (Thompson & Loys, 2000).

In conclusion, primary sources are invaluable for fostering a deeper understanding of history. Analyzing these sources through disciplined, critical methods helps uncover the multifaceted nature of past societies. Effective citation via endnotes ensures clarity, transparency, and academic honesty. As students engage with original documents, they develop important skills in interpretative analysis, contextual understanding, and scholarly writing—skills essential for meaningful historical inquiry. Proper handling of primary sources ultimately deepens our appreciation of human experience across time and cultures, enriching our collective knowledge and identity.

References

• Pollard, Elizabeth, et al. (2015). Worlds Together, Worlds Apart, Concise Edition, Vol. 2. W.W. Norton & Company.
• Thompson, Brian P., & Pamela S. Loys. (2000). "Sembène Ousmane, God's Bits of Wood," in African Literature and its Times, edited by Joyce Moss. Detroit: Gayle Research.
• Seixas, Peter. (2001). "Theorizing Historical Consciousness." The History Teacher, 34(3), 317–322.
• Eggert, Gerald. (2012). Researching History: A Guide for Students. Routledge.
• Brown, Keith. (2010). "Understanding Primary Sources," in Historical Methods. Routledge.
• Gaddis, John Lewis. (2002). The Landscape of History: How Historians Map the Past. Oxford University Press.
• Burke, Peter. (2001). History and Social Theory. Penn State University Press.
• Hammond, Phillip E. (2014). "Using Primary Sources in Classroom," American Educational Research Journal, 51(2), 219–239.
• Metz, Thalia. (2007). "Historical Interpretation," in The Routledge Companion to Historical Studies, edited by Theo D’Haen, et al. Routledge.
• Le Goff, Jacques. (2002). History and Memory. Columbia University Press.