Lewis & Clark The Corps of Discovery Summer 2001 TELENET June 3-6, 1:00 to 4:00 pm

• the Louisiana Purchase
• who participated in Corps of Discovery
• why and how did the Corps of Discovery travel
• what did they find
• what is the significance of this trip
• what has been the subsequent historical roles of the Corps of Discovery (such as the centennial and bi-centennial) (development of Kansas and the rest of the Louisiana Purchase with in an historical context)

 Barth, Gunther ed. The Lewis and Clark Expedition: Section from the Journals, Arranged by Topic.  Boston: Bedford/St. Martin's, 1998.

Burns, Ken. et. all. Lewis and Clark; The Journey of the Corps of Discovery. Turner Home Entertainment/PBS, 1997
 (Running time approx. 240 minutes, color.  Available in most public and many school libraries.)
 

"The Journals of Lewis and Clark" http://xroads.virginia.edu/~HYPER/JOURNAL/toc.html

        Other material and books as assigned depending upon the type of hours you are seeking.
 

Grades are based on meeting the requirements for the class component you are taking.  Because this class is an intensive class, attendance is an asset.
****find your section****

AH722ZA or AH722ZR = 1 hour, undergraduate credit:
Read the text and handouts, participate, write a reaction paper (see guidelines).

AH722ZB or AH722ZR = 2 hours, undergraduate credit:
Read the text and handouts, participate, write a reaction paper (see guidelines).
Read a book about the Corps of Discovery and write a book review (see guidelines).

AH722XA or AH722Xr = 1 hour, graduate credit:
Read the text and handouts, participate, write a reaction paper (see guidelines).
Read two books about the Corps of Discovery and write two book reviews (see guidelines).

AH722XB or AH722XR = 2 hours, undergraduate credit:
Read the text and handouts, participate, write a reaction paper (see guidelines).
Read two book about the Corps of Discovery and write two book reviews (see guidelines).
Write a research paper about a Kansas woman or women in Kansas(see guidelines).

>Reaction paper is worth 100 possible points.
>Book Review is worth 75 possible points.
>Research paper is worth 100  possible points
>Guidelines are after the daily class schedule.
Plagiarism: I will follow ESU's policy.

Reaction papers are due June 26 ( a full two weeks after the class ends)
completion of all material in my mailbox July 9 ( a full month after class)
 (no faxes)
Dr. Joyce Thierer
2886 N Hwy 99
Admire, Ks 66830

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ALWAYS  GOOD PLACES TO CHECK for history or on these subjects, as well as book review examples :

• Kansas History: A Journal of the Central Plains.
            And it earlier versions.
• Journal of the West.
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REACTION PAPER or A THOUGHTFUL DISCUSSION OF THE MATERIAL COVERED IN THE BOOK AND THE CLASS:

•  Typed or keyboarded and double spaced
• Length –- 8 to 12 or so pages ( some of you will write succinctly and say a lot in a few pages and others of you, by nature, will write more.  Please do edit for clarity and succinctness.)
• Footnotes are expected, and are a must after any quote you use.
Three styles are common in an essay of this style.  First is the (author's last name p. #) after a sentence. This style  would require a bibliography at the end of your paper.  Secondly or the most typical style of historians is when they are entered at the bottom of the page of text.  And, thirdly, citations as endnotes.
• Organization


Topics to cover in your response include:
 

• who participated in Corps of Discovery and their roles
• why and how did the Corps of Discovery travel
• the multi-cultural and multi-racialness of the Corps and those whom they encountered
• what did they find
• what is the significance of this trip
• what has been the subsequent historical roles of the Corps of Discovery and the Louisiana Purchase (such as the centennial and bi-centennial) (development of Kansas and the rest of the Louisiana Purchase with in an historical context


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RESEARCH PAPER:
• Typed or keyboarded and double spaced
• Length -- 10-20 pages
• Footnotes –- see above
• Organization – focus on an aspect of the Corps of Discovery
• Lets talk at some point during the week so we both know who and what you are working and researching on.  I have found that this leads to a higher quality of satisfaction on both of our parts, and overcomes the tyranny of distance that is a part of Kansas life.

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                                        FOOTNOTES AND ENDNOTES
¦ use the textbook and Kansas History: A Journal of the Central Plains. as a guide because it is all the public libraries, many school libraries and in many homes.  If you are a member of the Kansas State Historical Society you receive it as a part of your membership.
¦ use Ibid. it this is the item following the same as the last one. (see below)
¦ If you are footnoting an article:
1.  Ann Birney and Joyce Thierer, "Shoulder to Shoulder: Kansas Women Win the Vote," Kansas Heritage 3, no. 4 (Winter 1995): 64-68.
2.  Ibid.  65.
3. Ibid.  67-68.

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 If you are footnoting a book: [These are some excellent books.][There are numerous ones in Libraries, on interlibrary loan, and on the net so I know you will not have trouble finding something.]
  Ambrose, Stephen E. Lewis and Clark: Voyage of Discovery.  Washington, D.C.:National Geographic Society, 1998.
   _____.  Undaunted Courage: Meriwether Lewis, Thomas Jefferson and the Opening of the American West.  New York: Simon & Schuster, 1996.
   Clarke, Charles G. The Men of the Lewis and Clark Expedition a Biographical Roster of Fifty-One Members and a Composite Diary of their Activities from All Known Sources. Lincoln: University of Nebraska Press, 1970.

Other books and articles that you may find interesting but not really suitable for reviews.
  Smith, Callie. Lewis & Clark: Adventures in Cookery. Indianapolis: Bear Wallow Books, 2002.
  Hill, William E. Following Lewis and Clark's Track: The Story of the Corps of Discovery. An Educational Activity Book. Indecence, Mo.: Oregon-California Trails Association, 2001.
  Nielsen, Quig. "Sacagawea of the Lewis and Clark Expedition" Wild West (December 1999): 36-40.

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GUIDELINES FOR BOOK REVIEWS

*   Your book review should provide: a) an overview of the book's content, and b) your critical response to the book's content.  Follow the example for format.

1. Computer generate and print the review or type the review on non-erasable paper.  Make the margins 1 ½ inches on the left and 1 inch on the right.  Double-space throughout, including the heading.

2. The length of the review should be about 500 words.  That is two pages of elite type or use your computer's software's word count  tool.

3. Pay attention to grammar and punctuation.  Don't turn in your first draft—edit it into a clean document.

4. For the general format of the review, consult recent reviews in Kansas History, a journal you should get to know anyway.  You will find it in most libraries.  Pattern the format of your review as if you were writing it for this journal.  The best way to learn about book reviewing is to read reviews.  Most historical journals have sections of book reviews.  I recommend, in addition to Kansas History, The Journal of the West, The Journal of American History, and the Western Historical Quarterly.

      5.    Note that these reviews cover the following points:
a. the authority of the author
b. the author's style
c. the scope of the book's contents and sources
d. special features, illustrations, etc.
e. how the present work stands up compared to:
    - the author's announced intent (thesis)
    - other work on the subject or in the field
f. if the work is a reissue, translation or other variation of an earlier work
g. the contribution the work makes to Kansas or western history
h. sources used (Did the author use primary or secondary?)
i. time span covered
j. geo-area covered in book
k. comment on: topics covered, organization or arrangement of book (parts, sections)

        6.   In any book review the most important things to consider are  the purpose of the book  and whether the author achieved it (goal intent).  Sometimes the purpose is stated plainly in the preface;  other times you have to infer it.  In either case begin by evaluating whether the author did what she or he set out to do

        7.   Summarize the content of the book.  Be concise.  No more than half of the review should be summary.  Be precise.  Use details and facts -- the wheres, the whens, the whos, etc.
 
        8.  Comment on the quality of various aspects of the book---the sources on which it is based, its
             organization, its methodology, its literary merit.  You can't discuss all such aspects, but you can touch on the striking ones.

       9.  Comment on the significance of the book.  What notable facts, interpretations, or methods does it offer to historical scholarship?  What does it say that was not been said, or said in this particular way , before?

      10.  Your goal is to summarize.  Don't restate the title and author.  Refer to the author by last name only: Williams, not Ms. Williams.  Use Dr., if applicable, the first time as it establishes author's authority.

      11.   Really write a book review, not a book report.  Be precise and loaded the review with details.