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Wikipedia:Wiki Ed/University of California Santa Cruz/World History of Science (Summer 2018) Source: en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/University_of_California_Santa_Cruz/World_History_of_Science_(Summer_2018)

This Course
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Course name
World History of Science
Institution
University of California Santa Cruz
Instructor
Minghui Hu
Wikipedia Expert
Shalor (Wiki Ed)
Subject
History of Science
Course dates
2018-06-25 00:00:00 UTC – 2018-08-04 23:59:59 UTC
Approximate number of student editors
60


Human curiosity and inquiry changed and varied widely across Eurasia. We will survey and understand how the curiosity and inquiry were framed in three major civilizations (China, Islam and Judeo-Christian) from the Mongol conquest of Eurasia in the thirteenth century to the beginning of industrial capitalism in the nineteenth century. During this period, most people lived in an agrarian society and political hierarchy of various kinds. It was a different world from our industrial and even post-industrial world and it will take quite a lot of imagination and understanding to venture into their world: Why and how did they watch sky, track the movement of the Sun, draw maps, make tools and weapons, heal the sick, preserve and pass on what they had learned?

We will examine a small segment of the elite membership in each complex societies across Eurasia. The elite members across Eurasia (1300-1800) could recognize their differences in the ways they dressed, the linguistic systems they used, and the role they played in their own political hierarchy. When they traveled to a different society in a different civilization, they could identify their elite position in a given society more strongly and readily than their dresses or languages. Their political roles were way more important than their cultural and linguistic ones. For instance, when the missionaries from the Society of Jesus traveled to China in the 1600s, they were quickly identified as "masters" and "scholars" at the top of Chinese social hierarchy despite the fact they could barely speak any dialects in China.

More importantly, the "European superiority" in science, technology and medicine as we reckon today was NOT yet apparent across Eurasia. In fact the European elite perception was quite the opposite. As we will learn, the elite members in the Judeo-Christian world regarded the East as the land of wisdom and wealth. In this course, we will challenge the conventional argument known as "the rise of the West" and question how far we could trace the European (industrial and scientific) superiority back in history.

Student Assigned Reviewing
Lalin Mendez Complex society Infant Mortality
Hell ghost69 Patriarchy, Chinese architecture
Mbgale 1 Chinese mathematics, Global silver trade from the 16th to 18th centuries
Hpbhakta
KatherineFittz Infant mortality, Maritime history
Wcs139 World history, Hajj
Ssapplet Complex society, Maritime Southeast Asia
Zbklein Economic botany, Gunpowder Empires
Nlpathak
Asdonnel
WhoWhatNow Maritime history, Global silver trade from the 16th to 18th centuries
Mariajlsr
Snmisras Islamic architecture, Church architecture
Devon.evanovich History of Science, History of the body User:Zbklein/sandbox
Magma8149
BAlawhistorian
Knagayam Empire, Early modern period
JShen30 Chinese mathematics, Yongle Encyclopedia
Ericvtheg Islamic Architecture, Church architecture
Lez lee14
Abadams27 Gregorian calendar History of astronomy
KylePLarsen Arquebus, Cannon
Mbfarias16 History of books History of books
Torbensen Traditional chinese house architecture, Chinese architecture
Diesca2312
Stephprz Science and Civilisation in China, Yongle Encyclopedia
Elizabeth.a.Nelson
Mirghaeng
Yankyawc Copernican Revolution, Catholic Church and science
Caryhuang98 Multiculturalism, Early Modern Period
Simransidhu1998
Monseborrayo Eurocentrism, History of books
AgceQ156 Multiculturalism, Territorial state
Dogalind Border, Multiculturalism
Nguttz Science and Civilisation in China, Global silver trade from the 16th to 18th centuries
Mlpizano Complex society, Territorial state
Hecfong Economic botany, Chinese architecture
Yani Chen Chinese mathematics, Eurocentrism
Jguiltinan1 Catholic Church and science, Cartography
Lorchave Multiculturalism, Meridian (geography) Eurocentrism
Alexandra Dellar
Jdriffel Gourmet, History of astronomy
Lcat29 Gunpowder Empires, Maritime history
Marsrangerover Multiculturalism, Border Borders
Achavar1
JLC ucsc Complex society, Territorial state
Saxonnn Cosmology, Astronomy in the medieval Islamic world Catholic Church and science, Economic botany, Church architecture
Bobby2424
Matthewheshejin
INicolas225 Draft:Global trade in the early modern world, Draft:Shipbuilding in the early modern era History of gunpowder

Timeline

Week 1

Course meetings
Monday, 25 June 2018   |   Tuesday, 26 June 2018   |   Wednesday, 27 June 2018   |   Thursday, 28 June 2018   |   Friday, 29 June 2018
In class - Introduction to the Wikipedia project

Welcome to your Wikipedia project's course timeline. This page will guide you through the Wikipedia project for your course. Be sure to check with your instructor to see if there are other pages you should be following as well.

This page breaks down writing a Wikipedia article into a series of steps, or milestones. These steps include online trainings to help you get started on Wikipedia.

Your course has also been assigned a Wikipedia Expert. Check your Talk page for notes from them. You can also reach them through the "Get Help" button on this page.

To get started, please review the following handouts:

Assignment - Get started on Wikipedia
  • Create an account and join this course page, using the enrollment link your instructor sent you. (To avoid hitting Wikipedia's account creation limits, this is best done outside of class. Only 6 new accounts may be created per day from the same IP address.)
  • It's time to dive into Wikipedia. Below, you'll find the first set of online trainings you'll need to take. New modules will appear on this timeline as you get to new milestones. Be sure to check back and complete them! These trainings are required for your course.
  • When you finish the trainings, practice by introducing yourself to a classmate on that classmate's Talk page.
Assignment - Wikipedia assignment blog

Begin a blog about your experiences. You can use discussion questions to frame your entries, or reflect on the research and writing process. Create at least one blog entry each week during the Wikipedia assignment.

Milestones

This week, everyone should have a Wikipedia account.

Week 2

Course meetings
Monday, 2 July 2018   |   Tuesday, 3 July 2018   |   Wednesday, 4 July 2018   |   Thursday, 5 July 2018   |   Friday, 6 July 2018
Assignment - Evaluate Wikipedia

It's time to think critically about Wikipedia articles. You'll evaluate a Wikipedia article related to the course and leave suggestions for improving it on the article's Talk page.

  • Complete the "Evaluating Articles and Sources" training (linked below).
  • Create a section in your sandbox titled "Article evaluation" where you'll leave notes about your observations and learnings.
  • Choose an article on Wikipedia related to your course to read and evaluate. As you read, consider the following questions (but don't feel limited to these):
    • Is everything in the article relevant to the article topic? Is there anything that distracted you?
    • Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
    • Are there viewpoints that are overrepresented, or underrepresented?
    • Check a few citations. Do the links work? Does the source support the claims in the article?
    • Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
    • Is any information out of date? Is anything missing that could be added?
    • Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
    • How is the article rated? Is it a part of any WikiProjects?
    • How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
  • Optional: Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback with four tildes — ~~~~.
In class - Discussion
What's a content gap?

Now that you're thinking about what makes a "good" Wikipedia article, consider some additional questions.

  • Wikipedians often talk about "content gaps." What do you think a content gap is, and what are some possible ways to identify them?
  • What are some reasons a content gap might arise? What are some ways to remedy them?
  • Does it matter who writes Wikipedia?
  • What does it mean to be "unbiased" on Wikipedia? How is that different, or similar, to your own definition of "bias"?
Assignment - Add to an article

Familiarize yourself with editing Wikipedia by adding a citation to an article. There are two ways you can do this:

  • Add 1-2 sentences to a course-related article, and cite that statement to a reliable source, as you learned in the online training.
  • The Citation Hunt tool shows unreferenced statements from articles. First, evaluate whether the statement in question is true! An uncited statement could just be lacking a reference or it could be inaccurate or misleading. Reliable sources on the subject will help you choose whether to add it or correct the statement.

Week 3

Course meetings
Monday, 9 July 2018   |   Tuesday, 10 July 2018   |   Wednesday, 11 July 2018   |   Thursday, 12 July 2018   |   Friday, 13 July 2018
In class - Discussion
Thinking about sources and plagiarism
  • Blog posts and press releases are considered poor sources of reliable information. Why?
  • What are some reasons you might not want to use a company's website as the main source of information about that company?
  • What is the difference between a copyright violation and plagiarism?
  • What are some good techniques to avoid close paraphrasing and plagiarism?
Assignment - Choose possible topics
  • Review page 6 of your Editing Wikipedia guidebook.
  • Look up 3-5 potential topics related to the course that you might want to update on Wikipedia. Review the content of the article and check the Talk page to see what other Wikipedians are already contributing. Identify one or two areas from each that you could improve.
  • Choose 2-3 potential articles from that list that you can tackle, and post links to the articles and your notes about what you might improve in your sandbox.
  • Finally, present your choices to your instructor for feedback.
Assignment - Finalize your topic / Find your sources
  • On the Students tab, assign your chosen topic to yourself.
  • In your sandbox, write a few sentences about what you plan to contribute to the selected article.
    • Think back to when you did an article critique. What can you add? Post some of your ideas to the article's talk page, too.
    • Compile a list of relevant, reliable books, journal articles, or other sources. Post that bibliography to the talk page of the article you'll be working on, and in your sandbox. Make sure to check in on the Talk page to see if anyone has advice on your bibliography.
Guide(s) for writing articles in your topic area

History

Assignment - Draft your article

You've picked a topic and found your sources. Now it's time to start writing.

Creating a new article?

  • Write an outline of that topic in the form of a standard Wikipedia article's "lead section." Write it in your sandbox.
    • A "lead" section is not a traditional introduction. It should summarize, very briefly, what the rest of the article will say in detail. The first paragraph should include important, broad facts about the subject. A good example is Ada Lovelace. See Editing Wikipedia page 9 for more ideas.

Improving an existing article?

  • Identify what's missing from the current form of the article. Think back to the skills you learned while critiquing an article. Make notes for improvement in your sandbox.



Keep reading your sources, too, as you prepare to write the body of the article.

Resources: Editing Wikipedia pages 7–9

Milestones

Everyone has begun writing their article drafts.

Week 4

Course meetings
Monday, 16 July 2018   |   Tuesday, 17 July 2018   |   Wednesday, 18 July 2018   |   Thursday, 19 July 2018   |   Friday, 20 July 2018
In class - Discussion
Thinking about Wikipedia
  • What do you think of Wikipedia's definition of "neutrality"?
  • What are the impacts and limits of Wikipedia as a source of information?
  • On Wikipedia, all material must be attributable to reliable, published sources. What kinds of sources does this exclude? Can you think of any problems that might create?
  • If Wikipedia was written 100 years ago, how might its content (and contributors) be different? What about 100 years from now?
Assignment - Expand your draft
  • Keep working on transforming your article into a complete first draft. Get draft ready for peer-review.
  • If you'd like a Wikipedia Expert to review your draft, now is the time! Click the "Get Help" button in your sandbox to request notes.
Assignment - Peer review and copy edit
  • First, take the "Peer Review" online training.
  • Select three classmates’ articles that you will peer review and copyedit. On the Articles tab, find the articles that you want to review. Then in the "My Articles" section of the Home tab, assign them to yourself to review.
  • Peer review your classmates' drafts. Leave suggestions on the Talk page of the article, or sandbox, that your fellow student is working on. Other editors may be reviewing your work, so look for their comments! Be sure to acknowledge feedback from other Wikipedians.
  • As you review, make spelling, grammar, and other adjustments. Pay attention to the tone of the article. Is it encyclopedic?
Milestones

Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Assignment - Respond to your peer review

You probably have some feedback from other students and possibly other Wikipedians. It's time to work with that feedback to improve your article!

  • Read Editing Wikipedia pages 12 and 14.
  • Return to your draft or article and think about the suggestions. Decide which ones to start implementing. Reach out to your instructor or your Wikipedia Expert if you have any questions.

Week 5

Course meetings
Monday, 23 July 2018   |   Tuesday, 24 July 2018   |   Wednesday, 25 July 2018   |   Thursday, 26 July 2018   |   Friday, 27 July 2018
Assignment - Begin moving your work to Wikipedia

Once you've made improvements to your article based on peer review feedback, it's time to move your work to Wikipedia proper - the "mainspace."

Editing an existing article?

  • NEVER copy and paste your draft of an article over the entire article. Instead, edit small sections at a time.
  • Copy your edits into the article. Make many small edits, saving each time, and leaving an edit summary. Never replace more than one to two sentences without saving!
  • Be sure to copy text from your sandbox while the sandbox page is in 'Edit' mode. This ensures that the formatting is transferred correctly.

Creating a new article?

Assignment - Did You Know
  • Optional: For new articles or qualifying expansions of stubs, compose a one-sentence “hook,” nominate it for “Did you know,” (see the DYK instructions handout) and monitor the nomination for any issues identified by other editors. Wiki Education staff can provide support for this process.



Handout: "Did You Know" submissions

Assignment - Continue improving your article

Do additional research and writing to make further improvements to your article, based on suggestions and your own critique.

  • Read Editing Wikipedia page 12 to see how to create links from your article to others, and from other articles to your own. Try to link to 3–5 articles, and link to your article from 2–3 other articles.
  • Consider adding an image to your article. Wikipedia has strict rules about what media can be added, so make sure to take Contributing Images and Media Files training before you upload an image.
Assignment - Polish your work

Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Wikipedia Expert at any time if you need further help!