History Matriculation Project

Written Essay Name________________________

Assignments Date Due Completed

1. Topic Selected 9/18/18

2. Parent Signature due 9/18/18

3. Find books & online resources 9/15/18

4. Research Notes Due.

(at least 2 biography and 2 primary source)

9/21/18

5. Introduction and Essay Outline 9/27/18

6. First Draft Due through Kaizena 10/2/18

7. Final draft due 10/19/18

Online access will be needed to complete research, rough draft, and final draft.

Students must print out their own report to hand in a hard copy.

I have looked over the history matriculation project requirements and due dates for my child.

Please sign and return this form to your matriculation teacher.

Student Name ___________________________________________

Chosen Topic _________________________________________

Parent Signature _________________________________ Date ____________

History Matriculation Project Parent copy Name________________________

Assignments Date Due Completed

1. Topic Selected 9/18/18

2. Parent Signature due 9/18/18

3. Find books & online resources 9/15/18

4. Research Notes Due.

(at least 2 biography and 2 primary source)

9/21/18

5. Introduction and Essay Outline 9/27/18

6. First Draft Due through Kaizena 10/2/18

7. Final draft due 10/19/18

Online access will be needed to complete research, rough draft, and final draft.

Students must print out their own report to hand in a hard copy.

*************** PARENT COPY ******************KEEP FOR YOUR REFERENCE

History Matriculation Essay

Goal:In a lot of ways, the study of history is learning about how people caused and were affected by Triumph and Tragedy. This year, we will look at how the United States was shaped by Triumph and Tragedy. You will select a topic and answer the question “Is your topic a triumph, a tragedy, or both for the United States?”

Product and Purpose:In 5 paragraphs, you will:

Select a topic that occurred in US History from the Founding of the Colonies to the Progressive Movement (1600’s – 1910’s)

You will use both primary and secondary sources to support your ideas. Answer the question, the question “Is your topic a triumph, a tragedy, or both for the United States?” Describe the events and people that influenced your topic. How was your topic a tragedy? What happened? Who was hurt by your topic? What impact did this tragedy

have? How was your topic a triumph? Who benefited from your topic? What impact did this triumph have? Conclude how your topic impacted the United States and continues to impact the United States today?

Role:You are a researcher and a historian. You will research and discuss the impact of your topic on the United States and how it was a triumph, a tragedy, or both.

Audience:Your audience will be both your history teacher and your fellow students. You should seek to inform them on the topic and not assume they have already studied it.

Situation:After deciding on your research topic, you must investigate historical context, historical significance, and the topic’s relationship to the theme by conducting research in libraries, archives, and museums; through oral history interviews; and by visiting historic sites. Also remember to use evidence from your research to explain how your topic has influenced history. How did your topic create change?

Criteria for Success: Intro Paragraph

o Attention Grabbing opening lineo A brief description of the historical figure or evento Answer the question “Is your topic a triumph, a tragedy, or both for the United States?”

Body Paragraph 1o Describe the events and people that influenced your topic.

Concrete Detail 1 Commentary Commentary

Concrete Detail 2 Commentary Commentary

Closing Sentence that connects back to the topic sentence Body Paragraph 2

o How was your topic a tragedy? What happened? Who was hurt by your topic? What impact did this tragedy have?

Concrete Detail 1 Commentary Commentary

Concrete Detail 2 Commentary Commentary

Closing Sentence that connects back to the topic sentence Body Paragraph 3

o How was your topic a triumph? Who benefited from your topic? What impact did this triumph have? Concrete Detail 1

Commentary Commentary

Concrete Detail 2 Commentary Commentary

Closing Sentence that connects back to the topic sentence Conclusion

o What were the immediate effects of your topic on the United States?o How did your topic continue to shape the development of the United States?o How does your topic continue to impact the United States today?

See attached rubric for the criteria for success.

Rubric

Level III Writing: Simple essay with One-chunk BPs Thesis-Prompt-Conclusion - 40 ptsYes No Do I respond to the prompt given?

Yes No Is my thesis a complete sentence that uses language from the prompt?

Yes No Does my thesis clearly state my opinion and use phrases to clarify my stance?

Yes No Does the end of my essay have a concluding sentence that provides closure to the reader?

Development (Body Paragraphs) - 40 ptsYes No Does my essay have two properly indented body paragraphs about the topic?

Yes No TS (Topic Sentence): Do each of my body paragraphs start with a topic sentence that proves my thesis and tells what the paragraph will be about?

Yes No CD (Concrete Detail): Is my topic supported by text evidence that is paraphrased or directly quoted with a citation? (Ex: National Geographic, 36)

Yes No CM: (Commentary): Do my CM sentences provide an explanation as to why my CD supports the topic sentence?

Language Control - 20 ptsYes No Do I have sentence variety that keeps my reader interested? (No robots!)

Yes No Do I use descriptive language that works to show my reader detail about my topic?

Yes No Do I have no more than 1 fragment or run-ons sentence, showing I have a basic understanding of sentence boundaries?

Yes No Has my paper been reread and obviously proofread and edited? (Does it make sense?)

Yes No Do I have no more than 4 grammar errors?

Yes No Do I spell non-negotiable words correctly? (Refer to Non-negotiable list)

Yes No Do all of my sentences start with capitals, proper nouns are capitalized, and capitals are not thrown in at random places within my work? (Be sure lowercase and uppercase are clearly different from each other)

Yes No Do I punctuate with periods, quotations, and sentence endings? Do I avoid contractions and use commas properly? Do I write in a professional tone with no personal words unless the prompt calls for it? (I, we, our, me, my etc. )

Potential List of Topics

1. Benjamin Franklin2. Paul Revere3. George Washington4. French and Indian War5. Samuel Adams6. The Boston Massacre7. The Boston Tea Party8. First Continental Congress 9. The Shot Heard Around the World10. Thomas Jefferson11. The Declaration of Independence12. Patrick Henry13. John Adams14. Marquis de Lafayette15. Abigail Adams16. African Americans in the Revolutionary War17. Washington crossing the Delaware18. The battle of Monmouth19. The battle of Yorktown20. James Madison21. The Articles of Confederation22. Shay’s Rebellion23. Constitutional Convention24. The Adoption of the Constitution25. The Bill of Rights26. The Second Amendment27. Alexander Hamilton28. Nullification29. The election of 180030. The War of 181231. James Monroe32. The Defense of Fort McHenry33. Henry Clay34. Daniel Webster35. John Marshall36. John Quincy Adams37. Andrew Jackson38. Gilbert Stewart39. George Catlin40. John James Audubon41. Early American Music42. Slave Spirituals43. Washington Irving44. James Fenimore Cooper45. Davy Crockett

46. Henry Wadsworth Longfellow47. Emily DIckinson48. The Indian Removal act and the Trail of Tears49. Manifest Destiny50. The Louisiana Purchase51. Lewis and Clark52. Stephen F. Austin53. The Alamo54. The Oregon Trail55. The Mexican American War56. The Bear Flag Republic57. The Battle of San Pasqual58. John C. Freemont59. Junipero Serra60. Californios61. Pioneer Women62. The Forty-Niners63. Chinese – Americans64. Mexican – Americans65. Sojourner Truth66. The Second Great Awakening67. Ralph Waldo Emerson68. Henry David Thoreau69. Dorothea Dix70. Horace Mann71. Antioch College72. Abolitionist Movement73. Frederick Douglass74. Equal Rights for Women75. Seneca Falls Convention76. The Cotton Gin77. African Americans in the mid-1800s78. Emanuel Leutze79. Abraham Lincoln80. The Missouri Compromise81. The Dred Scott Decision82. Robert E. Lee83. Jefferson Davis84. Clara Barton85. The Emancipation Proclamation86. The Gettysburg Address87. African – Americans and the Civil War88. Ulysses S. Grant89. Appomattox Court House90. Reconstruction

91. Freedmen’s Bureau92. 14th Amendment93. 15th Amendment94. Jim Crow Laws95. Plessy vs. Ferguson96. Transcontinental Railroad97. Laura Ingles Wilder98. The Gilded Age99. Mark Twain

100. Andrew Carnegie101. Thomas Edison102. Alexander Graham Bell103. Henry Ford104. Wright Brothers105. John D. Rockefeller106. Labor Movement107. Ellis Island108. Immigration to the United States109. The Populist Party110. William Jennings Bryant111. Theodore Roosevelt112. Mother Jones113. John Muir114. W.E.B. Du Bois115. Upton Sinclair116. Alice Paul117. Booker T. Washington118. George Gershwin

Essay Outline

Thesis:

Summary of 1st body paragraph ideas:

Summary of 2nd body paragraph ideas:

Summary of 3rd body paragraph ideas:

Summary of 4th body paragraph ideas:

Conclusion:

Website Research Notes

Copy & Paste Web Address Create citation in MLA format using Purdue OWL website to help

Copy & Paste Text Directly from Source Paraphrase information in your own words.

Book Research Notes Name :

Create citation in MLA format from Purdue OWL

and write here.

PAGE NUMBER

Paraphrase information in your own words.

If using direct quote, put in quotation marks.

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Selecting Credible SourcesWhen writing a research paper, it is important to think critically about the sources you choose. Not every resource that you find or collect related to your research topic will be equally useful to you or equally valid.

1. Look at the author's credentials. How qualified is the author of the source? Author's credentials (their education, where they work, etc.) can usually be found by looking at a bibliography on the source and/or on a short biography of the author

What is the author's educational background? Is the author's area of expertise relevant to the research you are conducting?

How reputable is the person (or organization) listed as the author? What else has the author written in the past about this topic Why is this author considered an expert or reliable authority? Who considers them to be an expert? Would this author be likely to have any kind of bias (a special interest or personal angle) or unspoken

agenda

2. Look at the publisher's credentials. After you have satisfied your questions about the qualifications of the author of the source, next think about the institutions or affiliations which published the source you are consulting. Government agencies and university presses tend to be the most credible, reliable, and reputable publishers of works suitable to be used in research writing, since these publishers review what they

Is there a bias or any reason for the publishing group to slant the truth in any way?

Why might this publishing group be trying to sell you something or convince you to accept its views? Is the publishing group attempting to be sensational or attention-getting to enhance their own popularity or

ratings?

3. Look at the date the source was published. When considering a source, it is also important that you look carefully at the date of when the source was published (if a book or a journal, publication date information can often be found on the title page or the page following; if a website, the date the site was last updated can often be found at the bottom of the main page). Is the source/information contained within the source relatively recent? In our information-age, facts and ideas are constantly changing, and a source that might have been credible ten years ago may not be as applicable to your research today.

4. Look for a list of references to show the author has consulted other sources. Can these sources lead you to other useful material?

5. Cross-reference the data you find in one source with the data you find in another. Do the data support each other? Why or why not? If not, then one of the sources might not be as reliable as you need.

6. Evaluating Internet Sources: As with any source, you will need to consider the above listed concerns and suggestions when evaluating Internet sources. However, since the Internet is such a vast source of information, and since it tends to be much less regulated in what someone can publish (as opposed to most print sources), you need to be careful when using research gathered from the world wide web.

When evaluating Internet sources, you should first consider the agenda of a web site. What is the web site's purpose? Why did the web site creator/author design this web site? Next, check the extensions (.com, .edu, .gov, etc.). Educational (which use a .edu extension) and government sites (which use a .gov extension) tend to be more reliable sources (although not always -- remember, many university employees/students have web sites with educational extensions, and a few might have unauthorized content.

A. Topic Selection1. Historical sub-fields – History is a huge and broad umbrella that includes lots of sub-branches of history. Look at the list below and choose five to cross out (that you have NO interest in) and five to circle (that you have a high interest in).

political history social history military history economic history

religious history cultural history diplomatic history environmental history

women’s history public history history of government demographic history

rural history family history ethnic history labor history

urban history history of education history of the common man

intellectual history

2. Time Periods / Geographic Regions – the second thing that you have to do is to narrow down some geographic locations. Based on that, choose one or two that you’d like to pursue.

North America Central America Caribbean South America

Pre-Columbian Pre-Columbian Pre-Columbian Pre-Columbian

Exploration and Settlement Exploration and Settlement

Exploration and Settlement Exploration and Settlement

Founding / pre-civil war Independence movements Independence movements Independence movements

Post-Civil War Twentieth century Twentieth century Twentieth century

Europe Africa Asia Pacific Rim

Romans, Dark/Middle Ages Pre-imperialism Pre-imperialism Pre-imperialism

Early Modern Imperialism Imperialism Imperialism

Imperialism Post-imperialism Post-imperialism Post-imperialism

Twentieth century Modern Africa Modern Asia Modern Oceania

3. Are you thinking of working in a group? Glance at the paper of the members of your group – do you agree more than you disagree?

NHD: Choosing a Topic

B. Web Searching – Choose three of the links below to explore.

Our Documents - http://www.ourdocuments.gov/index.php?flash=true& Look at the 100 most important documents in US history. Choose three that you think are interesting and note WHY you are interested in these documents

Document…. This is interesting because….

Library of Congress - http://www.loc.gov/teachers/classroommaterials/primarysourcesets/ Click on the link above and choose two set of primary sources

Primary Source Set…. This caught my attention…

National Historic Landmarks - http://www.nps.gov/nhl/ Sometimes a place can inspire an idea….the National Parks Service protects historic places across the United States

Ideas…..

PBS History - http://www.pbs.org/topics/history/ On the menu bar across the top, choose the “topics” and choose some categories that interest you. Note your pathways and ideas in the boxes below.

Ideas…..

Library of Congress Timeline – http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/index.html

If you like to look at history chronologically…..try this Ideas….

C. If you have extra time, consider some of these….

If you’re interested in…. Try….Exploration in North and South America…. http://www.americanjourneys.org/

Colonial History http://www.history.org/history/teaching/index.cfm

http://www.dohistory.org/home.html

Social History http://www.ashp.cuny.edu/

Politics and government http://www.annenbergclassroom.org/

Women’s History http://www.womeninworldhistory.com/thematic- units.html

A general overview of US History http://historymatters.gmu.edu/

http://chroniclingamerica.loc.gov/

http://www.digitalhistory.uh.edu/index.cfm

https://www.gilderlehrman.org/

http://nhd.org/USHistoryPrimarySources.htm

World History http://www.bne.es/es/Colecciones/

http://eudocs.lib.byu.edu/index.php/Main_Page

http://nhd.org/WorldHistoryPrimarySources.htm

Puerto Rican/Latino History http://centropr.hunter.cuny.edu/

http://www.preb.com/geneal2/adasj.htm

http://www.loc.gov/rr/hispanic/

NHD Helpful Web Resources:

NHD Website: Find student project examples from past years, the annual theme sheet, tips for creating different types of entries, the contest rule book and more!http://www.nhd.org

Need research tips from a master NHD teacher?http://www.youtube.com/embed/usfIFqsHoVk

Need help writing a thesis statement from a master NHD teacher?http://www.youtube.com/embed/5728zt9ZYnQ

Research Checklist

Have you….o Searched the school library catalog for books

Searched under your subject’s name(s) Searched the name of key associates of that person or people associated with the event Searched the name of key events with which your person was associated

o Searched the school’s electronic databases for articles and primary sources Searched under your subject’s name(s) Searched the name of key associates of that person or people associated with the event Searched the name of key events with which your person was associated

[Ask your school librarian to reference the best electronic database sources and review how to complete advanced searches with the students] [Many states or larger school districts will allow for inter-library loans, making almost any book available to the student for free – just assume a 1-2 week lead time for the book to come in]

o In the school library: Searched the shelves (history and biography sections) Searched the name of key associates of that person Searched the name of key events with which your person was associated Searched the National Geographic Index Searched the reference book shelves Searched the name of key events with which your person was associated

[School librarians often know their collections best – ask them what they would put in this section]

o In the classroom Searched the classroom library Searched the classroom DVD library Searched the primary source shelf and document books Searched the essay book shelves Searched the AP textbook shelf Searched the Dictionary of American Biography

[Again, this will vary based on your resources]

o On the Internet: Search the course website for research resources in your time period.

[I began compiling a list of good sites that the kids or I found and adding to it each year. Colleagues might be able to add to it to help get you started]

Google key words (you never know what you might find) Google key words (using site:edu) Google for primary sources (“Eleanor Roosevelt primary source”) Repeat process using other key words Searched the OAH Magazine of History site

http://www.oah.org/pubs/magazine/ Search the American Heritage website

http://www.americanheritage.com/ Search the History Net website

http://www.historynet.com/

Reminder about Primary, Secondary and Tertiary Sources

Primary Source-The most common definition of a primary source is that which is written or produced in the time period. Primary sources are materials directly related to a topic by time or participation. These materials include letters, speeches, diaries, newspaper articles from the time, oral history interviews, documents, photographs, artifacts, or anything else that provides first-hand accounts about a person or event. This definition also applies to primary sources found on the internet.

Secondary Source- Secondary sources are usually published books or articles by authors who were not eyewitnesses or participants in the historical event or period and who base their interpretation on primary sources, research, and study. These sources provide context for a historical event. For example, high school history textbooks, biographies, retrospective newspapers and other history books about a particular topic are secondary sources. This definition also applies to secondary sources found on the internet.

Tertiary Source-Tertiary sources are summaries and collections of primary and secondary sources. These sources provide ideas for topics and further investigation. Some examples are almanacs, encyclopedias, dictionaries, guidebooks, manuals, etc.

Keepers of the Past: Finding the Information You Need

In the search for history and those little “nuggets” of information that provide historians with insight into the past, there are times when a lot of time and patience are needed to uncover (or discover!) just the right source. Listed below are “repositories”, or places where you might find many of the resources you need for your project! However, do not limit yourself to just this list! See if you can discover and record other repositories and sources of your own!

STATE RECORDS:

Historic RegistersPhotographsCensus RecordsGeological Survey MapsMilitary RecordsFire RecordsRailroad Records

HISTORICAL & CULTURAL INSTITUTIONS:

Special CollectionsArtifactsArchaeological Site MapsLettersGovernment RecordsNewspapersExhibitsHistorical Archives

HOME:

AlbumsDiaries JournalsLetters Private CollectionsGenealogyQuilts Oral Histories Medical RecordsMilitary RecordsPhotographs

COURTHOUSE:

DeedsWillsLedgersEstate SettlementsMarriage RecordsCity DirectoriesTax RecordsGenealogy Records

LIBRARY:

Census RecordsBusiness LedgersHistoriesReference WorksSpecial CollectionsPrimary SourcesMagazinesBooksPhotographs

SCHOOLS:

YearbooksAttendance RecordsSchool Board Minutes

ONLINE:

Primary SourcesSecondary SourcesPhotographsLettersCensus RecordsGenealogy RecordsNewspapers

BUSINESSES:

Employer NewslettersCorrespondenceAnnual ReportsPhotographsHistorical Records

PLACES OF WORSHIP:

Memberships Names and DatesCemetery RecordsBurial PracticesInscriptions