U.S. History: Week of 5/14

M: Test

T: Movie – The Hiding Place

W: Lecture

H: Lecture

Nazism/Holocaust Paper and Discussion Assignment

Nazism/Holocaust Paper and Discussion

Assignment: Write a two to three page paper about Hitler’s Nazism and how it affected the lives of millions. Use your PACE and The Hiding Place to help you form your summary and analysis.

Format: typed, double spaced, 1-inch margins, 12 pt Times New Roman Font

Due Date: Thursday, May 17, at the beginning of class

We will also have discussion, which counts as 50% of assignment on Thursday.

Family History Paper

Family History Paper

1. Paper is due on March 22, 2012, at 10:00 a.m., the beginning of class. You need to start this NOW.

2. Your paper should be 8-10 pages of double spaced text, including a cover sheet and a bibliography page. You must use standard one-inch margins and 12 point Times New Roman font-size. You are not required to add photos, geological charts, maps, census records, will, deeds, letters, etc., but you may include such documents in an appendix if you wish.

3. This is to be a high school level research paper, not a collection of random anecdotes, nor a genealogy. First you should focus on only a few people from a family, characterizing each of them fully. Re-create their life and society. You should tell their story, not in relationship to you, but as they lived it – for example, he is not ‘your’ grandfather and she is not ‘your grandmother, but both are young individuals who have never met, and then meet, court, wed, etc. Second, you must connect these family members in a story that is smooth-flowing and cohesive. You should not try to include every relative that you have ever had; you should omit some. You should begin at a logical point between 1850 and 1950. Unless you clear it with me before hand, you should not discuss any person before 1850 or after 1970. Third, you must connect these individuals to the larger society, showing broader trends or uniqueness. Finally, your paper does not have to be about your family; you can pick your friend’s family or anyone else.

4. Most of your paper is based on your interviews with at least three different people. Use family members, but also neighbors, friends, co-workers, etc. A personal interview is best, but if this is impossible, then phone calls, e-mails, or lengthy letters can be substituted. Because you are not experienced interviewers, often you will need a second, follow-up interview. Think of interviewing as a process, not a one-time event. Get a lot of specific detail. You will not use these interviews word-for-word in your paper, but you will revise and edit them in your own words to make a smooth narrative. I call these your “primary” sources.

5. Your paper must also be based on at least three “secondary” sources, two of which must be printed sources such as a book. These sources are not about your specific family. They can add detail and can describe the larger historical context that your family inhabited. They can also help you to speculate about characteristics when the “primary” material is lacking. Finally, they might suggest questions to ask in your interviews. Look for information on a wide range of topics:

-the area or town that they lived in                 – their education

- their religious beliefs and practices               – their work activities and economic conditions

- their gender roles                                                 – their leisure activities

- their political ideas, etc. etc.

I grade on not just using three sources, but also on the quality of these “secondary” sources and the quality of your usage. Examples of good sources are scholarly books and articles found in historical journals. An example of a poor source which you should not use is Wikipedia.

6. I also grade on the quality of your writing: correct grammar, organization, spelling, typographical errors, etc. Be sure to use past tense; and third person and the person’s actual name (John or Smith, not ‘my Grandpa’). Do not use slang or contractions. I penalize mistakes, so take time to edit, revise, and work on this aspect. Finally, do not use headings or spacings between sections; use your own words to make smooth transitions.

7. Sometimes, a relative in your family has already compiled a family history. You may use this, but I warn you: do this sparingly and with much caution. There approach is not mine. They will include all family members; I do not want you do to so. Their audience is other family members; your audience is an outsider (me). They do not usually include research into scholarly sources. Finally, if you use such a source, I will not count this as a primary or secondary source. In other words, you must still do at least three interviews and must still do academic research from at least three secondary sources. And I must add: do not plagiarize, do not use someone else’s material as it is your own; I do investigate and if necessary penalize.

8. Citations and a bibliography must be included. In your text, you should not write phrases that relate to your interviews – ‘he says,’ ‘she remembers,’ ‘according to my uncle,’ etc. – but instead you should write in a narrative in your own words about what happened and then make a citation to your interviews. In general, you will also have some citations to your secondary sources, of course. Citiations must be based on an academic format – either endnotes or footnotes according to Kate Turabian. You must also include a bibliography, listing all the sources. First, all the primary sources and them all the secondary.

9. To summarize, I grade on several criteria:

1. Your content: your ability to characterize specific individuals in their historical context; thus, your information, creativity, and imagination in compiling this particular story.

2. Your organizational structure and writing style: your ability to write a cohesive narrative; to use transitions and to avoid leaving people or topics dangling and insufficiently described; facts or stories that do not add to your topic.

3. Your usage of a minimum of three primary sources (interviews).

4. Your usage of a minimum of three secondary sources – and the quality of these sources.

5. Your correct use of grammar, style, and spelling/ typing.

6. The correct length of your paper (including margins and font).

7. The correct usage of research standards (citations and a bibliography).

8. Cheating in any form will mean a “zero” on this assignment and further discipline as the school administration so prescribes. Do not plagiarize; do not use someone else’s material as it is  your own.

10. Your papers are due on March 22, 2012, at 10:00 a.m., the beginning of class. Papers that are handed in late will be penalized with a zero. Exception: Students who communicate with me before class on March 22 about a valid excuse (ie. severe illness) and can provide written documentation might be given an extension with no penalty.

11. Please remember that preparing this paper – doing the interviews and the secondary reading, then blending them both together in a rough draft – takes time. Then, everyone needs to re-write to achieve a smooth narrative. My best advice therefore is …to start early.

U.S. History Class Syllabus

Teacher: Miss Olson                                                                                                              

Room: 221                                                                                                                           

Email: lolson@hillcountryschool.net

Course Description: In this course, students will learn about American history from its discovery through the modern period. Emphasis will be given in the areas of government, culture, and worldview as we examine God’s divine hand in the affairs of His creation. Students will also study the growth of industrialism—its background, products, benefits, and the expansion of liberalism (1890-1914) as well as learn about immigration—the urban problems, rural unrest, and social reform (1865-1900). Current events will also be discussed from a Christian perspective.

Curriculum: Accelerated Christian Education, Christian Liberty Press, and various primary sources.

Participation: Students are expected to come to class each day prepared with their agenda, notebook, binder, and either a pen or pencil.  It is also expected that all students will participate during all class discussions, class projects, group work, and activities.  Any student who comes to class unprepared or is not focused on the task at hand will receive zero participation credit for that day.

Assignments: Reading and writing assignments will be given. Students will need to be able to summarize information as well as analyze. There will also be quizzes and other various assignments throughout the course of the year. A research paper will also be due in the second semester for which students must use both primary and secondary source material. Assignments are due at the beginning of class. If a student is absent, it is his/ her responsibility to come see me either at the beginning or the end of class to get assignments.

Late Work: Late work will not be accepted except under circumstances I deem extreme or unique.

Grades: Grades will be given based on completion and performance on all assignments, quizzes, and tests as well as participation.

Participation and daily grades   = 10%

Assignments                                      = 30%

Tests                                                     = 60%

Total                                                     = 100%

Class Rules: Love God and Love Others

Quote from Charles Carroll