Exploring U.S. Options in Cuba and The Philippines

Today, you'll turn in your study guides and have an opportunity to ask questions about the reading packet.
Then, you'll use this chart to begin your preparation for the discussions about the options that will take place tomorrow. Exploring Your Option.
Remember that your homework for Wednesday is to finish this chart (be prepared to present and discuss your option) and read and annotate this essay on Just [justified] War Theory. 

Class Work for Friday 2/26: The Monroe Doctrine

Today in class you will analyze The Monroe Doctrine. Begin by reading the CONTEXT and then, using the version on the first page of your reading packet, complete this worksheet: Monroe Doctrine Close Reading Worksheet. You should work on this task independently. Upload your finished work to turnitin.com.

After finishing your work with the Monroe Doctrine, you may begin work on your homework.

• Read and annotate Choices Packet on Spanish American War, part II
• Complete Study Guide PART II
• Read and Annotate Option Speech as assigned (Option 1, Option 2, OR Option 3)

America Looks Abroad

Today in class we began to examine attitudes towards other nations by completing the America Looks Abroad activity by using this chart with the selections in your reading packet.
The new assignment sheet is linked to the right and in the tab above.  Your homework for tonight is

• Read and annotate: Choices Packet on Spanish American War Intro and part I (pgs 1-11)
• Complete Study Guide PART I

Research Paper Sharing

CONGRATULATIONS on finishing your research papers. This was a long and difficult process and you should be proud of your hard work.

To begin class today, please take this short survey about the research paper/process.  Research Paper Survey.

After everyone has completed the survey, in order to honor your work and to allow people to learn more about topics that they didn't study, we'll share some of the ideas from our papers with different partners by using this sharing sheet: Research Paper Sharing.

There is NO homework for tomorrow. If you want to work ahead on Friday's assignment, it is posted in the new assignment sheet.

Rough Drafts

Today in class you will begin to move from an outline to a rough draft. First we'll go over some tips about writing a rough draft by looking at this article-Writing a Rough Draft: Make it Fast, Make it Easy. Then, after a warmup exercise, students will have time to continue drafting their paper. Students will also be reminded to make use of the Bowdoin Guide to be sure that their introductions, conclusions, topic sentences and body paragraphs are doing what they should.  Finally, Mr. Kramer will introduce the Revision Checklist that students will use to help them revise their essays.
Your rough draft must be submitted to turnitin.com by class time on Monday, Feb. 22.
Your final essay must be submitted to turnitin.com by class time on Wednesday, Feb. 24.

Chicago Style Citations

After spending yesterday working with our outlines and as you get closer to beginning the drafting process, today we will learn how to cite our sources using the Chicago Manual of Style system. The Chicago Manual of Style requires you to cite your sources internally using footnotes and provide a bibliography of all of your sources.
The system is explained with an example in this document: Creating Footnotes in Chicago Style.
Other resources that will be helpful to you (these are also available on the U.S. History Research Paper page):

• The Chicago Manual of Style Online
• Chicago Manual of Style-From the Purdue Online Writing Lab
• Citation Chart
• Citing Indirect Sources
• Sample Paper using Chicago Style
• If you are unclear what kind of source yours is, look at this guide CMS-Categories

Thesis Workshop

Today we'll spend time going over parts of the Bowdoin Guide and introduce Thesis Writing.
We'll then work on this Outlining the Argument form. You should make a copy of the form (with your last name as the first word in the document name) and share it with your partners (see below). We'll do section A and B and then receive feedback from a classmate. We'll continue to work through each section as time permits. Your assignment for Wednesday is to finish sections A-E and then read the Three Parts of a History Paper in the Bowdoin Guide. You may choose to begin the rest of the outline form as well.

Thesis Feedback Groups:

• Eli, Jesus, Seth, Sarah
• Andrew, Dani, Zoe, Charlie
• Alina, Isabel, Luke, Zach
• Will, Meshi, Allison, Matt
• Talia,Miles, Mackenzie, Anthony

Research Days 4 and 5

After registering and continuing our research yesterday, today Ms. Williams taught us how to search for primary sources (don't forget that at least one is required to be used in your paper). She introduced us to Proquest Historical Newspapers and taught us how to search for primary documents in GALE, American History, and Salem. If you missed class, be sure to get notes from a classmate on how to do this.  Tomorrow we'll meet in the classroom to do a workshop on creating our theses.

Research Day 3

Today we continued to research in-depth sources by learning about two new databases: Infobase and Elibrary.  For Wednesday you should identify at least TWO more in-depth sources, and having READ and taken NOTES on both. You also need to submit your Research Question Proposal to turnitin.com. The remainder of the assignment sheet will be posted by Wednesday.

	Topic	Homework Due
M 2/8 (100)	MEET IN Library Day 3 . * Work with in-depth sources to further understanding of the topic	1. Identify and read at least TWO in-depth sources using information from Day 2 in Library using the Bowdoin strategies.  Take notes on your note cards. 2. Continue to read from your entry-level sources and take notes. You will be using ALL colors now. 3. Fill out and submit the Research Question Proposal
T 2/9 (78)	XXXXXXXX
W 2/10 (56)	JUNIOR REGISTRATION DAY- MEET IN LIBRARY AFTER REGISTRATION Question Evaluation Filling Research holes * Primary Sources	1. CONTINUE RESEARCH   2. Complete Section B of  your Initial Research Review for  in-depth sources (Google Form) 3. Read Bowdoin Document: “How to Read a Primary Source”

Research Day 2: Library and In-Depth Sources

Today, we moved into using In-depth (or scholarly) sources.  Ms. Williams walked us through the steps to use the Library Card Catalog and the scholarly database JSTOR.  It is crucial to follow her directions!  If you were not in class, you NEED to get notes from a reliable classmate!

Note that you are to come to class on Monday having identified TWO scholarly resources, and having READ and taken NOTES on both. You also need to submit your Research Question Proposal to turnitin.com. The remainder of the assignment sheet will be posted next week.

You should have a lot of cards by now!

	Topic	Homework Due
M 2/8 (100)	MEET IN Library Day 3 Question Evaluation. * Work with in-depth sources to further understanding of the topic	1. Identify and read at least TWO in-depth sources using information from Day 2 in Library using the Bowdoin strategies.  Take notes on your note cards. 2. Continue to read from your entry-level sources and take notes. You will be using ALL colors now. 3. Fill out and submit the Research Question Proposal
T 2/9 (78)	XXXXXXXX
W 2/10 (56)	JUNIOR REGISTRATION DAY- MEET IN LIBRARY AFTER REGISTRATION Filling Research holes * Primary Sources	1. CONTINUE RESEARCH   2. Complete Section B of  your Initial Research Review for  in-depth sources (Google Form) 3. Read Bowdoin Document: “How to Read a Primary Source”

Research Day 1: Library

Library Day One for the Research Assignment 

Having done a small bit of reading on our topics, it is now time to become an "expert" on the topic. How to do that?
                       1. Read
                       2. Take Notes
                       3. Ask questions
                       4. Use the questions to find more to read
                       5. Review -- look at information from several stances.

You already have a foundation: digital history work last night; crash courses; terms; documents. So, today the idea is BUILD on that foundation by finding and using three different “entry-level” sources.  You will do that by using some of the terms you came across to find another source.

EX. If I was doing research on Lincoln and the Emancipation Proclamation, I might have come across the term “Horace Greeley.” So I might read about Horace Greeley and his letter to Lincoln. That might take me to Lincoln’s response. I might also find reference to “contraband,” which might lead me to information on Colonel Butler, which gets tied back to Lincoln and the Emancipation Proclamation. 

Ms. Williams showed us THREE different data bases (ABC-Clio/American History, Gale, and Salem).  If you were absent, please make sure to talk to a classmate to get notes!  

We are requiring a particular note-taking format. Please make sure that you follow the directions on this powerpoint (also found on the Library Webpage):  Color Coded Notecards  

Don't forget that you are working on your Research Review sheet as you go.  You should make a copy of this document and keep it in your U.S. History Google folder. You should fill it out at the end of each days research adding to it appropriately as you work.  This allows me to see how you are doing at getting sources. 

Assigning Research Topics and Asking Good Questions

Today, we'll begin by watching the Crash Course -- Women’s Suffrage which is the last in our preparations to begin our research.
Next, we'll continue to think about creating research questions by considering How to Ask a Good Question.
We'll finish class today by receiving our research topics and the larger assignment. Mr. Kramer will also explain tonight's homework.

Contd. and Choosing a Research Topic

Because of the LS short period today, we will get right into the next Crash Course during class. Students will watch Crash Course -- The Progressive Era on their own. When finished, students will read one "muckraking" document according to the following:

• Lincoln Steffens--The Shame of the Cities-Eli, Jesus, Seth, Sarah, Andrew, Dani, Hope, Zoe
• Ida Tarbell -- The History of the Standard Oil Company-Charlie, Alina, Isabel, Luke, Zach, Will, Meshi
• Upton Sinclair -- The Jungle-Allison, Matt, Talia, Miles, Gil, Mackenzie, Anthony

Don't forget to continue to annotate according to the guidelines given at the start of the unit and fill in the main ideas of the documents that you read in your primary source organizer.

There has also been a change to the homework/Group Initial Research Doc in that you will only be doing one term tonight, F OR G (your pick). Don't forget to make sure that you are creating a critical question for each topic that you research.

Finally, students who are interesting in requesting a topic for their research papers are asked to look at the list below, and email Mr. Kramer with requests by 9 pm Monday evening. The list of potential topics is below.

Native American Policy, Native American Wars (Wounded Knee, Sand Creek, etc.), Federal Policy and Westward Expansion (Homestead Act, Morrill Act, etc.), Revolution in Agriculture, Populism and the Election of 1896, Development of Labor Unions , Labor Unrest (Strikes and Demonstrations), Railroads, Industry – Steel and Oil, Captains of Industry vs. Robber Barons, Social Darwinism and Eugenics,

The New Immigrants – Southern and Eastern Europe, The New Immigrants – Asia, Challenges of Urbanization and Urban Planning (Olmstead, Burnham, etc.), The Rise of the Political Machine, Muckrakers, Temperance Movement, Women’s Suffrage, Efforts at Election/Government Reform, T. Roosevelt and the Square Deal, Wilson and the New Freedom,