What Did You Like About the Rws 1302 Course Student Review

David Lauderback Professor of History

ORAL HISTORY Report
U.Southward. HISTORY 2 — DIL
A-LEVEL OBJECTIVE

http://world wide web.austincc.edu/dlauderb

For the grade of A

In add-on to the two course contacts, the pupil must have all 5 exams, and brand an overall course boilerplate of 80% (24 out of 30 questions)

AND

produce i A-Level Objective:  the Oral History Report.  See the Form Schedule for the test deadlines and the borderline by which you lot must:

a.) submit the respondent for your oral history report;
b.) submit the outline for your oral history report; and
c.) plow in the completed oral history report.

NOTE:  You do NOT have to complete the Book Review AND the Oral History Report to qualify for an A in the course.  You do the Book Review for a B OR the Oral History Report for an A.

Remember, in improver to the 2 course contacts, the student must take all 5 exams, and make an overall class average of 80% (24 out of thirty questions) to be eligible to complete the Book Review for a B OR the Oral History Report for an A.

See your Course Schedule for the dates past which you must:  select a Respondent , plough in a preliminary Outline, and turn in the Recorded Interview   and the Final Draft .

Purpose of the Oral History Report

The oral history projection will give students an opportunity to explore important events and historical themes by conducting an in-depth interview.  The U.s.a. establish itself at state of war with peoples of the Pacific Rim three times in living retentivity:  first with Japan in Earth War Ii, so Korea in the early 1950s, and finally in Vietnam from 1965-1975.  Students will be expected to find someone who lived during at least one of these conflicts to discuss how the war, or wars, affected their lives.  In addition to gathering basic biographical information, students will be expected to decide to whether or non their subject accepted important historical themes, i.e., containment, racism, anti-Communism, etc., and to what extent they still share those beliefs.  Finally, students will exist expected to analyze their person�s experiences by using course notes and reading textile.

Selecting an Oral History Respondent

The oral history Respondent will be called in consultation with the instructor. Respondents can be family members, neighbors, family friends, co-workers, classmates, or someone you lot accept just met.  No, your respondent does Non have to be someone who served in the United States Armed forces.  They must, however, accept reached 18 years of age by 1965.  That is, they must have been born no later than 1947.  Students MUST ostend their choice with the instructor.

Conducting the Interview

Students will rely on the suggestions contained in the Sample Outline and Required Questions (Encounter beneath) to direct the conversation with their respondent.  Feel costless to range beyond the categories and specific questions listed below, just be certain that you do cover each of the categories that you will need to write near in your final draft.  To ensure that you can accurately depict the words and experiences of your respondent, students must tape the interview.  Use a recording device, e.g., tape recorder, answering auto, or iPOD.

Developing the Historical Context

Students are expected to provide appropriate historical context for the events of their respondent'southward life.  To help the reader understand the time and identify of the respondent'due south life, students will utilise at least three secondary sources.  Secondary sources are books and articles written at a later fourth dimension, unremarkably by historians who were not participants in the consequence.  Students must use scholarly works that investigate an aspect of life in the United States during World War Ii, the Korean War, and/or the Vietnam state of war that corresponds with the respondent's experiences.  Encyclopedias and general information web sites, due east.g., The History Channel, Wikipedia, History.com, etc., are not considered scholarly works and will non be accepted as secondary sources.  You may use your textbook America Past and Present as i of your secondary sources.

Turning in the Recorded Interview

You must turn in the recording either on tape, or submit the recording on a disc/CD or via email equally a file that can played on Windows Media Player.  Students and are strongly encouraged to make sure that the instructor can retrieve any and all electronic files prior to any and all deadlines.  It is the students responsibility -- and not the instructors -- to ensure the accurate and timely submission of all course materials.  Practice it early!

See your Course Schedule for the dates by which you must:  select a Respondent , plough in a preliminary Outline, and plough in the Recorded Interview   and the Last Draft .

Writing the Terminal Draft

The oral history study must demonstrate the student's ability to write clearly, use good grammer and punctuation, analyze the material in a curtailed manner, and offering thoughts on the period, themes, and the person in question.  Students completing an oral history will too be asked to give some comparison of what they learned from their oral history subject with the fabric independent in the secondary sources and in America By and Nowadays every bit advisable.

In that location are a few important things to consider when you write the oral history.  To begin with y'all must:

NEVER ASSUME

When you write your findings, Do NOT ASSUME that you can exit out critical information because you know that I am familiar with the time period.
Instead, you must tell me the:

MOST Of import INFORMATION

so that I will clearly understand your interviewee�s life, your analysis of his/her experiences, and your reaction to the interview equally a whole.

DO Not REWRITE THE INTERVIEW

1 of your tasks in this assignment is to testify that you can assimilate an unabridged interview of a person�s life, then distill it down to its essence.  You lot simply do non have the space to repeat everything.  So, exercise not waste fourth dimension and effort trying to rewrite their life history.

Students are expected to reach five tasks in the oral history project:

• briefly summarize the person�due south life;
• describe the person�s experiences during the time menstruation in question;
• explore his/her experience in light of course themes;
• compare the information given by the interviewee to the presentation provided in the secondary sources and in America By and Present ; and
• give your reaction to the person and subject(s) of your oral history project.

To assist you in developing your final draft, students will be required to complete an Outline of their proposed oral history.  Please see the Outline page for the requirements for the outline.

Think: ONLY students who do submit the outline earlier the borderline listed in the Form Schedule volition be permitted to revise their Outline equally necessary and to submit an Oral History Report.

A typical review would be organized as follows.

Sample Outline and Required Questions

"Title"
Past [Your Name]

I. Introduction

A. Historical context and purpose

In this paragraph you should briefly tell me what your oral history project is about.  Outset, summarize the historical context that your subject lived through.  Students will exist expected to draw upon the historical literature on the menstruum in question to frame their give-and-take of the context in which their respondent's life takes place.  Use at least two (two) secondary sources in addition to your textbook to help you describe the historical context.  And then briefly tell me how your person experienced the events and time period in question.  Finally, tell me what you take learned from this person about the war or wars that they lived through.  Remember, this is what this assignment is all about.

Ii. Life History and Analysis

A. Biographical Summary

This is where yous tell me well-nigh your interviewee�s life.  When and where were they born?  Where and how did they grow up?  Tell me about their family, childhood, hometown, and education.  Did they ever marry?  Have kids?  Tell me nearly their adult life.  What kind of jobs take they held?  Why?  Spend some fourth dimension getting to know your person and what has made them who they are.  Be sure to give examples.

B. Experiences

Now you lot need to tell me how the war or wars that they lived through affected their lives.  Tell me well-nigh their experiences.  Where did they live during the war(south)?  Did they serve in the Armed Services?  War Manufacture?  Did any family unit member and then serve?  How did the war modify their lives?  Their friends, neighbors, and family unit?  How did the war shape their view of life, family unit, and the future?  Exist certain to requite examples.

C. Themes

Here you should rely on the course readings and lectures to explore your interviewee�s personal experiences and opinions with of import course themes.  How did issues of ideology, patriotism, and racism shape their thinking and their lives?  Practice they accept the same feelings at present?  How have they changed?  Think, these are very personal bug.  Let your interviewee tell you their thoughts.  DO NOT Guess THEM.  The purpose hither is to gather a piece of life.  They lived through very different times.  Learn about those times through their experiences.  Be sure to requite examples.

D. Comparison

This is where you compare your respondent'south experiences with what the authors of America By and Nowadays had to say on the discipline of your oral history project.  Did your interviewee support or contradict what you read in your textbook?  What did you learn that was new?  Give some examples from your interview and the text.  Demonstrate your points by quoting from your oral history subject and the text.  Be certain to give examples.

E. Reaction

This is the most important role of your oral history project.  In this section, yous must draw your reaction to the subject of your oral history project.  What did y'all learn from this person?  Do you agree or disagree with your interviewee�s conclusions?  Did you detect whatsoever biases that might explain their views?  How did their account differ from the textbook and lecture?  How has your agreement of the period and themes changed?  Be sure to give examples.

III. Conclusion

In this paragraph you must summarize your oral history project.  Briefly reintroduce the subject and the historical context.  Then, summarize your person�s experiences.  How did issues of ideology, patriotism, and racism shape their lives?  Tell me how their experiences compared with the version establish in lectures and the textbook.  Finally, you should conclude past answering the post-obit question:  how did this oral history projection assistance you to ameliorate understand life in America's past?

Some tips on writing

Each paragraph should be at least thirteen (13), just NOT more than 20 (20), lines long -- Non sentences, merely lines on the page.  Each paragraph is a mini-paper.  Make the showtime sentence of each paragraph an introduction to that paragraph.  Tell your reader what to expect in the paragraph.  This is called the topic sentence.  Summarize your point at the end of the paragraph, similar the decision of a newspaper.  In between, requite lots of prove to prove your point.

Brand your sentences agile.  Fill your review with verbs that motility the reader along from signal to point.  Writing that relies on the verb "to be" -- is, was, are, etc. -- quickly becomes repetitious and volition NOT convince your reader.  I practise not expect you to eliminate the verb "to be" entirely, but come very close.

Quotes assistance spice up a paper by giving the reader the flavor of the interview.  So, include quotations where appropriate to illustrate your points.  Using quotes helps to establish your understanding of the primal themes, events, person, etc., in your interview.  Hence, the use of quotes constitutes a substantial portion of your oral history study.

Format Requirements

ALL ASSIGNMENTS -- OUTLINE AND FINAL Typhoon -- MUST CONFORM TO THE FORMAT SPECIFICATIONS Beneath.  ANY OUTLINE OR Concluding Typhoon THAT DOES Not CONFORM TO THE FORMAT SPECIFICATIONS Beneath Volition Non Be ACCEPTED.

The format requirements for the completed Outline and Final Draft are:

• Staple -- upper left corner;
• Page numbers -- pinnacle correct;
• Title -- Peak, center, folio i;
• Name -- Center; below championship with appropriate spacing (run into beneath);
• Text -- Begins right below the name on page ane, with advisable spacing (see beneath):
• Spacing -- TRIPLE spaced, typed or from a printer;
• Margins -- 1 (i) inch from the edge of the folio on the:  top, left, correct, and bottom;
• Pitch -- 12;
• Font --  Times Roman preferred;
• Length -- 7 pp;  [There is no length requirement for the Outline the Last Draft must exist seven pp.]
• End notes -- identify at the end of your document;  [Not counted in the length.  Meet Documentation below.]
• Bibliography -- on a separate page.  [Non counted in the length.  Run across Documentation below.]

Delight:

DO Not BOLDFACE; or
Exercise NOT ITALICIZE; or
DO    NOT         JUSTIFY

your text.

The above particulars are designed to ensure that all students complete works of similar length.

Please:

Exercise Not use folders or other such binders; and
You do NOT need a cover sheet.

Documentation

ALL ASSIGNMENTS -- OUTLINE AND Final Draft -- MUST CONFORM TO THE DOCUMENTATION SPECIFICATIONS BELOW.  ANY OUTLINE OR FINAL DRAFT THAT DOES Not Suit TO THE DOCUMENTATION SPECIFICATIONS Below Volition Non BE Accustomed.

The documentation requirements for the completed Outline and Last Draft are:

• endnotes; and
• bibliography

To ensure that you requite credit where credit is due, please refer to the source from which you extracted information.  Delight use end notes to document your sources using the advisable formatting (run into in a higher place).  For the correct mode, come across John Grossman, ed., The Chicago Manual of Fashion , 15th ed. (Chicago: University of Chicago Press, 2005). Y'all can also utilise an abbreviated version by Kate L. Turabian, A Transmission for Writers of Term Papers, Theses, and Dissertations, 6th ed. (Chicago: Academy of Chicago Printing, 1996). The ACC Library has a new link to Turabian. Both guides tin can be establish at the ACC Library.  Include a Bibliography on a split up folio (with no folio number), at the end of your Outline, and Final Draft .  Hither you provide a complete commendation for each work cited.  Delight use the appropriate formatting (see to a higher place).  And, please, exercise NOT inquire if yous tin utilise MLA.  Utilise the Chicago Transmission of Style or Turabian.

Grading Policy

The Outline will be graded "ACCEPTED" or "Not Accustomed." Recognize that an Outline rife with misspellings and grammatical errors will Non be considered acceptable.  Whatever Outline that does Not conform to the format specifications above will Not be accustomed. If y'all submit your Outline before the deadline date in the Course Schedule and it is graded "Not ACCEPTED" yous may revise it and resubmit it prior to the deadline date.  Whatever Outline submitted after the deadline listed in the Course Schedule will NOT be accepted.

• If the Outline receives a final grade of "NOT ACCEPTED" and then the student volition NOT be permitted to submit the Final Draft .

The Final Draft of Oral History Study will be graded "Accepted" or "NOT ACCEPTED." Recognize that a Final Typhoon rife with misspellings and grammatical errors will Not be considered acceptable.  Any Final Draft that does NOT conform to the format specifications above will Non be accepted. If y'all submit your Final Typhoon before the deadline date in the Course Schedule and it is graded "NOT ACCEPTED" you may revise it and resubmit it prior to the deadline date.

• If the Recorded Interview is NOT submitted with the Final Typhoon will receive a concluding class of "Non ACCEPTED."

See your Grade Schedule for the dates by which you must:  select a oral history Respondent , submit a preliminary Outline, and plough in the Recorded Interview  and the Last Draft .

Deadlines

ALL ASSIGNMENTS ARE DUE NO Afterwards THAN v:00 PM ON THE DEADLINE LISTED IN THE Class SCHEDULE;

and

STUDENTS WHO DO NOT SELECT A RESPONDENT BY THE Deadline LISTED IN THE Form SCHEDULE Volition NOT BE PERMITTED TO SUBMIT A Final Typhoon;

and

STUDENTS WHO DO Non TURN IN AN OUTLINE Past THE Borderline LISTED IN THE COURSE SCHEDULEWILL Non BE PERMITTED TO SUBMIT A FINAL DRAFT;

and

STUDENTS WHO DO NOT SUBMIT A RECORDING OF THEIR INTERVIEW WITH THE FINAL Draft Will RECEIVE A GRADE OF "Not ACCEPTED";

and

Whatever FINAL DRAFT THAT IS NOT SUBMITTED BY 5:00 PM ON THE Deadline LISTED IN THE Class SCHEDULE WILL NOT BE Accepted.

Students may submit the Respondent choice, the Outline, the Recorded Interview, and the Final Draft via email equally a Discussion zipper or by turning in a difficult copy to my box at ACC Rio Grande past v:00 pm on the deadline listed in the Course Schedule.

Come across your Grade Schedule for the dates by which you must:  select a Respondent , plough in a preliminary Outline, and turn in the Recorded Interview , and submit the Final Typhoon .

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© David Marcus Lauderback, 2011 ALL RIGHTS RESERVED

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Source: https://www.austincc.edu/dlauderb/PCM/1302/1302DILOralHistoryGuidelines.html

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