Instructions – EDU/HIS 210
For our final project, we are creating an alternative or supplemental “textbook” on the History of American Education. Each of you will design a chapter on a topic of interest to you to include in our digital textbook. Your topic must provide new information and challenge or complicate the texts we have engaged with in our course. We are devoting the final week of the term to sharing our chapters.
Word Count Approximation: 7-8 pages of writing
Subtopic 1: 500-600
Subtopic 2: 500-600
The final version of your chapter (40% of final grade with presentation) will consist of the following*:
a. Academic Title. Your chapter title should accurately reflect the topic and time period and pique your readers’ interest. Include a relevant, visually interesting background image in the header of your chapter with your title.
b. An Introduction (~250-300 words)
i. The Historical Argument. Your thesis statement includes your historical argument and will have a prominent place in the Introduction. See the three “Research Paper Scenarios” in this “Historical Argument” guide from Harvard, (also available in the Writing Guide folder on PWeb).
ii. Dates. Include accurate dates and date ranges in your title, historical argument, and with each new subclaim to build a chronological narrative of cause and effect or continuity and change over time.
iii. Map out your narrative. In the introduction, identify your subclaims and provide a teaser about how your narrative or historical account will unfold. (See the handout on Thesis Statements in our Writing Guide folder).
iv. Significance. As part of that historical argument, you will explain why this topic matters. For example: What does this topic tell us about schooling today? What legacies of injustice or hope do we see from this topic? Or, how does it complicate common perceptions of American education history? You are telling the reader why they should care about what you have researched.
v. Contribution. How is your research contributing to the scholarly dialogue on this topic? As you don’t want to overstate your contribution: you want to acknowledge with citation other scholars’ work, but then say how your voice and perspective are adding something. Remember: Are you supporting (with new or different evidence), complicating (with nuances or twists), or challenging (again, with new evidence or different voices) other historical accounts of this subject?
c. Subtopics:. Use headings between sections of your chapter to signal to the reader the organizational logic and flow of your work. Each subtopic contains at least one claim that: (1) you evidence with at least two artifacts and other prose data (i.e. quotes or citations, as you have done in SP1 and SP2); and (2) connect back to your historical argument. Again, don’t forget to provide some dates to help your reader follow the chronology of your historical argument. Each subtopic will be ~500-600 words, including the ~150-word analyses for each artifact (In other words, you’ll have 200-300 words beyond the artifact analyses per subtopic).
d. FIVE Artifacts with a ~150-word analysis of each artifact: How does this item fit with your subclaim and connect back to your historical argument/thesis? The artifacts in this assignment are not just visual candy: they are evidence, and that is why you need to interpret the artifact in relation to your thesis and subclaims. Each artifact should be clearly labeled with proper attribution in the captions. Your artifacts can be photos, artwork, maps, illustrated or animated data, images of books or newspaper clippings, video clips, drawings… Group your artifacts into at least two subtopics to offer your chapter a sense of forward momentum. The fifth artifact could be in your introduction, conclusion, or a third item in one of your subtopics.
e. A Conclusion (~300 words) that summarizes your findings and their significance, and then evidences why your chapter is needed to supplement history of education texts. Here you will situate your chapter in the narrative of Urban & Wagoner and other authors from our course.
f. A Bibliography of all your sources (primary and secondary), Chicago-style: https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/chicago_style_introduction.html