HIS 2113 – RESEARCH PAPER Your major course project is a 7-page research paper that gives you an opportunity to explore, in-depth a

person, family, community, event, or theme in Michigan’s history an interpret his/her, their, its meaning as it relates to the state’s history.

Instructions 1. To complete this assignment, chose one of the following options, and consult at least 5 sources

(including your textbook) to research your selection:

• The first option is to do a biography of a historical or contemporary resident of Michigan. You are free to choose a person who made significant contributions to state history or an influential person

in a local community. Keep in mind, however, that it will be easier to find sources of the more significant individuals to complete your project.

• The second option is to write a local history of a town or community. Local libraries and government offices will often have many resources available to learn more about the communities they serve.

• The third option is to write about a major topic in Michigan’s history represented in your book chapters (e.g, “The World of Wheels,” or “Depression Life in an Industrial State.”) Each chapter in

your textbook contains a list of resources that would provide you with a useful starting point, if you choose this option.

2. You must have a proper introduction that sets the tone for your paper and contains a thesis statement that articulates the primary point you want to make. Your introduction paragraph should allow the reader to know what your paper is about that helps them understand why the point you are making is important or significant (to you, to the community, to the state…)

3. The body of the paper must support your thesis. There is not one exact way to do this with history. You can 1) stick to a chronological framework, telling the story of a person, family or community that has changed over time or 2) begin with an idea or theme and show how the idea or theme developed through certain people or events. Here is a general outline that you can use:

a. 1-2 pages describing the origins of the person, family, community or theme your paper presents. When identifying origins, it is helpful to show how conflicts or tensions in the origins

of a person, family, or community connect to later challenges they would need face. b. 2-3 pages discussing important people, events, and/or idea that influenced the person, family,

community, or theme you are writing about. It will be important for you to go beyond mere

description of what happened to how and why the people, events, or idea impacted and influenced the social group (or person) you are writing about.

c. Optional – one page that identifies and discusses a defining moment in the person, family, community, or theme to which all other events point.

4. Lastly, you need to write a conclusion that reinforces the ideas you have articulated, summarizes the paper content, and identifies questions or ideas for further consideration.

5. Your paper should be formatted as follows: a. A title page in Chicago Style (a template is provided in the course materials). b. Margins set to 1” – top, bottom, right, and left; Lines are double spaced c. Font type set to Arial, Calibri, Helvetica, or Times New Roman. Font size set to 12 pt. d. You must use Chicago/Turabian style to reference your sources (a quick guide is provided in

the course materials).

M I C H I G A N H I S T O R Y – H I S 2 1 1 3 – R E S E A R C H P A P E R

Name:

Paper Topic:

Exemplary Competent Developing Paper Score

Pos Score

G en

er al

Re qu

ir em

en ts The paper was turned in on time as

indicated on this handout.

The paper uses standard formatting in regards to font type, font size, line spacing, and/or margins.

Sources are properly and consistently cited

Sources are cited, but not consistently.

The paper was turned in late.

The paper uses non-standard formatting in regards to font type, font size, line spacing, and/or margins.

Sources are not properly and consistently cited

10

W ri tin

g Q ua

lit y

The introduction was engaging and previews structure of the paper.

Thesis is clear, focused, and thought provoking

Grammar and style are used to effectively communicate the student’s thoughts.

The paper had a clear structure that effectively developed the main ideas through paragraphs that were logically sequenced with thoughtful transitions.

The introduction presented background information to the topic and previews structure of paper.

Thesis states the purpose of the paper.

Sentences are generally clear, with minimal spelling and grammatical errors.

Paragraphs are generally clear and/or focused, but not sequenced to build the students’ analysis and/or transitioned to make connections between ideas and evidence.

The introduction is unclear and/or does not adequately preview structure of paper

Thesis is incomplete and/or unclear.

The paper contains numerous spelling and/or grammatical errors.

Some sentences were unclear, too long, or too short.

Paragraphs lack topic sentences, indentation, focus, and/or coherence.

20

Co nt en

t

The paper uses relevant supporting evidence that advances argument of paper.

The paper demonstrates sophisticated understanding of topics addressed.

Student’s analysis links supporting evidence to central arguments creatively and/or effectively.

Conflicting evidence and alternative viewpoints are acknowledged, explained, and used to advance central argument of paper.

Conclusion restates thesis and contains a logical and thoughtful evaluation of evidence discussed.

The paper uses supporting evidence that is relevant to the paper topic

The paper demonstrates adequate understanding of topics addressed.

Student’s analysis makes necessary connections between supporting evidence and central arguments

Conflicting evidence and alternative viewpoints are identified and acknowledged.

Conclusion restates thesis and summarizes the paper effectively

The paper lacks adequate supporting evidence and/or the relevance of the evidence to the paper is not made clear.

The paper demonstrates surface understanding of topic(s) addressed

Student’s analysis lists supporting evidence but does not fully explain connection between evidence and central argument

Conflicting evidence and alternative viewpoints are not identified.

Conclusion does not restate the thesis and/or is inconsistently tied to evidence discussed.

70

Co m m en

ts

TOTAL GRADE ON THIS ASSIGNEMENT 100