Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Oral History Interview Paper
HUM220O02N Oral History Interview Paper
This is an open-book, take-home final exam. It is designed to minimize internet use and maximize use of the assigned course readings and the suggested sources below. PLEASE READ THE INSTRUCTIONS, located on pages 14-16, BEFORE BEGINNING WORK ON YOUR EXAM ESSAYS.
Question 1 (required):
Congratulations! The year is 2024 and you have a new job as a History Tour Director. After years of students staying at home, colleges have converted from stationary physical campuses to rtus (Road Trip Universities). Your job is to plan a road trip for college history students that develops a thesis or theses for a course covering the era from 1619 through 1877.
Your road trip must include a visit to a total of 15 sites of historical importance to African-American history. You must choose several historical sites from the Nell Irvin Painter Creating Black Americans textbook we used throughout our course.
You may also select historical sites from Solomon Northup’s narrative Twelve Years a Slave, Anne Moody’s memoir, Coming of Age in Mississippi, and any of the videos linked in the weekly modules in Canvas. You may consult any of the following for site visit ideas:
Question 2 (not required; extra credit)
Oral History Interview: Interview a person over age 70 about his or her experiences, and write an essay about your interviewee’s responses.
Here are some guidelines to keep in mind as you are conducting the interview: Clearly and accurately explain to your interviewee who you are, why you want to do the interview, and what will happen to the information you collect from that person.
Be yourself. Don’t pretend to know more about something than you do know. Never record secretly. Don’t ask leading questions that suggest answers. For example, instead of asking “Wasn’t Norfolk a great town to grow up in during the 1940s?” Ask:
“How would you describe Norfolk as a place to grow up in during the 1940s?” Try to keep your opinions out of the interview. Don’t begin the interview with questions about controversial subjects. Don’t interrupt your interviewee’s answers.
What’s your full name?
When were you born?
Where were you born?
Were you raised there too?
What are some of your earliest childhood memories?
What was the greatest joy or sadness of your childhood?
Who were your childhood role models?
What were the things that you enjoyed as a child?
What kind of values do you think your parents instilled in you?
When did you consider yourself grown up?
Who were the people most important to you?
What was your first job?
What were your wages?
How long did you stay at this work?
What other jobs have you held? For how long?
What job did you like the best and which job did you like the least?
Describe your neighborhood or community.
What was most important to people in that community?
How has the community changed within your lifetime?
What were the gathering places in your neighborhood or community?
What did you do for fun?
What do you remember about your home and your neighbors’ homes?
Who were your neighbors?
Which relatives lived nearby?
What were the occasions for family gatherings?
What do you remember about them?
How much schooling did you get?
Where did go and for how long?
Did you attend school for the entire school year?
What did you like and dislike about school?
How were your parents involved in your schooling?
What kinds of things did you learn in school?
What were the major differences between your education and your parents education?
Did your family attend religious services?
Where? Who made up the congregation?
What were your religious leaders’ roles in civic affairs?
The Civil Rights Movement
Do you remember any particular controversy in your community/ neighborhood?
How was it settled?
Were there boycotts of businesses, schools, transportation?
When did you first vote?
What do you remember about people organizing voting?
How did you get local/national news?
Which newspapers or magazines did you read?
Who were the most important people in your community?
Who were the important black national figures to you in this time?
What was it like being black at that time?
Were there signs or symbols of segregation?
What were some of the differences you encountered? Schools, public places?
Who were some of the people fighting against segregation?
Who was fighting for segregation?
What role did women play in the movement?
What role did churches play in the movement?
Did the Civil Rights Movement affect your life? How?
Was there an NAACP in your community? If so, who belonged to it?
What were the main voluntary associations or clubs in your community?
Who could join them?
What did you think of the fraternal organizations and the sororities?
Do you belong to any organizations?
If so, how were decisions made at meetings?
How were conflicts resolved within the organization?
If Interviewing a Military Member:
Where were you born and when?
Was there any special relative, person, or event that led to your interest in the military?
When did you decide to become a military service member?
What made you decide?
Where did you attend high school and college?
What was your college major?
Do you have a spouse and children?
(Officers) When did you enter the USMC? ROTC/OCC/PLC?
Was there anyone notable in your TBS class (besides yourself)?
Did you attend a specialty follow-on school?
Your USMC/ARMY/AIR FORCE/NAVY career:
When did you enter the USMC/ ARMY/AIR FORCE/NAVY?
Where was your boot camp location, and what were the dates? (Be careful of being sidetracked by boot camp stories.)
(For all) What were your subsequent duty stations—and billets?
What were your combat assignments (or assignments following boot camp)?
Who were your commanding officers?
Who were your fellow officers or fellow service members?
Did any of your actions that result in combat award(s)?
Did any of your involvement in (events of historical interest that make you notable, such as amphibious landings, famous battles, or otherwise notable deeds)?
What was your opinion of (the enemy; enemy tactics; your unit’s performance; whatever makes the interviewee of interest to historians; fill in the blank).
When did you end your enlistment or retire from the military? What were some of your post-military activities?
INSTRUCTIONS FOR BOTH ESSAYS
The exam essay must be entirely your own work. You must cite all sources of information you use to write your exam essay, using footnotes.[footnoteref:10] You must put every word that you yourself did not write in quotation marks.
I encourage you to use the assigned course readings to write your exam. You may also use refereed sources (sources that have been written, peer-reviewed and verified by scholars or experts) from the TCC library website to contextualize your RTU (Question 1) sites.
On the TCC library homepage click on the “Digital Resource Guide” link in the Alert box entitled “Library Services during the COVID-19 Pandemic.” You may access the library homepage via the following link: <https://libguides.tcc.edu/librarypage>.
You may NOT use Wikipedia, nor use websites ending in .com or .net. [10: Please consult the University of North Carolina at Chapel Hill Writing Center site for information on how to cite sources in academic papers at the following link: <https://guides.lib.unc.edu/citing-information/chicago-notes-in-text>.
Remember that all citations must include the author, title, source, date, and page numbers. If you are unsure how to add footnotes to your paper in Microsoft Word, please review the instructions at the following link: <https://support.office.com/en-us/article/insert-footnotes-and-endnotes-61f3fb1a-4717-414c-9a8f-015a5f3ff4cb>. ]
Your paper must be formatted in either Arial or Times New Roman font, in 22-point font, and double-spaced. At the top of your paper, include your full name, your VCCS email address, your course number (HUM 220 O02N), and the date that you are turning in the final exam. You may submit your final exam anytime between the morning of Monday, May 4 and Wednesday, May 6, but your final exam must be submitted no later than the morning of Wednesday, May 6 before noon.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Oral History Interview Paper
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