Independent research papers:
1. Archival research: Primary sources should form the basis of analysis for each research paper. Identify and collect source materials; keep in mind the variety of primary sources available for interwar twentieth century history. Develop a framework for analysis; contextualize the source (e.g., SOAPSTONE rubric: Speaker, Occasion, Audience, Purpose, Subject and/or TONE). As research develops to include collections and readings from the available historiography (i.e., the secondary sources), continue to compare findings from the analysis of primary source materials with the historiography in order to develop a working thesis.
2. Format: For the rough draft, write at least 3-5 pages (8-10 pages on the final draft) on your research topic. The draft should include an introduction that presents the topic to the reader (assume your reader knows nothing!), and your thesis, i.e., the argument you want to make based on your research (review dialectical argument, i.e., thesis, antithesis, synthesis). The second paragraph should provide an overview of the historiography, i.e., what experts on your topic in the secondary sources have already done on this topic, i.e., what they have argued based on their research, then what might still need to be done on your topic, e.g., rebut an argument, offer a new interpretation of available materials on a given topic, synthesize available research to compile a more comprehensive understanding of your topic, offer a new interpretation of available primary sources, and/or make use of new primary sources to revise our understanding of your topic, and outline what you aim to demonstrate in the body paragraphs that follow (this should also provide the basis for your thesis, i.e., the argument you want to make.
3. Thesis: Develop an argument that demonstrates a command and engagement with the available historiography, i.e., the secondary sources, through archival research based on the interpretation and use of the available primary sources, and makes a contribution, however small, to the field(s) in question.
4. Historiography and set-up of argument: Provide an overview of what historians or other scholars have written about this topic before, and clearly explain how your argument builds on, challenges or synthesizes what has been argued before (dialectical argument; 2-3 paragraphs).
- Discuss any typical or conventional arguments that scholars have made to answer this question, e.g (for example), the conventional arguments that Reed mentions for how to explain the rise of European colonialism, or that Bush presents to explain the effects of European colonialism.
- Note any limits or problems in these scholars’ arguments, use of evidence, etc.
- Pay attention to any possible counter-arguments, more recent research (for example from Charles Mann's 1493) and what still needs to be done, like synthesizing the research and arguments already out there, resurrecting or testing an older argument, or introducing new primary sources, and thereby new interpretations and alternative explanations.
- Finish by outlining and explaining what you plan to argue and show in the rest of your essay, e.g., how your research builds on existing arguments, OR the need for a synthesis that brings together all of the older and more recent research and arguments to put together a fuller explanation of the problem, OR an antithesis that uses more recent research and your own efforts to refute a standing argument.
5. Body paragraphs should focus on key points you want to make in order to build your argument; these body paragraphs should have a clear topic sentence that makes a sharp point and should also make use of primary and secondary forms of evidence to support those points.
6. Conclusion paragraphs should not simply sum up your research and reiterate the significance of your findings in relationship to the scholarship, BUT also offer up a last set of interesting thoughts stemming from your research.
D. Independent research presentations: Prepare an 8-10 minute presentation based on your research for class. Presentations should include a discussion of how you developed your research, why you are interested in this topic, a summary assessment of the scholarship/historiography, i.e., an overview of the secondary sources, what has been done, what needs to be done, and what you aim to demonstrate through your research, and make effective use of at least one primary sources in support of your thesis. Consider use of handouts, materials objects, music, video, a brief PowerPoint or Prezi presentation, etc. Choose a week to present and discuss with the instructor.
