102 Major assignments 1960s

Project 1: 1930s for M. Rippy, Fall 2009
Components:
This project has 3 main components, each of which will build on the previous activity. The final result will be an essay that analyzes 2 or 3 primary sources from 1938.
1. ) Summary/Response 10%
2.) Essay 1: Analysis of a Primary Source 50%
3. ) Oral Presentation of Conclusions Based on Analysis of Primary Sources 30%
4.) Participation 10%

1. ) Summary/Response Assignment, 500 words (approx) 10% of project 1 grade
Choose one of the following radio broadcasts and summarize and respond to it:
1938 CBS radio broadcast linked to your course homepage, 1938 Dick Tracy "Dick Shot in the Leg," or Lights Out: Oxychloride X

Write a 1-page summary of one of these short broadcasts, then respond to it on the next page. Don't forget to use a cover sheet & follow essay format as listed on the Policies page of your syllabus. At the conclusion of the summary/response, list the primary radio source in MLA format, as you would on a Works Cited page. Here are some TIPS on writing a summary.

Summary
In the opening sentence, give the title and broadcast date of your source. Then consider some of the following questions as you write your summary:
Who is the intended audience?
What tone does this source take?
What major events does it describe or major plot points develop?
How does it create a particular point of view for the listener?

Write in the present tense, and use quotation marks if needed. Do not include opinion in this part of the essay.

Response
In the response, you will want to place this piece in the context of your own listening experience, as well as of any other sources you have reviewed so far about the 1930s. What did you learn from this source that you did not know before about the 1930s?

You might ask yourself some of the following questions.
-What genre of broadcast did you choose and why (fact vs. fiction, your own interests, etc.)?
-How does this broadcast demonstrate the role of radio for the American public in the 1930s?
-What aspect of this source appealed to you (or offended you) in terms of style, subject matter, or tone?
-How did this broadcast "paint a picture" of the 1930s for you without showing you any visual images?
-How does this broadcast's perspective/tone/style differ from others that I may have seen (or is it similar?)
-What new fact or idea did you learn from this piece, specifically what new facts regarding American culture in the 1930s?

Citation Sample
"Rebecca." Campbell Playhouse Series. 9 Dec 1938. OTR Network Library. http://www.otr.net/?p=camp

Objectives: By the end of this assignment you should be able to

* Identify the genre of a primary source
* Describe main and supporting ideas accurately
* Detect how point of view is established and how it affects your interpretation
* Paraphrase plot points smoothly and honestly
* Cite a primary source reproduced on the internet
* Design a list of 10 traits of the 1930s based on a variety of primary sources

2.) Project I Essay - Primary Source Analysis (4-5 pages) 50% of Project Grade and
3.) Oral Presentation (groups) 30% of Project Grade

Taking the radio broadcast that you summarized as a starting point, deepen your perspective of the year 1938 by locating other primary sources that deal with politics, sports or entertainment. In a well-developed essay of 4-5 pages, discuss the cultural assumptions of these sources when combined with the radio broadcast that you summarized. What message(s), explicit or implicit, about politics, sports or entertainment in 1938 do these sources communicate? Within these broad categories, do these sources create a picture of gender, class, nationality, or family life in the 1938? Be sure to provide specific details and examples from your sources to support your analysis. Include copies of your print sources with your final draft and make sure you have correctly cited all sources on your works cited page- you should have a minimum of two sources (the 1938 CBS radio broadcast plus one other) to support your essay. You will describe your conclusions and present your examples in your first oral presentation.

Drafting Essay 1: Analysis of Primary Sources
Revising Summary into Analysis
To move from Summary/Response to Analysis, consider the following questions and move toward a thesis that expresses your interpretation of how your 2-3 primary sources relate to each other, and support your interpretation with details from the source itself (some details regarding the CBS radio broadcast can be found in your summary section, whereas elements of your interpretation are found in your response). In some ways, this essay is a revision and expansion of your summary/response, except that it asks you to engage in total revision (don't just edit the summary/response) and add in new sources as well.

* Can you tell who the primary audience for your sources might be? How can you tell? Are they all written for the same audience?
* Why did you choose these sources to represent the year 1938?
* How does the genre of the radio broadcast or other primary source create a certain viewpoint? Do your other primary sources offer a different viewpoint or reinforce the view presented in the CBS broadcast? How so?
* Does these srouces repeat any ideas or themes?
* What images do these sources together suggest to you - for example, "fun" "work""fear" "poverty" "wealth"? Do your primary sources invoke similar images, or contrasting images?
* What do your primary sources overall suggest about the decade of the 1930s?
* Have you made assertions or claims you can't support with details from your sources?

Oral Presentation Guidelines
The goal of the oral presentations is simply to introduce your perspective on the 1930s through the sources that you have found. In no more than 5 minutes introduce us to your topic (a specific political or historical event, radio and film entertainment, first-person interviews, photo and radio journalism in the 1930s, etc.) and show us your sources. Explain what view of the 1930s these sources gave you, and how this view fits with the views of other group members. Be sure that the first and last presenters offer a brief introduction and conclusion to your whole group's presentation as well and make sure to use some type of handout or visual aid (powerpoint slides, xeroxes, overhead transparencies all work).

Project 2: Literary Analysis Essay Assignment for 1930s section, M. Rippy, Fall 2009
Project Components:
Essay 2: 4-5pp (1000-1500 words) 75%
Peer Review and Draft: 15%
Participation (Blackboard & class): 10%

Like Essay One, this essay asks you to analyze and interpret a primary source. Unlike your first essay, however, this essay will study primary literary sources.

Take a story or poem from the reading packet and analyze how it reflects the 1930s values or experiences in terms of Theme, Plot, Character, or Point of View. You may also take two of the texts and compare or contrast Theme, Character or Point of View if you prefer. No secondary sources are required for this essay.

Theme
Is there a general message, either explicitly stated or implied, that the text leaves the reader? Does the work try to persuade the reader to a certain point of view?

Plot
Not just what happens, but how and why it happens. Consider cause, motivation, organization and effect

Character
What are the moral, intellectual and emotional qualities of the characters? Protagonist/Antagonist? Hero/Villain?

Point of View and Narrative Voice: How a story is told
* Omniscient
* Limited: can only see what a particular character can see
* First-person: Observer or participant
* Can be unreliable (not trustworthy)

Tips on Organization:
Think in terms of a narrow thesis. Don't cover all areas of theme, plot, etc., just focus on proving one or two points through your analysis.
Use Topic Sentences & Outline to narrow your thesis.

* Organize your essay by main points, not by sources
* Develop each main point in separate paragraphs - you may need more than one paragraph for each point
* Support each point with examples and details from your sources

Reading Packet and Selected Films
You may use any of the handouts/viewings assigned in class ("Horse Thief"or "The Gilded Six-Bits") Make sure to know who the author of the piece is, and to include a Works Cited page. Publication information is written on the handouts themselves and on the in-class handout for Peer Review.

Project 3 Assignment Sheet 1930s Section for M. Rippy, Fall 2009
Components
1. Annotated Bibliography (75% of Project 3)
2. Oral Presentation (15% of Project 3)
3. Participation (10%)
This project will result in an annotated bibliography (a bibliography of sources on a topic, with short summaries following each source listed) and an oral presentation. The project will be developed in stages, beginning with a preliminary brainstorm of possible topics and ideas, moving on to a list of available sources on these topics, culminating in the selection of one of these topics as the basis for Project 4 and the accumulation of potential sources. Projects 3 & 4 are very closely related, since Project 4 will ask you to write an essay on the topic that you selected, using the sources you described in Project 3. The following assignments comprise Project 3.

1930s essays that provide ideas for final topics:
Review questions on the following handouts to help you choose an idea for a final project
"The Migrant Youth of Depression America" (101-109); The "Golden Age" of Radio: "Radio in the 1930s: An Overview" (159-169); "The Trials of the Scottsboro Boys" (246-60); "Gangsters & G-Men" (261-268); "The Hollywood Studio System Adapts to Sound" (280-293); "The World of Tomorrow" (332-338); "War of the Worlds" (207-222).

Annotated Bibliography (75% of Project 3)
Taking the topic that you read about in the 1930s book for your summary as a point of departure, look for other sources in the library on this topic. Start with primary sources: photographs, newspaper articles from the 1930s, advertisements, sound recordings, interviews with people from the 1930s, legal documents, etc.

Build a bibliography of potential sources in journals, books, or films, both at Marymount, and the internet (see our 1930s Resource Webpage), or that you can order via interlibrary loan. After you have compiled the list, write a 400-500 word summary of the number and availability of the sources that you found. Which sources look most helpful to you and why? How might you reshape your topic to best fit the sources available to you? Include a working Thesis Statement and a sense of the major subtopics you'll address to prove this Thesis, written as a smooth introduction to your topic. USE MLA STYLE!!!

List these sources as you would on a Works Cited page, but add your summary of the source's perspective, potential bias, reliability and overall usefulness to your Project 4 after each source. This requires that you have obtained and examined each of the sources.

Oral Presentation (15% of Project 3)
Deliver a 5-10 minute individual presentation as a panelist. You should give us a sense of the cause/effect question that you plan to answer, the sources you have found so far & what you have learned about your topic, and what work remains to be done for you to fully develop your cause/effect thesis. You might talk to us about how you are using primary and secondary sources, or you might present a sample from a primary source (or sources). Handouts or visuals, as always, will be very helpful to your audience.

Participation: As always, 10% of your project grade will be based on attendance/participation, including worksheets, attendance and Blackboard.

Project 4: Argument Essay, 1930s section, M. Rippy, Fall 2009

Components:
1.) Argument of Cause or Effect (5-7pp, 75%)
2.) Key Source, feedback attached to final copy of essay (15%)
3.) Participation: As always, participation is 10% of your project grade.

Incorporating Feedback into Final Essay (15%):
Attach at least one and preferably two of your key sources (copies are fine) and highlight source passages that you paraphrase or quote. Submit your draft online or in person in conference; incorporate comments into your final project. Indicate source review process (photocopies or printouts are fine) on attached key sources (highlighted or marked to indicate key passages) and indicate incorporated feedback from instructor (either online or in person).

Essay: (75% of Project 4)
Write a 5-7 page (1250-1750 word) essay regarding a cause/effect argument based on your research in Project 3. You will want to state your argument clearly, avoiding the logical errors listed above, and support this argument by analyzing both primary and secondary sources. You will probably use some, but not all, of your sources from Project 3. Essays must cite both paraphrased and directly quoted information, and must have a Works Cited page attached. All essays must use MLA Format and integrate direct quotations.

Assignment:
Using the articles given to you about the 1930s as an initial starting point, analyze primary sources to argue the case for the cause or the effect of a major event of the 1930s. Your final project will result in a 5-7 page written essay.

Your cause/effect question should be based on your analysis of primary sources, and supported with secondary sources. This essay will grow out of the research you conducted in Project 3. Its primary components are a draft and revision of the final essay.

Examples of Cause/Effect Questions
Gangsters & G-Men:
What caused John Dillinger to be designated “Public Enemy No. 1”?
What caused federal agents like Thomas Dewey to become film heroes?
1939 New York World's Fair: What caused the world’s fair to be a success? Or a failure? (Define which one you think it was.)
Radio in the 1930s: What caused the popularity of a given show or type of shows (fictions, suspense, talk radio, news broadcasts) in the 1930s? How did the popularity of such shows affect the national mood?
Hollywood in the 1930s: What was the impact of a specific film on the industry? What caused the popularity of a certain star or film? How did the Great Depression affect the film industry, using a case study of a specific film, studio or star?

The Craft of Argument: Arguments about Causes
Remember, that every effect has many causes that interact. State cautious claims that you can support with tangible evidence. Strengthen your claims by moderating them with careful language examining your knowledge, intention, and the ambiguity of the cause/effect relationship.

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