Presentation Schedule

Hello All,

Below find the presentation schedule for the upcoming class meetings. Each presentation is to run between 15-20 minutes, with 3-5 minutes of responses and questions from the audience included.

On the day of your presentation, be sure that you have your handouts printed and copied 25 times by the time class begins.

Also, remember that if you plan on using the media technology in the classroom for your presentation, you must do the following. First, notify me via email as to which technology you will require; i.e., hardware and/or software. Second, save all necessary information and documentation on a personal USB flashdrive. There is not enough time in the meeting period for presenters to retrieve materials from their email archives. Therefore, the only acceptable means of accessing your presentation materials is via a USB flashdrive.

R 5/2
: Presentations
4pm - RQ1
1. Jossibel
2. Melissa
3. Chynia
4. Veronica 
6pm - TW2 
1.Chiemeka
2. Marie
3. Halima
4. Joyce

T 5/7
: Presentations
4pm - RQ1
1. Mohammad
2. Dwaine
3. Crystal
4. Paul
5. Jamie
6. Danny 
6pm - TW2 
1. Paul
2. Jamila
3. Yolanda
4. Fatema
5. Jodi-Ann
6. Rosalayn

R 5/9
: Presentations
4pm - RQ1
1. Yuri
2. Marie
3. Danielle
4. Arnaldo
5. Erica 
6pm - TW2 
1. Nedjie
2. Sylwia
3. Andy
4. Xie
5. Jenika

T 5/14
: Presentations
4pm - RQ1
1. Yogeeta
2. Cinthia
3. Bahia
4. Jasim
5. Rosy 
6pm - TW2 
1. Glenn
2. Stacey
3. Rosa
4. Yajaira
5. Murland

Important Reminders for Tuesday, 4/30

This is to remind each of you of the upcoming items due this coming Tuesday, 4/30.

First, the Revision of Paper Two is due. Please be sure to include the original marked-up copy of your first draft with the revised paper!

Second, the Introduction to your Research Paper is due. Please include the first two roughly-drafted pages.

Third, the general Outline of your Research Paper is due. See the examples below and use them as models for your individual outlines. Remember that I am asking that you produce at least a half-page, detailed outline. See the generic outline I have produced that follows. Note that items in parenthesis are optional. As another example, see the outline that appears on pages 13-14 in Hacker's Writer's Reference; it has been scanned and provided below for your convenience.

Fourth, you need to bring two extra copies of your outline and introduction to class, so that we can perform a peer-edit of your work.


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I.               Introduction

a.     (Epigraph)

b.     General Introduction to Topic

c.      Argumentative Thesis Statement

d.     Identification of Sections, Main Points, etc.

II.             Background information, historical context, definition(s), etc.

a.     Supporting Evidence - Summary

b.     Supporting Evidence - Quotation

III.           Section 1 - Main Point 1

a.     Supporting Evidence - Summary

b.     Supporting Evidence - Quotation

IV.            Section 2 - Main Point 2

a.     Supporting Evidence - Summary

b.     Supporting Evidence - Quotation

V.              Section 3 - Main Point 3

a.     Supporting Evidence - Summary

b.     Supporting Evidence - Quotation

VI.            (Section 4 – Counterpoint)

a.     Supporting Evidence - Summary

b.     Supporting Evidence - Quotation

VII.          Section 5 - Conclusion

a.     Restatement of Thesis

b.     Restatement of Sections, Main Points

c.      (Personal Experience or Opinion)

d.     The What’s Next

Reminders for Thursday 4/18

This is to remind each of you of the items due today in class.

First, the revision of Paper One is due. Please be sure to include the original marked-up copy of your first draft stapled beneath your revision copy.

Second, the second submission of the Annotated Bibliography is due today. You are to submit three new sources with complete annotations. Be sure you are properly formatting your citations according to APA or MLA standards. Also, be sure that you are writing at least 200 word annotations that both summarize and explicitly describe how each source will serve your thesis and overall paper!

(#7) DQs on Lyndon B Johnson

Please answer the following questions after reading and listening to Lyndon B Johnson's speech "We Shall Overcome."

1. Why did President Johnson believe the right to vote is the most important civil right? 
2. Explain the significance of why Johnson uses the phrase, "We Shall Overcome." Identify the ways in which President Johnson established his credibility to speak on civil rights? Do you find such explications of credibility persuasive? Why or why not? 
3. How did President Johnson use history in “We Shall Overcome?” What lessons did he try to teach from U.S. history? Are such lessons still relevant today? 
4. Do President Johnson’s appeals to the American Promise seem outmoded today? Would Americans in the twenty-first century be responsive to such a narrative? If not, why not? If so, on what subject(s)? 
5. One could argue that the Johnson speech was far more efficacious in bringing about change in civil rights because it was made by a powerful white president and was the prelude to the 1964 Civil Rights Acts. Do you agree? Why or why not? 
6. The Web site for the U.S. State Department’s Bureau of International Information Programs contains a transcript of President Johnson’s speech as one of its “Basic Readings in U.S. Democracy” (http://usinfo.state.gov/usa/infousa/facts/democrac/demo.htm) as well as list of readings for citizens of other countries interested in learning about American history. Why might the State Department have included Johnson’s speech? What does one learn about U.S. democracy by reading Johnson’s speech?

Thesis Proposal Due Thursday

This is a reminder that the final draft of the Thesis Proposal is due in class this Thursday. There will not be a peer-edit of these documents, so you will only need to bring one hard copy to hand in.

(#6) DQs on Martin Luther King, Jr.

Please answer the following questions after reading and listening to Martin Luther King, Jr.'s speech "I Have A Dream."

1. King’s “I Have a Dream” speech compares the situation of African-Americans in 1863 to their situation in 1963. What are the differences? What are the similarities? 
2. King refers to a check or a promissory note that was given to African-Americans. What is that promissory note? How does he develop the check image? 
3. King’s speech is a call to action. To what kind of action? What do African-Americans want? Significantly, what kind of action does he warn against? Why? 
4. The most quoted sentences of this speech repeat the phrase “I have a dream.” What are the elements of that dream? How does it relate to the “American Dream”? 
5. King takes the phrase “let freedom ring” from the patriotic song “My Country ‘Tis of Thee.” Why is this important? How does he expand on this phrase? 
6. How does King tie this phrase to the words of an “old Negro spiritual”? Why is this significant? 
7. King was a Southern Baptist minister. What aspects, themes, images of his speech might be representative of Southern religious sermons?
8. Of what aspects of American culture is King’s speech critical? 
9. Did the speech lead to transformations in American culture? Explain your answer.

Presentation and Research Project Rubrics Posted

The rubric for the Presentations and Research Project are now posted on the Schedule, Readings, and Rubrics page. I distributed a hardcopy of this document in class today, yet should you need to retrieve another copy you can do so by clicking on the link on the aforementioned page.

(#5) DQs on Malcolm X

Please answer the following questions after reading and listening to Malcolm X's speech "The Ballot or the Bullet."

1. Malcolm X calls himself a “Black Nationalist.” What does this mean? List a few of the characteristics of this ideology. 
2. Why is Malcolm X so skeptical about whether white politicians and white liberals can be trusted to help the cause of Black Americans?
3. Is Malcolm X advocating for violence or is he merely predicting it, should voting rights not be successfully implemented? 
4. Consider the following passage from the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, that whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government.” Does Malcolm X agree with this passage? Explain your answer.
5. Consider the following statements, and then determine which one most accurately summarizes Malcolm X’s thesis in his speech: (a) Whites have systematically exploited and duped Blacks throughout American history; therefore, Blacks should use either the ballot or the bullet to organize and overthrow this system of exploitation. The goal of this political revolution should be a free society that genuinely protects everyone’s rights. (b) Whites have already organized themselves as a “nation” or race that merely looks out for its own interests; rather than integrate into this organization, Blacks must do the same things in their own community by maintaining separate political and economic institutions.

Refining Keyword Searches in Databases and Search Engines

I have transcribed the following information from page 338 in the Writer's Reference. Employ this to guide your keyword searches while beginning your initial research for your final paper. Remember to vary your usage of these Boolean operators and terms so that you can elicit the most refined search results possible.

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Although command terms and characters vary in electronic databases and Web search engines, some common functions are listed here:

• Use quotation marks around words that are part of a phrase: "gateway drug."
• Use AND to connect words  that must appear in a document: hyperactivity AND children. In some search engines--Google, for example--AND is assumed, so typing it is unnecessary. Other search engines require a plus sign instead: hyperactivity + children.
• Use NOT in front of words that must not appear in a document: Persian Gulf NOT war. Some search engines require a minus sign (hyphen) instead: Persian Gulf -war.
• Use OR if only one of the terms must appear in a document: "mountain lion" OR cougar.
• Use an asterisk as a substitute for letters that might vary: "marine biolog* (to find marine biology or marine biologist, for example).
• Use parenthesis to group a search expression and combine it with another: (standard OR student OR test*) AND reform. 

NOTE: Many databases and search engines offer an advanced search option for refining your search with filters for exact phrases that must appear, specific words that should not appear, date restrictions, author and title restrictions, and so on.

Annotated Bibliography Rubic Posted

The rubric for the annotated bibliography writing assignment is now posted on the Schedule, Readings, and Rubrics page. I distributed a hardcopy of this document in class today, yet should you need to retrieve another copy you can do so by clicking on the link on the aforementioned page.

Below is a sample annotation in APA style:

Lothan, K. (2005) Seizing the time: Australian aborigines and the influence of the Black Panther party, 1969-1972. Journal of Black Studies, 35,179-200. Retrieved from http://www.jstor.org/stable/40027217.

This article is about the Australian aborigines that were influenced by the Black Panther Party to start a party of their own to fight against inequality in Australia. The article shows that the Black Panther did not just influence the people in America but other people around the world. The Australian Black Panther Party wanted similar needs and wants as the Black Panther Party in America. They both wanted “land, bread, housing, education, clothing, justice, and peace and immediate end to police brutality” (Lothian, p. 187). The Australian Black Panther Party wanted to use self-defense as their ideology but that was not very successful because carrying guns was illegal. So instead of using guns when they followed the police, they used pencils and a note book. Members were shown movies about the Black Panther Party because they wanted every member to know what was expected of them. The Australian Black Panther Party started survival programs just like the American Black Panther Party. Some of the survival programs they started were Legal services, feed the people, free breakfast for children and Medical Services. This source supports my thesis because it shows that other people around the world saw the good things that the Black Panther Party was doing for the community and they wanted to do the same for their community.