I have reserved Library Classroom 2 from 2 pm - 4 pm on Monday, December 5 for drop-in assistance for this class.
(Classroom 2 is where we met for the Queer Identities/Reader's Guide session -- the big green books!)
Feel free to drop in any time between 2 pm and 4 pm* for help, to ask questions, to do some searching with me at hand to answer questions or help if you're stuck, or just to talk if that would help.
Need help but that's not a good time?
Feel free to make an appointment with me for help. Email is the best way to reach me; if you call, leave a message and I'll call you back.
*Because I have another appointment, I do have to lock up the classroom at 4 pm sharp.
Your final projects will consist of:
Your primary sources do not have to be found within the GSU Library.
You can use:
By 5:00 p.m. on Thursday December 8, you must email the following to me at email@example.com
Materials may be sent to me before the due date.
However, as indicated in the syllabus, late materials will not be accepted.
DO NOT send me these materials through iCollege, or put into the course's iCollege Dropbox.
Send all final project materials directly to me at firstname.lastname@example.org.
Let me know if you have other formatting questions; I'll email back and also add the answers here.
You are required to turn in an annotated bibliography of 10 primary sources related to your topic.
Each annotation should consist of a citation for the source in Chicago style AND a paragraph including
You are not required to use Zotero to create your annotated bibliography.
Save as a Word file and email to me by the final project's deadline.
You are responsible for a very brief PowerPoint presentation on ONE of your ten sources.
Which source you choose is up to you.
Generally, your source should be an image of or from the source you've chosen -- a book cover image, a photo of a source (remember, you can take photos of materials in Special Collections libraries, ours or Atlanta University Center's!), or even just a really juicy quote from a source.
Best practices for PowerPoints these days is to have a slide with little or no explanatory text, with the presentation (that is, you talking) being the explanatory text. (Of course, if you want to use a really juicy quote, go ahead and use that text!)
Have your slide represent or illustrate your source somehow -- don't just rely on a stock photo or a PowerPoint-provided graphic.
This is an opportunity to show me, and the class, something interesting that you found.
If you have questions about images, please ask!
* * * * *
Your presentation should address (briefly!):
Because of time limitations, your presentation should not exceed 5 minutes.
Use this presentation as the basis for your annotation (for the annotated bibliography) for this source and as a way of reflecting on it (for your reflection paper)
* * * *
Prior to your presentation, if you want to present from your laptop, please download the AirMedia software that will let you present directly in our classroom from your laptops.
Use this link to download:
If you have trouble downloading AirMedia, please consult the Honors College lab for help!
Note: Your presentation on either November 17 or December 1 is all that is due on that date!
Your final project materials are all due by 5 p.m. on December 8.
Your reflection paper should be about 5 pages long.
In this paper I'm going to be looking for:
Preparing your annotated bibliography and your presentation should also help you write this paper.
Remember, this is NOT a research paper. You are presenting on/writing about what you found.
For this paper, you will need to cite your primary sources (as well as any secondary sources—books or articles or other resources you used to learn more about our sources) using Chicago style.
See the "Citing" tab above for information, links, and other resources on using Chicago style.
What makes this paper NOT a "research paper"?
Glad you asked!
In a "real" history research paper, you would be expected to have:
In YOUR reflection paper:
* * * * *
What you are doing, in effect, is what you might do at the beginning of starting a full-on history research paper:
Typically, you would also start looking for relevant scholarly books and articles (secondary sources) for context.
But because THIS class is meant to be an introduction to different kinds of primary sources and how to find them,
we aren't going in that direction. We're just focusing on primary source searching/finding/learning about.