HI W ORKSHOPS M C G UIRE HUSH 2013 Please get out: 1. Your notes 2. A writing utensil Your HI is due April 14th

Coming up with a good HI question Read through the article “What is a good question?” Take notes on the most important advice you read ▪Note examples, warnings, & specifics to remember

Make this question better with your partner... “How has war affected women in America?”

1.To what extent did World War II affect working class women in the Northwest? 2.How did the Vietnam War affect women of color in the United States’ workforce?

HI W ORKSHOPS M C G UIRE HUSH Please grab: 1. A yellow worksheet 2. A coral worksheet 3. A writing utensil Your HI is due April 14th

Planning Organizer 1.Work through the front page with your partner 2.Rest of it is on your own a.With the support of: i.Ms.McGuire ii.Classmates iii.Family iv.Other teachers v.Librarian

Look through the HI Question packets with your partner... What do you notice about their topics? What do you notice about how the question is structured? Do you get any ideas for what you could do?

Brainstorming Topics What do you like learning about? Battles, Military history, Wars Social movements (GLBTQ, Civil Rights) Impacts of events on women, women’s rights, etc. Music, the Arts Religion The Civil War The Revolutionary War Laws, legal controversies and their impact on history Anything else you can think of within history!

IB Topics Spanish-American War World War I World War II ▪Japanese Internment ▪Pearl Harbor ▪Marshall Plan Cold War ▪Korean War ▪Vietnam War ▪Berlin Crisis ▪Cuban Missile Crisis

Sources Library Databases ▪GVRL, Salem History, J-Stor Primary Sources ▪Newspaper articles, magazines, photographs, classified documents Secondary Sources ▪Books, Biographies, Movies (documentaries) Interviews ▪Family, community members, or interviews you find online

HI W ORKSHOPS M C G UIRE HUSH Please get out: 1. Your yellow worksheet 2. Your coral worksheet 3. A writing utensil Your HI is due April 14th

Your homework Come to class on Monday with a good draft (or final!) of your HI question ▪It may be smart to come with a couple ideas or variations if you need more help ▪You must come with something; I can’t help you to the best of my ability if you are still at Step Zero

Your task today... Get as much of that yellow worksheet done as you can ▪That might mean that you are ▪brainstorming topics and picking your favorite ▪Revising your question to make it more specific/better ▪Brainstorming sources and listing good ones you find If you finish the yellow sheet, I want you: ▪Finding good resources ▪Creating a document in which you keep track of them ▪Looking at the “Summary of Evidence” section of the coral sheet

HI W ORKSHOPS M C G UIRE HUSH Please get out: 1.Your HI Question 2.Your yellow worksheet 3. Your coral worksheet 4. A writing utensil Your HI is due April 14th

Assess where you are at: 5--I’m confident in my question and have already talked to Ms. McGuire about it. 4--I’m confident in my question but never talked to Ms. McGuire about it last week. 3--I think I have a rough draft but think it’s pretty dang close to being a good HI question. 2--This is a rough draft. I need a quick convo with Ms. McGuire. 1--This is a ROUGH draft. I need a serious convo with Ms. McGuire.

Read through the Summary of Evidence and Analysis section of your coral sheet: Brainstorm with 1 other person in your group: What should your next 3 or 4 steps be for your HI? How will you make sure you accomplish those steps? What types of things will you need to research to be able to answer your question? Keep in mind: our next class day for the HI is Wednesday, March 12.

HI W ORKSHOPS M C G UIRE HUSH Please get out: 1.All HI Materials 2.A writing utensil Please grab a rubric from the back counter Your HI is due April 14th

P LAN OF THE INVESTIGATION Worth 3 marks 0 marks: There is no plan of the investigation, or it is inappropriate/wouldn’t work. 1 mark: The research question, method and scope of the investigation are not clearly stated. 2 marks: The research question is clearly stated. The method and scope of the investigation are outlined and related to the research question. 3 marks: The research question is clearly stated. The method and scope of the investigation are fully developed and closely focused on the research question.

P LAN OF THE INVESTIGATION 1.What is your question? 2.What do you need to look at to be able to answer that question? What do you need to know to be able to come to an answer? 3.Include words like method and scope and make sure they make sense for your HI question. Method: procedure; systematic way of accomplishing something. How are you going to accomplish this?! Scope: What are you going to investigate? What are you NOT going to investigate? Why is your question important? Why does it matter?

Evaluation of Sources Key words?

E VALUATION OF S OURCES Origin: Who created the source? When did they create the source? Purpose: Why was the source created? To inform? To persuade? To be artistic? To be critical? Value: how did this source help you (the historian) answer your question? Limitations: what did the source leave out? If it was the only source you (the historian) looked at, what perspective would you be missing? YOU KNOW HOW TO DO THIS!

Summary of Evidence ●You will transfer the key pieces of information from your research to a bulleted list (researching) ●Each piece of evidence should support your conclusion (relevant and factual) ●You will put endnotes down at the bottom of the word document when you do this (referencing) ●Organize this either chronologically or thematically (organization) THINK OF IT LIKE A SCIENCE LAB

HI W ORKSHOPS M C G UIRE HUSH Please get out: 1.All HI Materials (rubric, etc.) 2.A writing utensil Your HI is due April 14th

Analysis 0 marks: There is no analysis. 1–2 There is some attempt at analyzing the evidence presented in section B. 3–4 There is analysis of the evidence presented in section B and references are included. There may be some awareness of the significance to the investigation of the sources evaluated in section C. Where appropriate, different interpretations are considered. 5–6 There is critical analysis of the evidence presented in section B, accurate referencing, and an awareness of the significance to the investigation of the sources evaluated in section C. Where appropriate, different interpretations are analyzed.

Analyzing evidence ● You will now answer this question for each piece of evidence ● How does this piece of evidence help answer my question?

Two Analysis Strategies to choose from: 1.Do the same thing you did for your Mini HI (write some analysis right beneath the bullet point) then take all of that analysis and organize it into paragraph form ( words). You’ll have to add sentence links to make it into a coherent piece of writing. 2.Categorize the evidence that you found into related groups. Then create a paragraph/section of analysis for each of the categories you developed.

C ONCLUSION Worth 2 marks 0 marks: There is no conclusion, or the conclusion is not relevant. 1 mark: The conclusion is stated but is not entirely consistent with the evidence presented. 2 marks: The conclusion is clearly stated and consistent with the evidence presented.

C ONCLUSION What is your answer to your question? Make sure it is based on your evidence! Much like a science experiment, you make conclusions based on what you see happen in the lab. If you don’t have physical evidence for it, you can’t make up a conclusion about it. USE THE EVIDENCE YOU FOUND. Keep it around the word limit.

Sources for Citing Chicago Style My teacher web page ▪DOCUMENTS ▪HI Template ▪Mini HI Framework ▪LINKS ▪Chicago Manual of Style ▪Citing Online Journal Articles ▪How to Cite a Movie/Video Google it Your classmates Your last resort is to Ms. McGuire

Chicago Style If you have questions about how to cite, what are your options?

OPVL Workshop Please get out your O + P for your 2 best sources

Origin 1.Who created it? 2.What did they create? 3.Where did they create it? 4.When was it created?

Purpose 1.Why does this document exist? 2.Who is the intended audience? 3.What action is the author asking the audience to take?

Value 1.What can we tell about the author from the piece? 2.What can we tell about the time period from the piece? 3.What can we tell about any controversies from the piece? a.Does the author represent a particular ‘side’ of a controversy or event? 4.What was going on in history at the time the piece was created and how does this piece accurately reflect it?

Limitations 1.Being biased does not limit the value of a source! If you are going to comment on the bias of a document, you must go into detail. Who is it biased towards? Who is it biased against? What part of a story does it leave out? a.Sometimes a biased piece of work shows much about the history you are studying 2.Is anything questionable about this piece? 3.Does this piece inaccurately reflect anything about the time period? 4.What does the author leave out and why does he/she leave it out (if you know)?

Individual Work Work on your own to develop a paragraph or two putting together all of that information

Peer Work Give it to your partner for feedback: What is effective about their OPVL? What is not effective? Score it on the rubric with feedback

Editing Time You now have time to edit and make your Section C better! My goal is for you to leave class with a complete Section C

Basic Rules of Chicago Style ●Start references on a new page--It can be titled References, Works Cited, Literature Cited, or something of this nature ●Single space within the citation, double space between entries ●Use a hanging indent (first line flush with left margin, following lines are indented 5 spaces) ● Arrange list alphabetically by author's last name

Books ●Name of author(s) (if available) ●Title of work (include subtitle if any) ●Name of editors (if any) ●Number of name of edition (only if any other than the 1st) ●Place of publication ●Name of publishing agency ●Date of publication Kanet, Roger E., and Alexander V. Kozhemiakin, eds. The Foreign Policy of the Russian Federation. New York: St. Martin's, 1997.

Chapter in a book ●Author(s) of chapter ●Title of chapter ●Title of book the chapter appears in ●Name of editors (if any) ●Number of name of edition (only if any other than the 1st) ●Page numbers of the chapter ●Place of publication ●Name of publishing agency ●Date of publication Dubow, Eric F., and Laurie S. Miller. "Television Violence Viewing and Aggressive Behavior." In Tuning in to Young Viewers: Social Science Perspectives on Television, ed. T.M. MacBeth, Thousand Oaks, CA: Sage, 1996.

Online Journals ●author(s) ●article title ●journal title ●volume, pages, etc. ●date of publication ●description of source cited ●access to source (URL) ●date accessed Correia, Joao P. "Tooth loss rate from two captive sandtiger sharks." Zoo Biology, 18(4): , Journal on-line. Available from: Accessed 25 January 1999.

Websites ● Website ● Author ● Access to source (URL) ● Date accessed “Filipino Cannery Unionism Across Three Generations 1930s-1980s.” Seattle Civil Rights and Labor History Project. (accessed Aug. 23, 2007).

DUE DATE Your HI is due in class on April 14 th Not after school Not in my inbox* Not at 4 o’clock on the tennis courts *The only excuse for this is printer issues. To be on-time it must be in my inbox by class time.