the history research paper may focus on twentieth century: politics/government/wars religion commerce/economics geography/borders music/the arts sports housing aspects of daily life or specific ethnic groups. The topic for the history research paper comes from the topics discussed during the interview. The subject for research may have been a major topic of discussion or something mentioned only briefly. For example, during the interview, the person interviewed may have: talked about the cars he or she owned mentioned seeing one of the first technicolor movies spoken at length about the types of early television shows and compared them to the ones now on tv or told stories about the business he started. Students should choose topics that interest them since they will be spending quite a bit of time working on the history research paper. The paper is a history research paper about a limited topic for which there are three focused questions unified by a thesis statement.

In a brief paper, it is not possible to write about the history of the american automobile. However, it is possible to research and write about the rise and fall of the studebaker automobile. To limit this topic further, the research and writing could focus on the importance of studebaker in the history of south bend, indiana.

step two: three questions and thesis statement

once the students have selected the topics or subjects for their history research papers, they need to do some preliminary research so that they can formulate three good questions about their topics. The topic selection and the writing of the three good questions may be the hardest part of the history research paper.

The better the focus of the topic or subject and the more carefully asked focused questions, the greater the success the students will have with the history research paper.

step three: research

the research for the paper must include both primary and secondary sources. In the research paper, students: present the results of their historical research discuss their interview subject's role in history and reflect on the influence of history on their interview subject's life. Have students use the techniques learned in gathering information during the study of family life during the great depression.

step four: outline

students write a detailed outline using their questions and notes as guides. Only the thesis statement and the introductory and transition sentences for each of the three questions should be complete sentences. If students have taken notes on index cards, they can sort their information into piles related to each of the five parts of their outline and then arrange the notes in a logical manner to present information about the question and provide support for the thesis of the research.

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The conclusion sums up how the thesis has been proven and makes connections to how things are today and how the students live.

step one: introduction

the introduction to the history research paper should explain how the topic selected relates to the grandparent or elder. Students may wish to tell a story to explain the relationship between their focused topic and the person interviewed.

The person's experience, or any other interviews that have been conducted, may be included throughout the research paper.

step two: rough draft

if students have done the detailed outline thoroughly and carefully, the rough draft should almost write itself. Students are now crafting sentences to present the facts and details clearly so that the reader can follow the logical development of the thesis and see clearly how the thesis is supported and proven.

step three: final draft

using the insights gained from the oral presentation, the questions from the class, and the discussions with your advocate, students polish their rough drafts and add conclusions. The final draft must include a bibliography using correct bibliographic formatting. Footnotes or endnotes to document the exact page source of information may also be required.

step one: the oral presentation

after completing the rough draft, students present the results of their focused research to the class. Students may use notes and refer to their outlines, but should not read their papers.

Each student's advocate will support and assist him/her in the presentation and with the question and answer session.

step two: self assessment

students may complete a self evaluation of their research papers. The following sections of the research paper and oral presentation are required: a. The history research paper must include:

work with a partner personal advocate and coach on the presentation. Formulation of questions about and responses to other students' oral presentations.

By dividing the process up into easy to complete steps and providing detailed information to help complete each step, this workshop will make writing a paper a less intimidating task. During the workshop, you'll take students step by step through the process of creating a research paper. While the focus of the project is the creation of a research paper, the step by step instruction for completing the report revolves entirely around the writing process. time required writer's workshop: research papers offers students the opportunity to learn more about a topic that interests them as they work step by step through the writing process. A typical class following the entire lesson plan can expect to spend one class period each school day for two to four weeks, depending on class size, grade level, and resources.

However, you may choose to work at a slower or faster pace than what we've outlined. It should be noted that a good portion of the work required to complete this project including but not limited to some of the research may need to be completed away from school. This writer's workshop project gives students the opportunity to become comfortable with the writing process as they work to complete their report. The workshop is designed to take students through each step of the writing process and includes tutorials, rerproducibles, online planning tools and interactive mini lessons. mini lesson 1 day begin your workshop with two quick mini lessons designed to enhance students' skills using resources. Mini lesson 1 helps students learn how to choose the best resources for their research. Min lesson 2 teaches students how to name their sources at the end of their paper.

We've provided both interactive online versions of our mini lessons as well as printable versions you may copy for each student. Lesson plan: paper from paper: a hands on approach to recycling objective: students will learn how to create their own recycled paper. The day of the lesson, take a handful of the wet shredded paper from the bucket and put into the blender. Lay newspapers in an area that can be undisturbed for a day and place felts on them.