[Solution]Book Review Writing

Red Mark is the paper that should be due.   Total 2 papers.   Final Paper 60 points (scroll all the way down for rubric)…

Red Mark is the paper that should be due.
 
Total 2 papers.

 
Final Paper 60 points
(scroll all the way down for rubric)
 
Require sources
· 2 books review
 
For each of these topics, you (with my help) will develop a reading list made up of book chapters, articles, and potentially books by historians who focus on these topics. In total, you must have at least three secondary sources, all of which must be referenced in your final paper.
You will also need to find at least two primary sources (which I can help you with).
 
You will then
1. explore how historians have considered the topic and analyze your primary sources in this context, and then try to say three things:
a. How have historians considered the topic
b. Do your primary sources support or push back against how historians have considered a topic (if they tend to all think the same way) or which historical arguments do your sources tend to support
c. What do you think?
 
Or (similarly)
 
2. Ask some question yourself, and try to look at how historians have tried to answer this question, and then try to say three things:
a. How have historians answered this question
b. What answers do your primary sources lead toward
c. What do you think?
 
 
Three Due Dates
 
1. 11/18: Proposal for the Final Paper (a 10-point reflection)
 
Your proposal must include:
a. A topic or theme
b. The main question you plan to ask
c. What you think you might find
d. A list of at least three secondary sources (you can consult me about these but don’t have to, and you don’t need to end up using these three) at least one should be a book
 
2. 12/2 Thesis Paragraph of the final Paper
(20 points. 10 for the paragraph, 10 for the annotated sources)
 
Along with this opening paragraph you need to submit:
 
a. A list of at least three secondary sources (these can be the same three that you turned in on the 18th). Each of these secondary sources must be accompanied by 2-3 sentences identifying what the source is, what it discusses, and how you might use it to think about your topic
 
b. At least two primary sources.
Each of these sources must also be accompanied by 2-3 sentences what the source is, what it discusses, why you think it is reliable, and how you might use it to think about your topic.
 
 
3. December 12th at noon: 6-8 page Final Paper is Due
 
 
 
Constitutional themes:
 
Freedom of Expression
 
The Popular Front
Politics in American Film/ Politics in Hollywood (potentially different questions)
Politics in American music
The Cold War in California
Free Speech and the University
The Counterculture
 
Citizenship
 
Immigration in California
· Either the immigrant experience (multiple topics)
· Or policing the border/ immigration restriction
1. Could focus on the 1870s-1920s or the 1940s-1990s
The history of housing in California
· Focus on race
· Focus on suburbanization
· Focus on people who are unhoused
The Black Freedom Movement in California
· Lots of different possible angles here
Ethnic Studies
The Third World Left in California
Asian American Radicalism
The Chicanx Movement
Mass Incarceration and the Police Power
Race and California (can narrow down by decade or era)
Japanese Internment
Gender and the Black Panther Party
Violence and non violence in the Black Freedom Movement
 
Labor
 
The gig economy
The labor movement in California
· Would probably need to narrow this down quite a bit like “Labor and the New Deal” or “Labor since the 1970s”
The United Farm Workers and agricultural organizing
Economic prosperity/ economic crisis
Wealth and income inequality
 
Politics and Governance
 
The New Left in California
The rise of the Right in California
California and the Environment
Progressive Era Reform and the California Constitution
Radical Politics in the 1930s
Political Ideas (lots of options)
Politics in California since the 1990s (could be harder!)
 
RUBRIC: 60 points
Thesis and Argument: 15 points
12-15 points: student articulates a clear argument and traces it through the entire paper, advancing it with each paragraph, ending with a strong conclusion. If direction was given on draft of intro, student responds to that direction
10-12 points: student makes a clear argument but supports it inconsistently in the paper itself and has a weak conclusion or one which merely repeats the thesis
7-10 points: student makes an unclear argument
4-7 points: there is no argument
 
Knowledge/ Comprehension/ Understanding: 15 points
12-15 points: student shows a clear understanding of the material and the sources, and illustrates how the readings connect to, and support the larger argument/ story of the paper
9-12 points: student shows an inconsistent understanding of the material and the above
7-9: points: student shows a poor understanding of the material but clearly makes an effort to use it to develop an understanding
3-7 points: student shows a poor understanding of the material and does not integrate it into a larger narrative
 
Use of Evidence from the selected texts/ sources: 15 points
12-15 points: Student cites an appropriate number of readings and successfully uses them to advance their argument. Student brings in quotes that advance the essay and accurately reflect the arguments of the sources.
9-12 points: student cites an appropriate number of readings, but only inconsistently uses them to advance their argument and misunderstands key elements of the sources
6-9 points: student fails to cite an appropriate number of sources or fails to use them to advance their argument
2-6 points: student does not cite an appropriate number of sources and fails to support the argument with those sources they do cite
 
Style: 15 points
14-15: a really well written essay with few or no errors and footnotes are correctly formatted (with maybe some minor errors)
11-14: mostly-written and readable, the student’s meaning is clear to the reader, there are a few errors, and some sentences might need work. There is an attempt to do the footnotes correctly.
8-11 points: Awkwardly written, spelling and grammar errors, inconsistent effort in footnotes
4-8: writing is hard to follow, no attempt at footnotes, many sloppy errors of grammar and spelling

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