The Grandparent/Elder Project

Unit IV: Pre-Writing

The history research paper will 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.

Step One: Topic Selection

The topic for the history research paper comes from the topics discussed during the interview with the grandparent or elder. The subject for research may have been a major topic of discussion with the grandparent/elder or something mentioned only briefly. For example, during the interview, the grandparent may have:

• talked about the cars s/he owned;
• mentioned that s/he saw one of the first Technicolor movies;
• spoken at length about the types of early television shows s/he watched and how they were so different from the ones now on TV;
• mentioned that she petitioned the Yankees to start a Ladies' Day during the Great Depression; or
• told stories about the bakery business he started.

Any one of these topics could inspire the choice of the subject for research. 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 four to six page paper, it is not possible to write about the history of the American automobile. However, it is possible that a student could research and write about the rise and fall of the Studebaker automobile. To limit this topic further, the student 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.

See Topic Selection and Thesis Statement for help on topic selection, writing three focused questions, and writing the unifying thesis statement.

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 grandparent/elder's role in history; and
• reflect on the influence of history on their grandparent/elder's life.

Have students use the techniques learned in gathering information during the study of family life during the Great Depression. Refer to Using Research Sources for further suggestions on doing research and to Taking Notes for directions on effective note-taking. Students keep an up-to-date list of all the sources used in research. These sources will become the Bibliography.

Step Four: Outline

Students write a detailed outline using their questions and notes as guides. The outline should not use complete sentences. 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.

Think of the paper in five parts linked with transition sentences.

Part I. Introduction: Include the thesis statement and overview of the historical event, period, and/or issue that is being studied/researched. Everything in the paper should relate to and support the thesis. The introduction introduces the focused topic and explains, perhaps with a story or some details from the interview, the relationship of this topic to the grandparent or elder.

Part II. Address the first of the three questions on the chosen topic.

Part III. Discuss the second question, further addressing the topic and, of course, supporting the thesis.

Part IV. Answer the third and final question on the topic. Relate the discussion to the first and second question, but further address the topic and support the thesis.

Part V. The conclusion sums up how the thesis has been proven and makes connections to how things are today and how the students live. Other ideas and interests may also be included. Raising questions for further study may be another part of the conclusion.