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The phrasing of the essential question organically informs the kinds of learning activities and culminating projects students will undertake to answer it. They brought in photos of a model home and then they wrote descriptions of features in the home that most people would find attractive. Soon, they expanded their scope, reading both narrative and informational picture books about homes for lobsters, black bears, clams, and other flora and fauna of Maine. They learned to write interview questions and interviewed classroom visitors, including a wildlife biologist and a science professor. As culminating projects, the students composed alphabet books describing the features of good homes and created habitat exhibits of the creatures they had studied—lobsters, black bears, and other life-forms—for a living history museum. The exhibits included labels of essential features, the kinds of food sources required by the animals, and anything else the students thought important. They interacted with visitors in character, answering questions about what made a good home for them. Think of where their inquiry into habitat took that first-grade class: They read a variety of informational and narrative texts and learned about the features of these texts; they compared what they had learned about good homes in general and in specific cases. This brief guide provides some answers. Teaching Yourself From the outset, keep in mind one important point: Writing a research paper is in part about learning how to teach yourself. Long after you leave college, you will continue learning about the world and its vast complexities. There is no better way to hone the skills of life-long learning than by writing individual research papers. The process forces you to ask good questions, find the sources to answer them, present your answers to an audience, and defend your answers against detractors. Those are skills that you will use in any profession you might eventually pursue. Thou shalt do some background reading, think hard, and speak with the professor in order to identify a topic. At the beginning of a course, you will probably not know enough about the major scholarly topics that are of most importance in the field, the topics that are most well-covered in the secondary literature or the topics that have already had the life beaten out of them by successive generations of writers. You should begin by doing some general reading in the field. If nothing else, begin with the Encyclopaedia Britannica, a wonderful but sadly neglected resource. Read a few books or articles on topics you find of interest. Follow up the suggested reading on the course syllabus or the footnotes or bibliographies of the texts you are reading for the course. After that, speak with the professor about some of your general ideas and the possible research directions you are thinking about pursuing. And you should do all this as early in the course as possible. Thou shalt have a clear research question. Why does a particular pattern exist in social life? Overview Essential questions: Do president's have too much power today? Final Task: You will write a critical. Final Task: You will write a critical analysis of an example of an expansion of executive power by a president. Research the historical context of the time period to see how it might have influenced the president's decisions. Research 1 primary source and 2 scholarly interpretations textbooks, professional journals, etc. Interpret all of your research and write an argumentative essay to convey your opinion about whether the expansion of power in this example gave the president too much power. Your final essay should include: An explanation of the context of the historical period.
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