|M6A1: Annotated Bibliography and Outline for Project 3|
This assignment addresses the following outcome:
MO3: Gather, sift, analyze, and order sources into an annotated bibliography and outline for the final project (CO4, CO5).
In this module, you will submit an annotated bibliography and outline for your final project, due in Module 8. Begin by reading about M8A1: Project 3: The Diversity of Women’s Experiences.
Once you have read the directions for Project 3, assemble and submit one document with two parts: an outline and an annotated bibliography of your sources for your final project. Read the instructions below carefully for more information.
1. Outline: Your outline should be detailed enough to show the development of your topic, including bullets for the introduction, supporting points for at least four body paragraphs of the paper, and your conclusion. Your proposed thesis statement should appear under the introduction heading. Your outline should be approximately 1 page long in outline format with headings and subheadings organized by body paragraphs that build on your thesis statement. It should not be written in paragraph format. For information on how to create an effective outline see the resources below:
Resources for outlines:
Excelsior Online Writing Lab (Links to an external site.)Links to an external site. (OWL)
Purdue Online Writing Lab (Links to an external site.)Links to an external site., (OWL)
Creating an Outline for a Research Paper (Links to an external site.)Links to an external site. [Video File, 6:26 mins]
2. Annotated Bibliography: Then, in the same document as your outline, you should assemble an annotated bibliography. Your annotated bibliography should include a total of 4–6 sources, including at least 2 outside primary sources and 2 outside secondary sources (scholarly journal articles or books). You may include additional materials assigned in the course.
For any outside sources, you can find scholarly secondary sources from the Excelsior College Library (Links to an external site.)Links to an external site. or a primary source from the Excelsior College Library (Links to an external site.)Links to an external site. or from this list of pre-approved primary source websites in US History (Links to an external site.)Links to an external site.. You should NOT use non-scholarly websites such as Wikipedia. If you have questions about finding appropriate sources, please contact your instructor.
For each source, you should write a one to two paragraph (200–250 word) annotation entirely in your own words summarizing the source’s content, evaluating it for credibility and usefulness in your paper, and comparing it with your other sources.
Unlike a traditional bibliography, an annotated bibliography explores the sources rather than merely referencing them. According to the staff of Cornell Library (Links to an external site.)Links to an external site., an annotated bibliography should begin first with a proper citation, then: “a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.” This should be done for each of your sources.
|Paper Comments||NOTE: This instruction is only a guide to properly formulate and address the Annotated Bibliography and Outline. (Review paper detail for this annotated bibliography and outline).|
The instruction below is just a guide for the M6A1: Annotated Bibliography and Outline.
M8A1: Project 3: The Diversity of Women’s Experiences
In this project, you will be addressing the following module outcome:
MO3: Analyze, synthesize, and interpret multiple primary and secondary sources exploring women’s diverse identities and roles in American history.
Interpret and evaluate individual and group differences and similarities and explain how they may be influenced by factors such as race, gender, national origin, sexual orientation, age, class, religion and/or disabilities (General Education Outcome 4.2).
This general education outcome on diversity is central what we have studied in this course, not only in how we examine the lives of American women and how they differed from men’s lives, but also how American women’s lives differed from one another because of race, ethnicity, class, sexual orientation, religion, and more. Rather than viewing the women of the past as one homogeneous group, this course has explored women’s varied and multitudinous backgrounds and perspectives that have diverged oftentimes more than they’ve aligned.
For this assignment, begin by choosing one of the topics below:
1. Politics (e.g. women in political positions, but also as voters and reformers, etc.)
2. Feminist movements (e.g. women in the different waves of feminism and anti-feminist reactionary movements)
3. Labor and business (e.g. women as workers, union members, employers and leaders, etc.)
4. Education (e.g. women as students, teachers, reformers, leaders, etc. at all levels)
5. Military and war (e.g. women’s roles in the military as soldiers, nurses, spies, and on the home front)
6. Family (e.g. women’s roles as mothers, wives, caretakers of the household, as single-mothers or in same-sex relationships, etc.)
Then, consider the following questions as jumping-off points for your thesis statement in an essay of at least 6-8 pages (1500-2000 words):
Over time, how have women’s roles compared and contrasted with men’s roles in the area you chose?
How have other factors – including race, ethnicity, national origin, sexual orientation, age, class, religion, or disability – united and divided women in this area over time?
How have women’s perspectives and roles in this