Humanitites

Renaissance Presentation

Detailed Outline Requirements

The Renaissance Project requires that the team create a detailed outline that includes the following nine items. All items to be stapled together along with a completed Group Assessment Form.

1) Title Page

a) With all pertinent info

2) Full Introduction Paragraphs

a) Provide entire introduction

b) Minimum eight sentences per introduction paragraph

3) Thesis Statement

a) Properly Formatted

b) Separated from introduction

4) Full Introduction Sentences

a) Three introduction sentences to each defense “Category”

5) Specific Examples

a) Given and cited in “Endnotes form”

6) Full Conclusion Paragraphs

a) Provide complete conclusion

b) Minimum eight sentences per conclusion paragraph

7) Endnote Page

a) Chicago Style Format

8) Bibliography Page

a) Separating Primary & Secondary sources

9) Completed Group Assessment Form

a) Filled out thoroughly

b) Complete w/signatures

EXAMPLE BELOW:

Each category is to be filled out including: (1) the BOLD TITLE OF YOUR CATEGORY

(i.e. II. INTRODUCTION) and (2) all of the information you will cover in your presentation in the form of an outline. What follows is an example of a detailed outline using the information provided in the example research paper titled: Women’s Value in the American Revolution.

TITLE PAGE

Includes: all team members’ first & last names, class name, due date, Professor’s Name, days and times our class meets, and title of project.

INTRODUCTION (Setting the stage/background to the topic)

The intro Paragraph: should contain the ID info on the Topic.

IE- if essay is about the Sumerians, have the introduction state WHO they were, WHAT they did, WHEN they were there, etc etc.

“A woman’s bravery and creative thinking during the Revolutionary War was vital to the success of the war and therefore should be portrayed in all history books. The women’s participation in the Revolutionary War provided concrete evidence of their ability to think rationally and make sound judgments.”

“A woman’s role before the revolution was more or less to be an ornament to her husband or man of the house. Behind, or in some cases, beside each man, was a woman whose encounters during the revolution were equally as frightening, labor intensive, and horrid as their men who were fighting for their freedom. When the American Revolution came to an end, many women petitioned for changes to their equality amid men with little results.”

THESIS STATEMENT (Argument defended by 3 Categories)

“Women were valuable during the Revolutionary War because they exhibited intelligence , were infused with loyalty to their country , and proved time and again their worthiness to be treated with respect and equality from men and the country in which they fought for .”

Don’t forget the formula of a thesis statement

INTRO TO BODY # 1 (Full Introduction sentence to category # 1)

Introduction sentence to each defense Paragraph must follow the three rules.

Introduction sentence 3 rules:

1. Reiterate the main argument to the Terrible Question

2. Mention which category the paragraph will expand on

3. Explain how the specific example or examples supports the main argument

“Women were valuable in the American Revolution due to their intelligence proving they could be trusted to take care of the family homestead while the men were away fighting the war.”

Specific Example:

· Bearing thirty-four children was not unheard of during that era.[endnoteRef:1] [1: ]

· Placing advertisement in newspaper for wet nurse so they could continue taking care of their family’s needs[endnoteRef:2] [2: Hum 2020 Ren Project Topic: __________________________ (Literature, Architecture, Painting, Etc) TEAM MEMBERS: Team Members contact Information ___________________________________ - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________ - - - - - - - - - - - - - - - - - - - - - - - - - - - - ___________________________________ - - - - - - - - - - - - - - - - - - - - - - - - - - - -]

Specific Example:

· Women were kept busy from sunrise to sundown performing many chores while raising their children, even while pregnant.

Notice the endnote is stating that all the info came from the same source.

· The wife also washed clothes, cooked their meals, knitted clothing, and picked geese.

· She dipped candles in the spring, and made soap in the fall.[endnoteRef:3] [3: ]

INTRO TO BODY # 2 (Full Introduction sentence to category # 2)

“Women were also valuable in the American Revolution due to their loyalty proving they could be trusted to act as messengers and spies for the military during the war.”

0. Specific Example:

Each Specific Example must be cited

(in endnote form) because it is not Common Knowledge

· Deborah Champion acted as spy[endnoteRef:4] [4: ]

0. Specific Example:

· Lydia Darragh acted as spy[endnoteRef:5] [5: ]

Specific Example:

· Mammy Kate rescued Stephen Heard[endnoteRef:6] [6: Order of Renaissance Presentations: Politics Architecture Literature Sculpture Painting (W/7 innovations of the Renaissance) Music Theater HINTS TO HELP: Remember: Use the introduction to familiarize your audience with the topic of the project/presentation A thesis statement needs three separate defense categories The three rules to the introduction sentence of an introduction paragraph Each category needs specific examples (always aim for three) that are clearly tied to the main argument. Be sure to cite all information that is not commonly known within the detailed outline A Primary source is NOT the source where a majority of information was used for the project To fill out the group assessment form completely. Individual grades are partially determined by the information provided on the form. (200 pts) Use the conclusion to restate your argument & your evidence using wording that is different from your thesis statement ]

1. INTRO TO BODY # 3 (Full Introduction sentence to category # 3)

“Women were valuable in the American Revolution due to their bravery proving they could fight alongside men on the battlefield and while protecting the homestead.”

Specific Example

· Sally St. Clair and woman[endnoteRef:7] who fought as a man named Samuel Gay[endnoteRef:8] [7: ] [8: ]

Specific Example

· Deborah Sampson as Robert Shurtleff[endnoteRef:9] [9: ]

Specific Example:

· Margaret Corbin fought at Fort Washington[endnoteRef:10] [10: ]

Specific Example:

· Elizabeth Shell fought alongside her husband[endnoteRef:11] [11: ]

CONCLUSION

Conclusion includes:

· Summarizes points/arguments made throughout essay

· Restates thesis taking into account the arguments/points you have presented in your essay

· Restates the evidence provided & how it proves the main argument

“Unfortunately, when the war was over, men expected all women to go back to their former submissive roles. The signing of the Declaration of Independence did not include any rights for women as a sex because men still believed women were mentally and morally inferior to them. Men were not willing to give up their right to have absolute power over their wives. Sadly, most women went back to their previous obedient duties of wife and mother. For a selected few, there was as least one positive change for the equality of women after the Revolution. Some upper-class women were permitted to attend school after the Revolution as long as they concealed their learning. It was feared that if the women spoke of their education they would appear to be superior to a man. It wasn’t until the industrial revolution that women once again saw an opening for a chance to fight for their rights and liberties.”

ENDNOTES

ENDNOTES

1 Ester Perica, The American Woman: Her role during the Revolutionary War, (New York: Library

Research Associates, 1981) p. 15.

2 Massachusetts Spy, August 10, 1770 as cited in Ester Perica, The American Woman: Her role during the

Revolutionary War, (New York, Library Research Associates, 1981) p. 15.

3 Linda Grant DePauw, Founding Mothers, (New York City: Houghton Mifflin Company, 1975) p. 30.

4 Ester Perica, The American Woman: Her role during the Revolutionary War, (New York: Library

Research Associates, 1981) p. 25.

5 Berkin, Carol, Revolutionary Mothers, (New York: Vintage Books, a division of Random House, Inc.,

2005) p. 47.

6 Ester Perica, The American Woman: Her role during the Revolutionary War, (New York: Library

Research Associates, 1981) p. 32.

7Massachusetts Spy, August 10, 1770 as cited in Ester Perica, The American Woman: Her role during the

Revolutionary War, (New York, Library Research Associates, 1981) p. 15.

8DePauw, Linda Grant, Founding Mothers, (New York City: Houghton Mifflin Company, 1975) p. 45.

9 Ester Perica, The American Woman: Her role during the Revolutionary War, (New York: Library

Research Associates, 1981) p. 42.

10 Ester Perica, The American Woman: Her role during the Revolutionary War, (New York: Library

Research Associates, 1981) p. 20.

11 DePauw, Linda Grant, Founding Mothers, (New York City: Houghton Mifflin Company, 1975) p. 50.

And so on with the remainder of the end notes…

BIBLIOGRAPHY

Primary

Massachusetts Spy, 10 August 1770 as cited in Ester Perica, The American Woman: Her role

during the Revolutionary War. New York: Library research Associates, 1981, p 15.

Secondary

Berkin, Carol. Revolutionary Mothers. New York: Vintage Books, a division of Random House,

Inc., 2005.

DePauw, Linda Grant. Founding Mothers. New York City: Houghton Mifflin Company, 1975.

Perica, Ester. The American Woman: Her role during the Revolutionary War. Monroe, New

York: Library Research Associates, 1981.

Assessment Form

A completed group assessment form must be signed and stapled to the detailed outline.