Deal with at least three generations (which can include your own).

Make connections between the experiences of your family and the broader context of United States history since 1877.

Be based on an interview or correspondence with one or more older members of your family; your reading of three or more books that you believe will help you understand your family's history; and the book Domestic Revolutions.
 
 

This paper is not an exercise in genealogy. The goal is not to collect all of the birth, death, and marriage dates that you can. You may choose to develop a "family tree" as part of your project, but the goal of this project is to see how your family's experiences relate to the times in which your family has lived.

This paper does not ask you to reveal family "skeletons." Writing about your family in the context of American history does not require that you delve into private matters that you or your family do not wish to reveal. If for any reason you cannot or do not want to do a family history paper, an alternate assignment can be arranged. No problem. No questions asked.

The basic requirements:

6-8 pages in length (minimum). Length assumes standard margins (1-inch, all sides), standard font (not italics or bold), standard font (Courier, Times New Roman, or something else similar to the type you would see in a newspaper).

Endnotes indicating the sources of all information in the paper.

A bibliography listing all sources consulted, whether or not they appear in the endnotes.

Completion of all steps of the paper outlined in this handout.

Writing that is clear, concise, and correct.

Turn in all of your research (notes, photocopies, etc.) along with the paper.

Ancestors is a PBS television series about doing family history. Falvey Library has been asked to obtain a set of videos of this series. The series also has a Web site with links to other family history sources: http://www.pbs.org/kbyu/ancestors/

The on-line study guide for our textbook, Out of Many, includes Web links for all periods of United States History.

This spring's Cultural Film and Lecture Series, "The Ties That Bind," focuses on the family. Viewing any or all of these films will likely enrich your project. (The schedule is attached to the end of this handout.)

Submit a plan (typed) which:

Lists each of the generations of your family that you expect to include in your paper. Tell a little about what you know about each generation (approximate dates, occupations, where they lived, or anything else you know at this point).

For each of three generations, list one book that you will consult to learn more about the experiences of this generation.

For books: In addition to using the library, you may find the bibliographies at the end of each chapter of Out of Many to be helpful.

List one or more older members of your family whom you intend to interview.

Add any questions or concerns that you have about the project at this point.

Please note: You are welcome to exceed these requirements. For example, you might want to expand your sources to Web sites, newspapers, or family photographs or artifacts. (In any case, you must still read three books.)

Before you proceed, read A Pocket Guide to Writing in History.

Read the relevant chapters in Domestic Revolutions and start reading the other books you have selected.

Save all of your notes and any other research material for this project. You will be required to turn it in along with your finished paper.

You must keep track of all sources of information and acknowledge them in your paper. Failure to acknowledge sources is plagiarism, punishable with an "F."
 

February 27: In class, on the last day before spring break, we will have a workshop on conducting family history interviews.

March 13: At the end of the week after spring break, you are required to submit a progress report on what you have done so far. The report (typed) must include:

A one to two-page reflection on the reading you have done so far and how this reading helps you understand your family history.

A summary of any other work you have done on the project.

Any questions or concerns that you have about the project at this point.

When you have most of your research done, think about whether there are any dominant themes in your family's history or any conclusions you can draw about it. (An example of a theme might be economic mobility, or ethnic identity, or urban-suburban migration.) Your paper will be stronger if you can stress a theme or a conclusion.

Remember: Your goal is not only to tell your own family's story, but to place it in the context of American history. This paper need not be a dry recitation of facts. It can be innovative and creative, as long as it is rooted in fact. You cannot make anything up.

As you write, include endnotes for all information other than universally accepted facts (such as "Pearl Harbor was attacked on December 7"). Generally, each paragraph needs at least one endnote to give your reader sufficient information about your sources.

April 8 (optional): If you would like feedback on your work, you may submit a partial draft on this date, which is the last class meeting before Easter. It will be returned to you after the break (April 15). The draft must be typed. It should be about half the overall length of your paper, with a description of what you plan to do with the rest. This draft should be your best work at this point in the project, not a "rough" draft. You should include endnotes for the section(s) you have drafted so far.

A note about mechanics of writing: Correctness and clarity of expression are expected on these papers. If you have difficulties in these areas, please schedule an office-hours conference or take advantage of the services of the University Writing Center. No paper with patterns of error or carelessness will receive an "A."

Get a two-pocket folder. Use one side for your paper. In the other pocket, place all of your research materials, including notes, photocopies, and anything else you collected for your paper. If you submitted a partial draft, include that as well.