National Bacon on Bacon's Rebellion

National Bacon on Bacon’s Rebellion

Order Description

A PART OF THE PRESENTATION GRADE IS HOW OFTEN STUDENTS ENGAGE IN CONVERSATION. Students are encouraged to make handouts such as chapter outlines to give to the class

as well as a list of questions, maps, key terms etc that are helpful to the class. The instructor will provide necessary input and try to guide the conversation to

best help the students. However, it is up to the students to foster meaningful conversation focused on material paramount to student’s papers. The time of each

presentation is held seriously and students will be cut off for going over the time limit. The best thing students can do is prepare, PREPARE, PREPARE! At the end of

this prompt you will find a list of which chapters and books are to be presented on weekly. CATAGORIES 1. Give Me Liberty: Students in the Give Me Liberty Group will

present on a chapter from the book. Students will provide a 10-15 minute summary of each chapter and then provide questions to ask students in order to generate

conversation. The summary should just illuminate the main points of the chapter and lead into the questions which get into the depth of the chapter. Students have

limited time in the group, thus a hand out which presenters can reference is essential to save time. 2. A People’s History: Students in the A People’s History Group

will present on a chapter from the book. Students will provide a 10-15 minute summary of each chapter and then provide questions to ask students in order to generate

conversation. The summary should just illuminate the main points of the chapter and lead into the questions which get into the depth of the chapter. Students have

limited time in the group, thus a hand out which presenters can reference is essential to save time. 3. Primary Sources: Students will take ONE primary sources from

Voices of Freedom for every member of their group and present them for the class. They will provide the title, author, context in which it was written, ties to

readings, and main points of each primary source in a 2-3 minute presentation. These students are expected to generate questions about the primary source specifically

focused on how students might be able to use them in a paper. Lastly, students are expected to connect the primary sources to class themes and course readings. 4.

Critical Book Review: The critical book review allows students to present on a book for 5-10 minutes by noting the book’s main argument, chapter summaries, and

findings. The book will be used by the presenters for their critical book review paper. FOR A MORE COMPLETE EXPLANATION OF WHAT IS REQUIRED FOR THE CRITICAL BOOK

REVIEW PAPER AND PRESENTATION PLEASE CHECK THE CRITICAL BOOK REVIEW ASSIGNMENT. Meanwhile the presentation will be used to help other students in their discussion

paper. The critical book review is a key opportunity for students to discuss and organize the argument and materials from their book. They are expected to organize

questions for the class that generate thoughtful analysis and big ideas which can be used in student papers. Handouts to help students navigate the questions asked

will be key. Lastly, students are expected to connect the critical book review to class themes and course readings

http://books.wwnorton.com/books/detail-contents.aspx?ID=20293
go to click and look at chAPTER 3 WHICH IS CALLED ” Nathaniel Bacon on Bacon’s Rebellion because it is one of the first inserts in our assigned chapters.

PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT 🙂

find the cost of your paper