National Bacon on Bacon’s Rebellion
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
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.
. “” Please carefully read the book and make good points for persontation. Also let you know that my English is just regular.
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