Contents: p. 1: General Essay Instructions – HIST 118 p. 2: Essay Topics

General Essay Instructions – HIST 118 1. Respond to ONE of the essay topics from among the choices listed. Responding to more than one topic in a short paper of 4-5 pages

generally means you have not examined any of the questions thoroughly and will result in a lower grade. 2. Your essay will account for a significant percentage of your final grade. 3. Your essay should demonstrate your complete reading and understanding of the assigned text and your understanding of related

course materials. It should be a thoughtful, analytical, interpretive essay which addresses the question specifically – not an uncritical synopsis of the text. Use the text as a window into the past, remembering to keep good historical and critical perspective.

4. Specifications:

Identification: Indicate your name, date, and the number representing your essay choice. Length: 4-5 pages Spacing: Heading: Single-space; Body: Double-space (with no extra spaces between paragraphs) Font: Times New Roman Type size: 12 point Margins: 1” on top, bottom, and sides Submission: Your essay must be submitted through Canvas using Turn-it-In. (See “Assignments” in Canvas.)

5. Include internal citations as needed – e.g., (Smith, 5) – and bibliography, both of which should adhere to MLA style. MLA style guide is available at Sprague Library at MSU website and in Resources section of this course. Passages excerpted from the text must be cited appropriately. You need not use other sources, but if you do, they must be cited appropriately. You need not include images.

6. CliffNotes, Answers.com, SparkNotes, Wikipedia, etc. are not acceptable academic sources for a college student; these have the

unfortunate tendency to diminish the effectiveness of your work. Whether or not a blog can be used as scholarship is debatable, since blogs are not held to the same standards as journal articles or books. The authority of the blogger and website would be very important in deciding whether or not to use or accept the material. This is particularly important in historical writing, which insists on the validity of sources and evidence. If you choose to use outside sources, I suggest you begin by looking at the MSU library online using an academic search like JSTOR.

7. PLAGIARISM WARNING: According to the Montclair State University’s “Guide to Course Papers”, “As defined in The American

College Dictionary, plagiarism (literary dishonesty) is ‘copying or imitating the language, ideas, and thoughts of another author and passing off the same as one’s original work.’ Plagiarism may result in any or all of the following actions (1) grade of “F” for the course paper (2) grade of “F” for the course (3) suspension or expulsion from the University” (https://www.montclair.edu/history/student-resources/guide-to-course-papers/). As a student in this course, you are responsible for understanding and avoiding the varieties of plagiarism in college writing. For example, even if you cite the source, you can not just copy sentences and complete lines of reasoning. You can refer to (and acknowledge) someone else’s idea, and then fully discuss it using your own ideas. You can use someone else’s idea (and acknowledge it) to support your own argument. It is never appropriate to submit someone else’s work as your own, even if you were to indicate this by a quotation mark and the beginning and the end. Quotes should not “stand-alone” in place of your own interpretation, but rather, support it. Once used, they, too, must be interpreted and their relevancy to your work explained. For more, please see the university’s academic dishonesty policy – https://www.montclair.edu/policies/academic/policies/academic-dishonesty-policy/

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Essay Topics for The Fight for the Four Freedoms by Harvey J. Kaye Read “General Essay Instructions” (previous page) and respond to ONE of the essay topics below: Remember, your essay should demonstrate your complete reading and understanding of the assigned text and your understanding of related course materials. It should be a thoughtful, analytical, interpretive essay which addresses the question specifically – not an uncritical synopsis of the text. Use the text as a window into the past, remembering to keep good historical and critical perspective.

TOPIC 1: Analysis of The Four Freedoms and the New Deal

Kaye believes that the goals and experience of the New Deal, that “grand democratic experiment of renewal and transformation (p. 38)”, was consistent with the Four Freedoms as expressed by President Franklin D. Roosevelt in his 1941 speech. Consider “freedom from want”, perhaps the most contested of these. What progress had Americans made in securing this freedom in during the New Deal? Discuss.

TOPIC 2: Analysis of the Four Freedoms, war, and the projection of American values

Kaye states that the majority of Americans who served in World War II “did it to advance an America dedicated to the Four Freedoms, perhaps even a world so-dedicated” (p.109). How were Americans “sold” on FDR’s vision of the Four Freedoms, as identified in his 1941 speech, and on the idea that making the Four Freedoms secure at home meant instilling them around world? Discuss.

Note: See General Essay Instructions on page 1 for essay requirements.

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Rubric for History Essays

Essays will be graded using a system of focused holistic scoring. A single grade will be assigned according to the following criteria.

Criteria Weight Content knowledge Demonstrates historically defensible content knowledge and

responds to all parts of the question.

20%

Document analysis Excellent and effective integration and use of assigned

source and course materials to support claims and

arguments. Primary source information used to buttress all

points with examples.

20%

Argument development Develops and supports a cohesive argument that recognizes

and accounts for historical complexity by illustrating

relationships among historical evidence such as

contradiction, corroboration, and/or qualification. Clearly

focused and organized. Comprehensive, smooth, and

thoughtful progression of ideas.

20%

Contextualization and synthesis

Situates the argument by explaining the broader historical

events, developments, or processes relevant to the question.

Strong historical perspective. Extends the argument by

explaining its connection to the Foner theme of Freedom as a

contested concept and to other course materials. Strong

critical and original perspective.

20%

Clarity

Uses language skillfully and in academic tone.

Varied, accurate, and apt vocabulary and word choice.

Meaningful sentence variety. Grammar and usage convey

meaning with clarity. Free of most errors. (Please note that

while it was acceptable for your discussion board posts to be

conversational and of first-draft quality, this is not true of your

essay. The expectation is higher for your essay. Your writing

should be academic in tone and of final copy quality.)

20%

Total 100%