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Oral Presentation
15 Minute oral presentation to class using a minimum of 10 research sources. Hand in research notes and a bibliography on the day of presentation. These will be returned to you for use on the final question. Research sources may include period photographs, diaries, autobiographies, reminiscences, magazine articles, books, films. Review your notes on quality of sources. Remember that you are not expected to read the entire book or view the entire film.
If my topic were Lincoln, I would find in the COCC library several extensive, multi-volume biographies of Lincoln. Not having the time, or desire to read all of them, how do I evaluate the authors? First, I would read a short description of Lincoln’s life, and probably also look for the names of members of his war cabinent, key political enemies, and names of important generals because these men worked with, fought with, and had strong opinions about the man. Because he was president, I would also look for letters and/or official speeches or correspondence of the president himself. Discovering that Nicolas Hay was Lincoln’s private secretary, I know that this would be a good place to look for a biased, but personal look at the president by a highly involved participant and friend. A reference to the early years tells me that Herndon was Lincoln’s law partner. Another source for information on Lincoln would be books or notes by prominent Union military leaders. Another area to consider is whether you want to review Confederate assessments of Lincoln. If so, letters, newspaper articles, or biographies of key Confederate leaders like Jefferson Davis or Robert E. Lee, as well as diarists like Mary Chestnut, might be enlightening.
Each source will have strengths and weaknesses. Autobiographies are what the individuals want remembered about themselves. Biographers often fall in love (or in hate) with their subject matter, while political speeches, letters, and diaries all have specific purposes. Even scholarly articles or books are affected by the research interests, personal bias, and ability of the author, as well as the availability of resources. Popular films or historical series are developed for specific purposes (to make money or to create an interpretation that will lead the viewer to see similarities with modern problems, etc.).
Part of the historian’s craft is to try to determine what is real and what is bias. This will mean that you need to determine whether a source will provide you with information, and then critically evaluate what you learn from that source as you develop your own interpretation of the man Lincoln. For example, there is a very popular Lincoln biography by Carl Sandburg, a reknowned poet, which is entertaining, emotional, but historically unrealiable. Sandburg presented what he viewed as the great essence of the man, accuracy was secondary.
Think about what your research means, develop an outline that will help you present the key issues, then select examples that will prove your points to your audience. Remember that this is not a speech class, just do your best. You are sharing with classmates the information that you found most convincing or surprising. (85% of the grade for this presentation is based on research, 15% on the oral presentation itself. Visual aids may be useful but are not required.
For Cause and Comrade Discussion
1. Why did Union soldiers volunteer for the war effort? Why did Confederate soldiers volunteer? Examine the similarities and differences.
2. What types of circumstances improved personal morale? What types of activity frightened and/or demoralized troops in: 1) the Union and 2) the Confederacy?
4. How do soldiers feel about: 1) fellow soldiers in the same platoon or regiment 2) regiments from other areas 3) the enemy?
5. Do the attitudes of soldiers change over the course of the war?
6. Develop one question based on the book to discuss with the class.
Inside War Discussion
Reluctant Witnesses Discussion
Take Home Final
This IS the question (same as on syllabus):
Using information from lecture, readings, discussions, presentations, your own research, and films, evaluate the PBS series. (10-12 pages double spaced typed)
Suggestions:
1. Review your notes on the PBS series. Pick out the key generalizations regarding
a. Accuracy of presentation
b. Intention of producer (i.e. what was the viewer supposed to KNOW
by the time s/he finished viewing the series)
c. Bias in the series
c. How effective was the use of music, period photos, diary selections,
discussion by historical experts, on-site filming, and reenactment.
You should also have specific examples from the series that would support your specific comments. In the essay, this information with be the basis for your evaluation of the PSB series as film.
2. Review the materials read for this class, the presentations, discussions, etc.
(I will expect to see evidence of these sources in your answers). Use examples that will further help you analyze the accuracy of the PBS series. When you make a comment or use an example from another source, put that source in parenthesis. (BC)
O Ordeal by Fire
I Inside War
R Reluctant Witnesses
C For Cause and Comrade
G "Glory"
GW "Gone with the Wind"
B & G "Blue and Gray"
Get "Gettysburg"
CP Class Presentation
L Lecture
PBS PBS series
Use of this material will be the basis for your reasoning regarding the PBS series historical accuracy.
3. From the variety of sources you have to select examples to support your observations, the problem will not be finding enough material to work with, but to select the best examples that make the points you desire.
4. I expect a college level essay (i.e. opening paragraph, supportive paragraphs, and an analytical conclusion). You will probably hand in your polished 2nd or 3rd draft.
