Students will visit any historic location of their choice and write a paper about the experience Assignment | Essay Help Services

Must include an annotated bibliography


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Students will visit any historic location of their choice and write a paper about the experience Assignment | Essay Help Services
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  • Style: MLA
  • Number of pages: 4 pages/double spaced (1100 words)
  • Number of source/references: 3


I would prefer if you used a location near or in Florida as the essay requires the person to travel to a historical place near where they live

Research Project

AMH 2020/Rieger


EFSC’s designated “Gordon Rule” courses require students to complete “multiple writing assignments,” as identified by the instructor.  For this course, in addition to the writing that is required as part of the exams and other in-class and/or homework assignments, each student will complete two separate written projects, one of which is described here. The assignment is worth a total of 50 points and should be submitted on time). Five points will be deducted each calendar day the assignment is late.   Failure to complete the project in its entirety will result in a failing grade for the course.


Exploring History through PLACE: A Journey through Time

Every city, state and country has historic sites that tell a story, whether it’s as significant as the signing of the Declaration of Independence or as simple as the childhood home of a famous author. Finding these locations, and visiting them in person, helps bring history ALIVE in a way no textbook ever could!  Historic places have powerful and provocative stories to tell. As witnesses to the past, they recall the events that shaped history and the people who lived it. The purpose of this assignment, therefore, is to encourage students to explore the history around them through travel, near or far.


Students will visit any historic location of their choice and write a paper about the experience.  Explore your city, county, state, even country…walk in the footsteps of the past!  Examples of possible locations include:

  • State or National park
  • Local museum
  • Roadside historic marker
  • City park or monument
  • Historic city
  • OTHER!


Examine why you visited that particular location, what makes it historically significant and/or important, interesting fact/stories, persons of interest, etc. Had you explored the location before taking American History?  Has your understanding of the place changed in light of your academic experience?  Who else did you observe visiting?  Include photos, maps, and other visuals as part of your final written product.


Points to include in your narrative may include (but are not limited to):

  • Explanation of why the location was chosen, when the visit occurred, etc.
  • Historical significance/importance of the location visited
  • Observation of physical appearance of location
  • Analysis of the information provided (through signage, interpretive center, etc.); overall presentation, artifacts examined, etc.
  • Services provided
  • Were there opportunities for hands-on learning? For whom? From whom?
  • New information learned due to your visit?
  • Interesting story
  • Accuracy of information provided
  • Observations on other visitors to the location
  • Other


Be creative…convince the reader (ME!) that their life isn’t worth living unless they visit!!


The final written project should consist of four-five pages (excluding your bibliography). Make sure to provide a strong introduction and conclusion! It must be typed (double-spaced) and properly documented.  A minimum of THREE sources must be used within the project.  Examine a variety of primary and secondary sources in your research, including not just books but journal articles as well. Internet sources, with few exceptions, may also be used.  Students may NOT utilize the following as source materials:

  • Any textbook, including the Roark book
  • Any encyclopedia, including Encarta
  • Wikipedia


An Annotated Bibliography must be submitted with the project. Unlike a tradition bibliography and its list of citations to books, articles, and documents, an annotated bibliography requires that each citation be followed by a brief descriptive and evaluative paragraph (the annotation). The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.  Annotations are descriptive and critical; they expose the author’s point of view, clarity and appropriateness of expression, and authority.  This bibliography would also include a reference to any interviews you complete as part of the project.  Various examples of annotated bibliographies are included in Canvas (Student Tools) to aid in the completion of this requirement.


Material should be cited properly, using endnotes, footnotes, or parenthetical notation (author’s last name and page number).  The instructor must be able to see exactly where the information came from.  Failure to do this is plagiarism.

*A note on Plagiarism: Plagiarism is more than a technical deficiency; it is dishonest.  It involves the theft of words, ideas, or conclusions from another writer.  If a paper gives the impression that the writer is himself/herself the author of words, ideas, or conclusions that are in fact the product of another person’s work, the writer of that paper is guilty of plagiarism.  Plagiarism need not be deliberate, however; it may be committed unintentionally through carelessness or ignorance.  Be alert!  Information that is “of common knowledge” need not be noted, but when in doubt, make a note!  Plagiarism is a serious offense. Students found to have committed deliberate and flagrant plagiarism (as defined by the instructor) will be given a failing grade for the entire course, and may face more drastic penalties. (see the Student Code of Conduct for additional information).


The project may be submitted via Canvas or as an email attachment to the instructor. All documents electronically submitted must be in WORD or text-only format to ensure the instructor is able to access the materials.  It is the STUDENT’S responsibility to verify that materials submitted electronically have in fact been received by the instructor.  If the material is not available to the instructor when grading occurs, it will be considered late unless the student can provide documentation it was sent on time (i.e. copy of a sent email, read receipt, etc.).  “But I sent it the day it was due” is NOT acceptable documentation.


It may be very helpful to have someone else read your paper to see if what you’ve written is understandable.  Two (or more!) sets of eyes are better than one in sighting potential spelling errors and the like.  Students will find the college has many tools useful in creating a successful paper, including the Cocoa Campus Writing Center and the Learning Resource Centers on each campus (online student services are also available via EFSC’s homepage).  I am willing to take a look at rough drafts as well.


Remember, this project should be submitted on time, as stated in the Course Syllabus.   A 5 point deduction will be assessed each calendar day a project is late. Materials received more than 10 days late will therefore earn a zero. Failure to complete the assignments WILL result in a FAILING grade for the ENTIRE COURSE.


Have fun on your journey exploring history through place!

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