HIST 2514 University of Winnipeg Post War Residential School System in Canada Paper HiI need help for this assignment. I need it to be done by 7 june,2020.

HIST 2514 University of Winnipeg Post War Residential School System in Canada Paper HiI need help for this assignment. I need it to be done by 7 june,2020. it is worth 35%. 1
Important: See p. 3 of this guide for Chicago Style (Turabian-Humanities)
formatting.
A formal essay should include:
1. An introduction
a) Give the reader a general introduction to the subject of your paper.
Start by saying something fairly general about the subject. Eg. Don’t start
with “The documents I looked at all told the same story about attitudes to
bilingual schools.” Instead start: “Bilingual schools were established in
Manitoba beginning in 1897…” Assume you have an intelligent, but nonexpert audience as you write. In other words, don’t write it “to me,” making
assumptions about what I know about the subject. This is a good place to
indicate what sources your paper is based on.
b) Ideally, the introduction should be working towards a one-sentence
thesis statement often placed as the last sentence of the paragraph. This
statement should give the reader a sense of what the paper will
demonstrate or argue. Note: if you create list of things you will
demonstrate, the paper should follow in the same order as the list.
2. Paragraphs with clear topic sentences. A topic sentence is the first sentence
in the paragraph. It should be a general sentence which encompasses the theme
of the paragraph. When you find yourself straying away from this theme, it is
time to start a new paragraph.
3. Watch paragraphing. Each new paragraph should be indented five spaces.
Generally, one or two sentences does not make a paragraph.
4. Links between ideas. An essay shouldn’t read like many disconnected ideas.
Links are often placed at the beginning of paragraphs (in the topic sentence).
They help to connect the new paragraph with what has just been discussed. Eg.
– “In contrast to the situation in bilingual schools, other schools…”, or “While
many public schools had problems finding teachers, the problem was even worse
at bilingual schools. “Another reason for the rise of bilingual schools…” etc.
5. Some direct quotes from your sources. These allow the reader to assess the
evidence for her/himself. It also makes for a more interesting paper as you know
from reading articles yourself. Caution: don’t use direct quotes excessively (i.e.
you don’t want paragraphs to be a string a quotes), but a few here and there help
to spice up a paper. Note: only quotations which take up four lines or more if
left in the text need to be changed to block quotations. Block quotations are
single-spaced and indented five spaces from both margins.
6. A conclusion. This is the place to briefly restate your argument and the
main points of the paper. It can also be a time to think a bit more broadly
about the topic, to consider wider implications of your findings and so on.
7. Endnotes and a bibliography.(I prefer endnotes over footnotes please).
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Things to keep in mind:
Compare and contrast
In other words – look for parallels and similarities as well as contrasts and
different points of view. Don’t force the issue. Be honest about your
findings. Perhaps there are more similarities than differences. But don’t
ignore one or the other simply to make the evidence fit your thesis.
Remember: life is complex. History papers should be too!
Situate in Time – remember, this is a history course – time is key
– what is the overall time period you are looking at – state in intro
– are the articles referring to dif. time periods?
– think about how time matters
Present-day comparisons –
This is not necessary and can get you into trouble. However, if you would like to
do this, it would be most appropriate in the conclusion. Avoid making presentday comparisons throughout the body of your paper.
Pay attention to Writing Style:
This is a history paper, but writing style *always* matters. Remember: if I can’t
make out your point, it doesn’t matter how good it is.
Watch for run-on sentences. Can you read the sentence aloud without needing
several breaths?
Watch your verb tenses. Be consistent. Usually it makes sense to be writing in
the past tense for a history paper. “Schools were crowded” “teachers were not
highly paid” not “schools are” and “teachers are”
Be as articulate as possible. Say what you mean. Don’t use a “big” word if a
smaller word will do.
Proofread your paper!
This is a final and *important* stage of essay writing. It shows a certain respect
for your reader and also how much pride you take in your work.
Try reading your paper out loud to catch awkward passages. Papers with
careless mistakes and simple misspellings suggest that the writer has not
bothered to read it over carefully. This is also a time to identify awkward
passages and to clarify them. Get someone else to read it if you’re not sure
about your own mistakes.
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Guide to Chicago Style *Endnotes* (I prefer endnotes to footnotes for your
papers) Imp: Notes should not appear in brackets within the paper – that is MLA
style. In history we use Chicago-Style Turabian-Humanities (This is different from
Chicago Style – Author/Date.)
The main point of a footnote, is providing the reader with all the information with which
they could literally “follow your trail” to find the same book, document, article, etc. for
themselves. When in doubt, just make things as clear as possible.
Note:
1) There is a style for the note (the first time you refer to a work), a shortened style
for the second and other additional times you refer to a work, and a slightly different
style for the bibliography. Different examples are listed below.
My additional preferences:
1) Newspaper articles – please always include the page number in notes AND
bibliography and EVEN if referring to newspapers accessed online.
2) I will still allow the use of Ibid in notes. This is used when the note contains
reference to *exactly* the same work as the one before. If it is exactly the same work,
but a different page number, indicate: Ibid, p. 5.
3) Page numbering of essay – Page “1” should be where the essay actually begins.
Guide to Chicago Style Reference Style:
1) A Primary Documents:
a) Newspaper article:[If you have an author, include it at the start; if not, follow this
example]:
“Things about Baseball,” Manitoba Free Press, October 16, 1930, 4. [place url – web
address here – if you retrieved the document online. The same goes for the rest of these
examples]
Newspaper information without even a title: (remember, just provide something so I
could find it again even: “Third column on page 5”):
Advertisement for Temperance Meeting, Manitoba Free Press, November 18, 1945, 5.
b) Government document:
Department of Indian Affairs, Annual Report, Edward.F. Wilson, “Report on Shingwauk
School,” 1930, 22. www.collectionscanada.gc.ca/databases/indianaffairs/index-e.html
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Follow these same basic principles for other documents:
“Empire Day!” North Bay Normal School Yearbook, 1941, 45. [include url]
c) For Education course: Documents from The Homeroom website – references
are at the very bottom of the documents. No need to include transcribing information.
(The transcriber is simply the person who typed the document up for the internet,
usually in the recent past.)
d) Other Archival Document:
(each archives has their own rules for how to cite their documents. Ask at their desk.)
Instructional Resources Unit Archives, File Number, Author, “Document Title,”
[include city and publisher if source is a published textbook, etc.] Date, p. #.
Unsure about your source? Remember: The titles of published books, journals,
and newspapers are italicized; titles of articles are placed “in quotation marks,”
followed by the title of the book, journal, or newspaper you found them in. Published
books should include city of publication, publishing company, and date of publication.
More than one reference?:
If you make a general statement that is supported by more than one source, you should
include all the sources in one footnote with a semi-colon between each source.
Example:
“Fresh Air Work Develops From Humble Start To Magnificent Proportions,” Manitoba
Free Press, June 3, 1927, 19.; “Star Fresh Air Fund opens, Large Sums needed at
Once” The Globe and Mail, June 11, 1920, 1.
2) Secondary Sources:
Article in a journal:
Jean-Pierre Proulx,”The Evolution of Bilingual Schools,” Historical Studies in Education
10, no. 1 (1998): 20-48.
Book:
Neil Sutherland, Growing Up: Childhood in English Canada from the Great War to the
Age of Television (Toronto: University of Toronto Press, 1997), 12-14.
After you have provided the full bibliographic information for a book or article (or
anything else), you can refer to it using a shorter form the next time:
Cont’d…
2nd Reference to article (if not following immediately after the first):
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Proulx, “Bilingual Schools,” 24.
2nd Reference to book – use a short form (if not directly following the first):
Sutherland, Growing Up, 106-7.
Making reference to the same book/article as the footnote *right* before:[If the
page is the same, no need to mention it, if it is different then it should appear like this
example]:
Ibid., 25.
An edited collection:
Ruby Heap and Alison Prentice, eds., Gender and Education in Ontario: An Historical
Reader (Toronto: Canadian Scholars’ Press, 1991).
An article in an edited collection:
Elizabeth Smyth, “‘A Noble Proof of Excellence’: The Culture and Curriculum of a
Nineteenth-Century Ontario Convent Academy,” in Ruby Heap and Alison Prentice,
eds., Gender and Education in Ontario: An Historical Reader (Toronto: Canadian
Scholars’ Press, 1991), 237-254.
Bibliography
Every paper should have a bibliography at the end, listing all of the articles (or books)
used. Entries should be arranged in alphabetical order by author’s last name. First
line is flush with margin and the following lines are indented. (see examples below).
Please note: if items don’t appear in your endnotes, they shouldn’t be included on the
bibliography. Put another way, if you do use a book’s information in some way, you
should have (at least) an indirect footnote to it somewhere in the essay.
For your papers in this class, I would like the bibliography split into two sections: one
for primary sources and one for secondary sources.
Example of Chicago Style Bibliography Formatting:
(notice that brackets disappear from around publishing info)
Bibliography
Primary Sources (for bibliography): (For these papers, please list *each* newspaper
article (and page number) not just the newspaper itself as is sometimes the practice)
“Star Fresh Air Fund opens, Large Sums needed at Once,” Toronto Daily Star, June 11,
1920, 1.
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“Don’t Let Little Ones Bear Pangs of Disappointment”, Toronto Daily Star, June 19,
1922, 1.
“Fresh Air Work Develops From Humble 1902 Start To Magnificent Proportions,”
Toronto Daily Star, June 3, 1927, 19.
Secondary Sources (for bibliography):
Arney, William Ray. Power and the Profession of Obstetrics. Chicago: University of
Chicago Press, 1982.
Benison, Saul. “Oral History: New Technique in Medical Historiography,” Ohio State
Medical Journal 68, no. 1 (1972): 770-3.
Borst, Charlotte G. Catching Babies: The Professionalization of Childbirth, 1870-1920.
Cambridge: Harvard University Press, 1995.
If you need additional guidance, please go to:
http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
(When using this link do *not* click on the “Author-Date examples”. That is a slightly
different system.)
2) Formal Essay – Due: June 5, by 10 p.m – on Nexus
(8-10 pages; double-spaced; 12-point font, 1 inch/2.54 cm margins all around)
Chicago style references (endnotes *not* footnotes) – See Guide to Essay Writing (Nexus)
The essay is focused on residential schooling for Indigenous youth (in the post-WWII period.) It
asks you to provide a critical analysis of both primary and secondary sources. Using these sources,
you are asked to create an essay which responds to the following questions:
Question: In the post-WWII period, what were key elements of the residential school system
(you should address curriculum, daily life, system of discipline, etc) and how did
Indigenous children and parents respond to them? To what extent do your chosen
interviews (see below) and the school newsletter compare and/or contrast with the themes
of the secondary source? Somewhere in your paper, briefly evaluate the usefulness of each
type of source (i.e. newsletter, interviews, secondary source). Start your essay by outlining the
main themes of the secondary source (2 pages maximum). Then proceed to analyze the newsletter
and the interviews in light of Milloy’s chapter. Analyze and arrange your paragraphs by theme, not
interview by interview. Your analysis of the newsletter could also be integrated into the themes.
Sources on which to base your essay (Please do not use other sources for this paper).
1) Primary sources- interviews, school newsletter, and film clip
a) At least five interviews from *this* website only: http://wherearethechildren.ca/en/stories/
“Where are the Children” is a website which houses (among other things) 47 interviews with adults
who were once students in Canada’s residential school system. You may select any five
interviews. There are two ways to access them: a) listen to/watch the recording OR b) read the full
transcript. After clicking on the interview of your choice you will see the option of either watching
the video OR reading the transcript. (You may even want to do both, but skimming the transcript is
the quickest way to get a sense of the kinds of things each individual discusses). Use the “control-A”
function (i.e. hold down “control,” while typing “a” – to copy everything on the page then paste into
a Word doc for easier usage. (You’ll have some text to erase – list of names, etc – before you get to
the interview).
You may decide to use all male or female interviewees, students from just two or three schools,
those who discuss similar issues, those which contrast, whatever you like. Which interviews you use
is entirely up to you. You are encouraged to browse transcript content to see which themes different
individuals cover before making your selections.
b) Assiniboia School Newsletter, 1958-59. (Available freely at the following link, click on the image
of the document to download the full (17 page) newsletter: Produced (it would seem) by teachers &
students.
https://nctr.ca/SCRIPTS/MWIMAIN.DLL/471574021/2/1/161162?RECORD&DATABASE=DESC_ACC_VIEW
c) Film clip (1955) 2.54 min – CBC News Magazine, ‘A new future’ for children at James Bay
residential school https://www.cbc.ca/archives/entry/a-new-future-for-children-at-james-bay-residentialschool
2) Secondary Source:
John Milloy, “Chapter 12: A Failure of Guardianship, 1946-1986,” in A National Crime: The Canadian
Government and the Residential School System. (Winnipeg: University of Manitoba Press 2017), p. 260293. E-book available through UofW library catalogue.
3) Guide to Essay writing. Available under “Content” on Nexus. Every year I can usually tell who
has read these or not when I read their essays. I can almost guarantee that it should improve your
mark to follow this (short) guide. For instance, *many* students don’t use clear “topic sentences”.

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