Cómo investigar y escribir sobre historia

In this class, students will learn to research and write a history research paper.  By the end of this six-week class, students will have learned through class experience to research primary and secondary sources and write their paper over their chosen history topic. 
In week one, students will choose a topic of history research. They will brainstorm and outline their ideas. This week, we will discuss the importance of narrowing a broad topic to a subject that can be covered in four to seven pages. Students will be taught to outline their ideas.  As homework for week one, students will be required to prepare an outline to share in week two. 
In week two, students will share their ideas with the other students. Students will discuss the ideas and offer ideas and feedback that may or may not be included in the final paper. This week, students will learn to research. Students will be taught how to search books, periodicals, and websites for their chosen topic. They will be taught the difference between primary sources and secondary sources. They will be shown how to find primary sources through search engines such as Google Scholar. They will be taught how to take notes for their paper on a computer, note cards, or paper - whatever way will be the most accessible for them when the time comes to write their paper. They will be taught how to analyze the information in their sources. Students will be required to have between three and seven sources for their paper. As homework for week two, students will be required to gather their primary and secondary sources. Students will be required to have at least one primary source for their paper. They will need to notate their reasons for using these sources. They will share these sources and their reasons for choosing them in week three.
In week three, students will share their notes and learn to write a rough draft. We will discuss the importance of a rough draft and of how the draft is simply a starting point. It is a place to make mistakes. Students will be given time to start their rough draft in week three's class. Students will be taught to make notations for citations in the rough draft. This will allow for ease in properly formatting footnotes using the Turabian style in week five's class period. Homework for week three will be preparing a rough draft. Students will not need to worry about length at his time, but the rough draft should contain most of what will be included in the final paper. Students will submit the rough draft to me two days prior to the next class.  
In week four, students will share their rough drafts with one another. I will make suggestions based upon the drafts submitted to me prior to this class.  Students will now begin the process of proofreading and editing. Students will be taught how to proofread and edit for both grammatical mistakes and content. Students will be taught how to edit sentences to state their ideas in the fewest words. Students will be given an opportunity to begin editing their paper in this period. For homework in week four, students will begin their final paper.  
In week five, students will learn how to include proper Turabian footnotes in their paper. They will be taught how to format their paper based upon the Turabian style guide. Students will be given the opportunity to edit their paper with the proper footnotes and formatting. For homework in week five, students will add their footnotes and bibliography to their paper and do a final editing of their research paper. The final papers will be between four and seven pages.  Students will submit their final paper to the teacher for grading two days before the class for week six.   
In week six, students will share their research paper with the other students.  If students do not wish to read in class, they can request that the teacher share the paper.  Students will be given the opportunity to discuss the papers. 
I will teach this class through direct instruction, PowerPoint slides, and discussion. I believe it is important for learners to discuss their ideas with me and with one another. New ideas arise in such discussion. I believe students learn best when they can have fun and be creative.