Creating Films for Deaf Story

English 300 – Preserving our Past for the Future: Creating Films for Deaf StoryCorps Dr. Nickerson Class Research Paper and Presentation – Class Project #2
The purpose of this research project is for you to work independently to write a research
paper (5 – 6 pages) that interests you in relation to preserving the history and stories of Deaf
people. You will see the Gallaudet Museum exhibits to give you some ideas. Your completed
research paper is due on Sunday, June 11, 2017.
Your Topic “Alice Cogswell”
Learning Outcomes
Language and Communication
Students will use American Sign Language (ASL) and written English to communicate
effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
For GSR 300 – Students will write a research paper and convey they findings/conclusions
in an academic ASL presentation to the class.
Critical Thinking
Students will summarize, synthesize, and critically analyze ideas from multiple sources in
order to draw well-supported conclusions and solve problems.
For GSR 300 – Students will analyze written information from diverse perspectives that
they will use for their research paper.
Knowledge and Inquiry
Students will apply knowledge, modes of inquiry, and technological competence from a
variety of disciplines in order to understand human experience and the natural world.
For GSR 300: Students will focus on a research topic and apply and build on their
Ethics and Social Responsibility
Students will make reasoned ethical judgments, showing awareness of multiple value
systems and taking responsibility for the consequences of their actions. They will apply
these judgments, using collaboration and leadership skills, to promote social justice in their
local, national, and global communities.
For GSR 300: Students will make ethical decisions based on the research they focus
on. Suggestions for Topics
A. Select an interesting tradition that takes place on the Gallaudet campus, for example,
the rat funeral (which has limited information), Bald Day, or a tradition related to one of the
fraternities or sororities on campus. Find out everything there is to know about that specific
tradition. How is that tradition an important part of Gallaudet University culture?
B. Select one (or more) of the buildings on campus and find out the history of that
building and why it is important. Some examples include Ole Jim, Chapel Hall, College Hall, the
President’s House, the Gatehouse, etc. Why does College Hall have a door shaped like a coffin?
Or write about some of the newer buildings that were created with Deaf Space in mind. Or
write about DeafSpace and how it is used on campus.
C. Select a Deaf person who made a significant contribution to the Deaf community –
Andrew Foster, Helen Keller, Jack Gannon, Agatha Tiegel Hanson, John Lopez, Bernard Bragg,
Wilma Newhoudt-Druchen, or several Deaf people. Some students like to write about famous
Deaf women or famous Gallaudet University graduates.
D. Select one organization in the Deaf community (or that Deaf people are a part of)
that highlights the accomplishments of Deaf people. You can write about the Deaf Olympics, the
World Federation of the Deaf, the National Association of the Deaf, the National Theatre of the
Deaf, the Deaf Professional Arts Network, International Deaf Education Association, National
Black Deaf Advocates, Deaf West Theatre, Deaf International Basketball Association, Canadian
Deaf Theatre, the Deaf Academic Bowl, or another organization.
E. Select another topic that interests you. Let me know what your topic is.
Books to look at – (but these are just a few)
A Journey into the Deaf-World by Harlan Lane, Robert Hoffmeister, and Ben Bahan
Deaf American Literature: From Carnival to the Canon by Cynthia L. Peters
Deaf Heritage: A Narrative History of Deaf America by Jack R. Gannon
Deaf in America: Voices from a Culture by Carol Padden and Tom Humphries
Deaf World: A Historical Reader and Primary Sourcebook by Lois Bragg (Editor)
History of the College for the Deaf 1857-1907 by Edward Miner Gallaudet
Movers & Shakers by Cathryn Carroll and Susan M. Mather
Websites to look at – – photograph
F. Please make sure you use APA or MLA for your citations. You need to use in-text
citations throughout your paper. If you are a history or government major and you use Chicago
style for citations, please talk to me. Criteria for Grading Your Research Project
80% – The information presented in your research project will count for 80% of your grade. Your
project should be typed and make sure that you proofread your paper before you hand it in.
Think about the AAC &U Written Communication Rubric. This is posted in Blackboard for you.
20% – The short presentation to the class about your project will count for 20% of your grade.
The presentation should be 5 – 10 minutes. Most students want to use power point slides or
Prezi. This is not a requirement, but it often helps to have something visual to show. Think
about the ASL Public Presentation Rubric. This is posted in Blackboard for you.
Research Paper Outline
GSR 300
This template is for a research paper with at least three main points. This template may be
adjusted to fit your needs. If you need to add extra details and main points, just add them. Your final outline must be typed and double spaced using Times New Roman 12-point
font with 1” margins around.
PARAPHRASE information from sources, DO NOT PLAGARIZE! You also must include the
sources that you are using in parentheses. You are to use at least 3 articles (NOT
including books or reputable websites) for this paper. Please include the following:
1. Working title – This may change by the time you complete your paper.
2. Thesis statement – This sentence should be a statement, not a question, of what you
intend to discuss in your paper. The thesis statement includes a mention of the three (or
more) main points to come. You may need to revise the thesis statement several times during
the course of writing the paper.
3. The three (or more) major points you plan to make in your research paper – Each of
these major points should support the thesis statement.
4. Topic sentences – you should include one for each of your three major points.
5. Three details, pieces of information, or evidence from your notes with the sources listed (in
parentheses) for each of your major points
6. A concluding sentence and lead-in for the next paragraph – one for each paragraph.
These sentences should remind you how you should consistently be communicating to
your readers why you are telling them what you are telling them. 7. A conclusion for your research paper – The conclusion should sum up the reasons you
have given that support your thesis. You should add insight by giving some thoughts
on the implications of what you have just written or shown.
Research Paper Template – Due on Monday, June 12th
Title of research paper- ____________________________________________________
Thesis statement – _________________________________________________________
Introduction –The introduction should contain a “hook”, general quote, or interesting fact. You
will then add two to three broad, general statements, and your thesis statement.
I. Topic sentence for main point #1__________________________________________
A. Detail or example from your literature search (with source)
B. Detail or example from your literature search (with source)
_________________________________________________________________ C. Detail or example from your literature search (with source) ________________________________________________________________
Concluding sentence and lead-in about how the details or examples for main point #1
support the thesis and transition to next main point.
II. Topic sentence for main point #2 _________________________________________
A. Detail or example from your literature search (with source)
B. Detail or example from your literature search (with source)
C. Detail or example from your literature search (with source)
Concluding sentence and lead-in about how the details or examples for main point #2
support the thesis and transition to next main point.
III. Topic sentence for main point #3__________________________________________
A. Detail or example from your literature search (with source)
B. Detail or example from your literature search (with source)
C. Detail or example from your literature search (with source) ___________________________________________________________
Concluding sentence and lead-in about how the details or examples for main point #3
support the thesis and transition to next main point.
(Additional Topics May Need to be Added)
IV. Concluding paragraph
V. References (APA or MLA STYLE – If you are majoring in English, please use MLA)
Research Paper Outline (Example)
Title of Research Paper – A Fight for Coeducation
Thesis statement -This research explores the reasons and thinking behind the bans on
coeducation both at Gallaudet University and in the outside world.
Introductory Paragraph Women have not always been able to attend college. A woman’s place was thought to
be at home caring for her husband, raising children, and keeping the house clean. Women
eventually started to fight this image – first by setting up their own colleges and then by
convincing all-male colleges to allow females to enroll. When Gallaudet University – then known
as the National Deaf Mute College (NDMC) – opened its doors in 1864 it allowed women to
register. Six years later it closed its doors to women, not allowing them to attend for seventeen
years. This research paper explores the reasons and thinking behind the bans on coeducation
both at Gallaudet University and in the outside world.
I. Topic sentence for main point #1 – By the time of the American Revolution there were nine
universities in the colonies. All of them were male-only; women obtaining higher education was
unheard of.
A. A woman’s place was caring for the family, not studying (Seller, 1983).
B. Any school for girls focused on teaching the domestic arts: sewing, social manners,
and managing a household (Seller, 1983).
C. Benjamin Rush, a Founding Father, pushed for sciences to be taught at the Young
Ladies Academy of Philadelphia in 1787 (Franck & Brownstone, 1995, p. 85).
Concluding sentence -Thirst for knowledge was obviously deep within women, for students
came from all over to attend this academy as well as others that started later on. II. Topic sentence for main point #2 – The nineteenth century saw a burst in the “women’s
educational movement” (Franck and Brownstone, 1995, p. 57).
A. Most colleges were seminaries or teachers colleges. Unlike most other jobs, teaching
was an approved career for a single woman (Kingkade, 2012).
B. Oberlin Collegiate University, now Oberlin College, was the first coed college in the
United States. It admitted women from its founding in 1833; although, females were not
permitted into the baccalaureate program until 1837. It was ahead of its time as it also
started admitting African-Americans in 1835 – two years before women were allowed
into the program (History: Early History (n.d.). Oberlin College & Conservatory).
C. A big impetus in the rising demand for equal education came from the Civil War.
When the men went off to fight, women took over jobs, specifically white-collar jobs.
These women became known as “government girls” (Franck and Brownstone, 1995, p.
Concluding sentence – Women began to realize that they could hold jobs just like men and
education would help them get jobs.
III. Topic sentence for main point #3 – Men openly confessed they saw women as weaker and
less intelligent. Men did not feel that women should get an education or jobs.
A. The medical community backed this statement, saying women’s brains were smaller
and therefore dim and unable to understand true knowledge (Seller, 1983).
B. Dr. Edward H. Clarke was a big influence on this manner of reasoning. He presented
his “factual” research on women, saying they were less evolved (Clarke, 1884).
C. Women needed accommodation for their “lower intelligence” and should be limited
to four hours of studying a day (Clarke, 1884).
Concluding sentence – Society gullibly believed Dr. Clarke’s findings. Women would not be able
to fulfill their womanly duties if they obtained higher education. Therefore, coeducation for
women was frowned upon.
IV. Topic sentence for main point #4 – (you need at least three main points, but you can include
more than 3) – Women were originally admitted to the NDMC, but after the first six years, they
were not admitted again for seventeen years.
A. In the first six years of NDMC’s existence, five women were admitted into the
preparatory year (Greenwald & Van Cleve, 2008).
B. After the initial six years women were denied admittance even though they
continued to apply. The reason given was lack of monetary resources for scholarships
and housing (Armstrong, 2014).
C. Pressure to admit women increased. The Western Association of Collegiate Alumnae,
an all-female organization that fought for coeducation, sent Amelia Platter to contact
Gallaudet and argue for women to be accepted (Greenwald & Van Cleve, 2008).
D. Six women’s applications were accepted in fall 1887 (Greenwald & Van Cleve, 2008). E. Women faced challenged and persecution in the years after any college became
coeducational. It was a long uphill battle for women to be accepted as equal.
V. Concluding paragraph –
Society had an unfavorable view of women entering college. Seen as the weaker sex,
they were confined to the domestic realm. Many feared using the brain for studying in higher
education would ruin a woman’s chance to have children. Even after female colleges became
accepted, there was a large opposition to coeducation. Gallaudet University was not immune to
this thinking. For seventeen years women were not admitted to the college. Even after being
accepted, they were treated unkindly. It must have taken a lot of courage for them to forge the
way and continue on until graduation.
VI. Provide References in APA or Works Cited for MLA (Students majoring in English should use
MLA.) the online writing center at Purdue University ( has
good guidelines for APA and MLA. You can also use these resources for APA and
You can also use these resources for MLA – and See me for help!
Sample APA Reference Page References Armstrong, D. F. (2014). Establishing a college for the deaf: 1864-1910. In The history of
Gallaudet University: 150 years of a deaf American institution. Washington, DC:
Gallaudet University Press.
Clarke, E. H. (1873). Sex in education; or, A fair chance for the girls. Project Gutenberg. Etext
18504. Retrieved from
Franck, I. M., & Brownstone, D.M. (1995). Women’s world: A timeline of women in history.
New York, NY: HarperPerennial.
Greenwald, B., & Van Cleve, J. (2008). The women of Kendall Green: Coeducation at Gallaudet
1860-1910. In A fair chance in the race of life: The role of Gallaudet University in deaf history. Washington, DC: Gallaudet University Press.
History: Early History. (n.d.). Oberlin College & Conservatory. Retrieved from
Kingkade, T. (2012, July 5). Colleges Founded Before The American Revolution. Huffington
Post [online]. Retrieved from
Seller, M. S. (1983) Dr. Clarke vs. the "ladies": Coeducation and women’s roles in the 1870’s.
Abstract retrieved from ERIC database. (Accession No. ED233959)
Sample MLA Works Cited Page
Works Cited
Armstrong, David. “Establishing a College for the Deaf: 1864-1910.” In The History of
Gallaudet University: 150 years of a deaf American institution. Washington, DC:
Gallaudet University Press, 2014. 1-35, Print.
Clarke, Edward. “Sex in Education; or, A Fair Chance for the Girls.” Project Gutenberg
1873. Web. 30 Jan. 2016.
Franck, Irene, and David Brownstone. Women’s world: A Timeline of Women in History.
New York, NY: HarperPerennial, 1995. Print.
Greenwald, Brian and John Van Cleve. “The Women of Kendall Green: Coeducation at
Gallaudet 1860-1910.” In A Fair Chance in the Race of Life: The Role of Gallaudet
University in Deaf History. Washington, DC: Gallaudet University Press. 2008.
Print. “History: Early History.” Oberlin College & Conservatory.,
n.d. Web. 31 January 2016.
Kingkade, Tyler. “Colleges Founded Before the American Revolution.” 5 July 2012. Web. 30 January 2016.
Seller, Mary. “Dr. Clarke vs. the ‘Ladies’: Coeducation and Women’s Roles in the
1870’s.” ERIC database. (Accession No. ED233959). 1983. Web. 28 January 2016.


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