MLA Checklist Questions
Assignment Checklist Questions
1. Did you adhere to the length requirement of the assignment? If not, reduce your words. Essay will not be accepted if it is more than 50 words beyond the max.
The essay contains 1095 words.
2. Did you use MLA first-page format and do it properly? Did you check your first-page against the textbook example?
Proper MLA first page format has been used.
3. Did you include a lead in at the start of your introduction? If you don’t know what this is, you are not ready to submit your assignment.
The essay contains a captivating introduction.
4. Did you briefly and neutrally summarize both sides of the debate in your introduction and/or did you provide necessary background and then add a transitional sentence before …show more content…
Inclusion of this event in high school curriculum will help young students broaden their perspectives, and shape their moral foundation. Farnham asserts this point by stating, “[t]his is a moral function, for being able to imagine the effect of one’s contemplated deed on another person is necessary to any moral or ethical judgment one might make of a proposed act” (“What is” 22). Teaching the Holocaust, in combination with using our imagination, allows us to think of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, “What is” 22). The subject’s controversial nature will provide the type of engaging context that students require to think critically about the effects of their decisions. In addition, this subject provides context for individuals to examine the “use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide” (Totten, “A Note”). In-depth analysis of the Holocaust’s unethical nature will allow students to form and further strengthen their moral and ethical principles to which they hold themselves accountable in decision …show more content…
“Teaching the Holocaust: A Rationale for Dealing with the Absurd.” The Journal of General Education 33.4 (1982): 273-283. Penn State University Press. Web. 11 Oct. 2014.
Farnham, James F. “What is the Value of Teaching the Holocaust?” The Journal of General Education 41 (1992): 18-22. Penn State University Press. Web. 11 Oct. 2014.
Kitson, Alison. "Challenging Stereotypes and Avoiding the Superficial: A Suggested Approach to Teaching the Holocaust." Teaching History. 104 (2001): 41-8. ProQuest. Web. 11 Oct. 2014.
Totten, Samuel. "Teaching the Holocaust: The Imperative to Move Beyond Cliches." Canadian Social Studies 33.3 (1999): 84-7. ProQuest. Web. 11 Oct. 2014.
Totten, Samuel. "A Note: Why Teach about the Holocaust?" Canadian Social Studies 31.4 (1997): 176-178. ProQuest. Web. 11 Oct.
1. Did you adhere to the length requirement of the assignment? If not, reduce your words. Essay will not be accepted if it is more than 50 words beyond the max.
The essay contains 1095 words.
2. Did you use MLA first-page format and do it properly? Did you check your first-page against the textbook example?
Proper MLA first page format has been used.
3. Did you include a lead in at the start of your introduction? If you don’t know what this is, you are not ready to submit your assignment.
The essay contains a captivating introduction.
4. Did you briefly and neutrally summarize both sides of the debate in your introduction and/or did you provide necessary background and then add a transitional sentence before …show more content…
Inclusion of this event in high school curriculum will help young students broaden their perspectives, and shape their moral foundation. Farnham asserts this point by stating, “[t]his is a moral function, for being able to imagine the effect of one’s contemplated deed on another person is necessary to any moral or ethical judgment one might make of a proposed act” (“What is” 22). Teaching the Holocaust, in combination with using our imagination, allows us to think of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, “What is” 22). The subject’s controversial nature will provide the type of engaging context that students require to think critically about the effects of their decisions. In addition, this subject provides context for individuals to examine the “use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide” (Totten, “A Note”). In-depth analysis of the Holocaust’s unethical nature will allow students to form and further strengthen their moral and ethical principles to which they hold themselves accountable in decision …show more content…
“Teaching the Holocaust: A Rationale for Dealing with the Absurd.” The Journal of General Education 33.4 (1982): 273-283. Penn State University Press. Web. 11 Oct. 2014.
Farnham, James F. “What is the Value of Teaching the Holocaust?” The Journal of General Education 41 (1992): 18-22. Penn State University Press. Web. 11 Oct. 2014.
Kitson, Alison. "Challenging Stereotypes and Avoiding the Superficial: A Suggested Approach to Teaching the Holocaust." Teaching History. 104 (2001): 41-8. ProQuest. Web. 11 Oct. 2014.
Totten, Samuel. "Teaching the Holocaust: The Imperative to Move Beyond Cliches." Canadian Social Studies 33.3 (1999): 84-7. ProQuest. Web. 11 Oct. 2014.
Totten, Samuel. "A Note: Why Teach about the Holocaust?" Canadian Social Studies 31.4 (1997): 176-178. ProQuest. Web. 11 Oct.