LESSON 3.15
Use Levels for Easy Understanding
Levels
The change was made because most subheads indicate a subcategory of the previous subheading. Having, say, seven levels of subheads became very confusing.
In this lesson, you will we are going to learn Levels 1-3. Each level must follow a certain set of rules.
All headings are 12 pt.
All headings are boldfaced.
The first word and all major words are capitalized.
There are no extra spaces above or below a level.
There is no periods.
Level One
Start typing the text on the next line. Indent the first line of the text. Make sure you chage the line from centered to left-aligned. Do that by clicking the leftmost box of the four boxes above Paragraph in Home.
Level Two (Aligned with left margin.)
Start typing the text on the next line. Indent the first line of the text.
Level Three
Same as Level Two, except that the heading is italicized.
Task 3.15.1 –Tandem or Small Group
Return to the Old variable.
A. Create a Level 1 heading that says Background
B. Create a Level 2 heading that says Lewis “Deerfoot” Bennett
C. Create a second Level 2 heading that says Tom Longboat
D. Create a third level 2 heading that says Jim Thorpe
Below the Old variable, add the following for the New variable:
E. Create another Level 1 heading that says Billy Mills
F. Place the text from Task 5.19.2 and 5.19.3 below he Level 1 heading. You can combine I and D (of IDP) into one paragraph if you wish.
G. Create a Level 2 heading for each of the subjects from Task 15.9.3. Leave lots of room between each heading.
Task 3.15.2 –Tandem or Small Group
Read the selection labeled “Billy Mills” in the Unit II Reference Materials subfolder. Your teacher will tell you which parts to read.
Copy and paste information under the appropriate Level 2 heading in Task 5.19.3. Put a letter below each excerpt you cut so you will remember where it came from. In the sample below, for instance, the except comes from Article A, the first article you read.
Racism Specific to Mills
Perhaps none more so than the memory of standing atop the Tokyo medal podium in October of 1964 and fighting back tears – not of joy, but from feeling unaccepted.
“When they played the United States national anthem, it was powerful. It was beautiful,” Mills said. “I felt emotion being a citizen of our country, but overriding that was something more powerful. I whispered to myself, ‘I don’t belong’. I came close to crying on the victory stand. People probably thought I was crying because I’d won a race. It was more powerful than that.”
Continue until you have enough material for a least a paragraph or two in each part.
Task 3.15.3 (Optional) –Tandem or Small Group
Locate other research materials as you or your instructor see fit.