Racial Issues and Justice in the 21 st Century

Global History II – Spring 2019 Semester Mr. Karl

Enduring Issues Research Paper Background Throughout the year, we have been discussing ​Enduring Issues​, which present themselves as

challenges that a society has faced and debated or discussed across time. An enduring issue is one that many societies have attempted to address with varying degrees of success.

Your Task Your task is to select an Enduring Issue that you will complete an analytical, argumentative research paper on an Enduring Issue, and provide research-based evidence arguing why this issue has persisted over time. You will be researching time periods in Global History that we have or will review this year, as well as those that you will learn more about in next year’s Global History class, and today’s contemporary history.

Audience Your teachers and your peers. After you have submitted your research paper, you will be giving a presentation on your research. This task will be addressed in greater detail on a date to be determined.

Purpose ● Students will be able to evaluate a specific historic Enduring Issue that society has confronted and continues to face today.

● Students will be able to take a research-based approach to determine how Enduring Issues carry over throughout time.

● Students will be able to analyze the factors and conditions that provided an Enduring Issue to persist over time.

● Students will be able to investigate the social, political, and economic impacts of an Enduring Issue.

Procedure 1. Select an Enduring Issue.​ When you select your Enduring Issue, you will provide a one-page paper explaining the reason why you selected this Enduring Issue, and what you hope to accomplish through your research on the Issue.

2. Research an Enduring Issue.​ Examine an Enduring Issue critically by researching how it has impacted humans throughout time. See the ​Periodization​ section in the ​Requirements for your Research Paper below for further details.

3. Write an Analytical, Argumentative Research Paper. Requirement s

1. Chicago Style Format. ​All phases of the Research Paper project will have to be typed and printed in Chicago Style Format, the standard for all history papers. You will be provided a variety of resources that will help you format your paper properly. All sources must be properly cited.

2. 4 to 6 Pages.​ The suggested requirement to fulfil all goals for this Research Paper. 3. Periodization.​ Because you are writing an Enduring Issues Essay, your research should

examine a more extensive period of time, in order to best evaluate how the issue has persisted across time. Students will need to address at ​least​ four different time periods we have spoken about in class.

4. Plagiarism Policy. ​All students need to sign off on the plagiarism policy, or they cannot submit any materials. ​NOTHING WILL BE ACCEPTED BEFORE THIS!​ They will may be asked to complete a web course on the topic, and to submit their paper electronically through a service.

Fall 2019 Semester – Enduring Issue Research Paper - Rubric K no wl ed ge

Criteria  Below Level 1  Level 1  Level 2  Level 3  Level 4  Total 

Using historically 

accurate 

information 

Use of

historical

information not

passable

Limited use of accurate

historical information

Accurate for the most

part; some important

information is not

accurate

All information

historically

accurate; most is

relevant to topic

All information used

is historically

accurate and

relevant

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Thi nki ng/ Inq uir y Ski lls

Historical 

analysis 

Demonstrated

analysis skills

not passable

Limited recognition of

historical significance

Adequate recognition

of historical

significance

Very good

recognition of

historical

significance

Thorough and

perceptive

recognition of

historical significance

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Evidence to 

support thesis 

statement or 

argument being 

made 

Support

demonstrated is not

passable

Little evidence used to

support thesis

Some good evidence

to support thesis

Solid evidence to

support thesis

Excellent support for

thesis

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Introduction 

contains clear 

thesis statement 

No thesis statement

in introduction

Thesis statement of

limited clarity

Thesis statement

mostly clear

Introduction

establishes thesis

clearly

Introduction clearly

states strong thesis

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Body of essay 

used to present 

research 

findings 

Evidence of

research

not

passable

Quality and quantity of

evidence limited;

sequence weak

Good quantity; quality

and sequence of

evidence is adequate

Good quantity and

quality of evidence;

sequence mostly

logical

Quality and quantity

are sound; sequence

logical

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Concluding 

statement used 

to summarize 

research 

findings 

Conclusion not

present or not

consistent with

facts

presented

Conclusion has

limited connection to

facts presented

Adequate

conclusion;

consistent with some

key facts

Good conclusion;

consistent with

most key facts

Sound conclusion;

fully supportable

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Analysis and 

Research  

Contains no

analysis or

supporting

information.

Essay has limited

amount of supporting

information for thesis

and contains only

generalizations.

Essay supports thesis

with some relevant

information but has

limited depth of

analysis.

The analysis shows

events from the

author’s point of view

but could use more

descriptive language.

The analysis is

developed with an

effective point of

view.

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Persuasiveness 

and interest 

Not interesting or

convincing

Limited interest and

persuasiveness

Persuasive and

interesting in some

key parts

Persuasive and

interesting in all key

parts

Totally interesting

and persuasive

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Layout and 

Presentation;  

Effective use of 

language 

Not passable; Use of

language not

passable

Limited title page;

Limited use of proper

spelling, grammar and

sentence structure

Adequate title page;

limited neatness;

Adequate use of

spelling; grammar and

sentence structure

weak at times

Effective title page;

neat presentation;

Spelling and

grammar used well;

sentence structure

awkward at times

Title page and essay

layout both excellent;

Spelling, grammar

and sentence

structure all used

effectively

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Use of 

footnotes and 

references to 

credit sources 

Sources not evident

or properly credited

Limited use of

footnotes and

references to credit

sources

Footnotes and

bibliography used,

sources adequate

Good sources

used; all sources

credited

Excellent sources

used; all sources well

credited

0  2  4  5  5.5  6  6.

5 

7  7.5  8  9  10  X 

Final Mark 

% 

CALENDAR OF GOALS* Enduring Issue Selection & Explanation Monday, February 11, 2019

Introduction, Thesis, and Sources Monday, February 25, 2019 First Draft Marking Period 2 – Date TBD

Final Copy Due Wednesday, May 1, 2019 *Take note that other assignments will be worked into this research project on an as-needed basis, in order to better assist you through this process.

PLAGIARISM CONTRACT Under the New York City Department Student Intervention and Discipline Code, for students in grades 6-12, it is a Level 3 Infraction to Engage in Scholastic Dishonesty. As defined in the New York City Department of Education Student Intervention and Discipline Code and Bill of Student Rights and Responsibilities, the following may occur when a student engages in Academic Dishonesty:

B32 :​ Engaging in scholastic dishonesty which includes but is not limited to:

1. Cheating (e.g., copying from another’s test paper; using material during a test which is not authorized by the person giving the test; collaborating with another student during the test without authorization; knowingly using, buying, selling, stealing, transporting, or soliciting, in whole or part, the contents of an un-administered test; substituting for another student or permitting another student to substitute for one’s self to take a test; bribing another person to obtain a test that is to be administered; or securing copies of the test or answers to the test in advance of the test)

2. Plagiarizing (appropriating another’s work and using it as one’s own for credit without the required citation and attribution, e.g., copying written work from the Internet, or any other source)

3. Colluding (engaging in fraudulent collaboration with another person in preparing written work for credit) (A-I, J-L only for particularly egregious situations (e.g., where numerous students are involved, where the behavior involves standardized tests, or where the behavior requires invalidation of a test))

The following are a range of possible disciplinary actions that may be taken as a result of a ​B32​ infraction: A. Pedagogical school staff meeting with student to address the misbehavior and its consequences B. Student/teacher conference C. Formal meeting with student by appropriate supervisor (e.g., assistant principal, principal) to address the misbehavior and

understand its consequences D. Parent conference E. In-school disciplinary action (e.g., formal restorative conference, exclusion from extracurricular activities or communal lunchtime) F. Removal from classroom by teacher (subject to the requirement to impose a suspension at 5 or more (semester) or 4 or more

(trimester) removals) G. Principal’s suspension for 1-5 days H. Superintendent’s suspension that results in immediate reinstatement I. Superintendent’s suspension that results in continued suspension for a fixed period of 6-10 school days J. Superintendent’s suspension that results in an extended suspension for 11-29 school days. K. Superintendent’s suspension that results in an extended suspension for 30-59 school days (with automatic review at 30 days for

suspensions of 39 days or longer) L. Superintendent’s suspension that results in an extended suspension for 60-90 school days with automatic review every 30 days.

I have read the policies on plagiarism from the Department of Education and understand them. My instructor has provided me with materials that I have reviewed and understood regarding what plagiarism is, how to recognize it, how to avoid it, and what the penalties are for committing plagiarism in this course. If I had any questions about plagiarism, I have addressed them in person with my instructor to my satisfaction. I will do everything I can to avoid committing plagiarism, including (but not restricted to) allowing sufficient preparation time for assignments, saving electronic drafts of my assignments at each stage of development, and taking notes in my own words from outside sources that I use. Any work I submit with my name on it will reflect my own ideas and effort. I will properly cite all material that is not my own. I understand that there is no acceptable excuse for committing plagiarism and that doing so is a violation of the Student Code of Conduct. Should plagiarism, intentional or unintentional, be found in my work for this course, the incident will be reported to the relevant authorities at the department, school, and/or district level. The penalty for this violation may range from a 0 on part of the relevant assignment to an F in the course, depending on the severity of the violation and my documented history of academic misconduct. The academic and disciplinary penalties for my misconduct are at the discretion of my instructor.

_________________________________ ______________________________________ ______________________ Signature Printed Name Date As a Parent/Guardian, I understand the above consequences should my child act in an academically dishonest manner.

_________________________________ ______________________________________ ______________________ Signature Printed Name Date

NYS COMMON CORE LEARNING STANDARDS Reading Writing College and Career Readiness

Anchor Standards

Key Ideas and Details: CCSS.ELA-LITERACY.RH.9-10.1​: ​Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-LITERACY.RH.9-10.2​: ​Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-LITERACY.RH.9-10.3​: ​Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure: CCSS.ELA-LITERACY.RH.9-10.4​: ​Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-LITERACY.RH.9-10.6​: ​Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RH.9-10.7​: ​Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-LITERACY.RH.9-10.9​: ​Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RH.9-10.10​: ​By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

Text Types and Purposes: CCLS.ELA-LITERACY.WHST.9-10.1: Write arguments focused on discipline-specific content​. CCLS.ELA-LITERACY.WHST.9-10.1. A: ​Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCLS.ELA-LITERACY.WHST.9-10.1. B: ​Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. CCLS.ELA-LITERACY.WHST.9-10.1. C: ​Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCLS.ELA-LITERACY.WHST.9-10.1. D: ​Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCLS.ELA-LITERACY.WHST.9-10.1.E : ​Provide a concluding statement or section that follows from or supports the argument presented.

Text Types and Purposes: CCSS.ELA-LITERACY.CCRA.W.1: Write​ arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.CCRA.W.2: ​Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing: CCSS.ELA-LITERACY.CCRA.W.4: ​Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.CCRA.W.5: ​Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Research to Build and Present Knowledge: CCSS.ELA-LITERACY.CCRA.W.7: ​Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.CCRA.W.8: ​Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Range of Writing: CCSS.ELA-LITERACY.CCRA.W.10 ​Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.CCRA.R.8: ​Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9: ​Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.