Year 11- MODERN HISTORY Category 2 - Written Research Task

ALDRIDGE STATE HIGH SCHOOL

Year 11- MODERN HISTORY Category 2 - Written Research Task

THEME2 Studies of Hope - The Fight for Rights and Freedoms

TIME 6 weeksLENGTH:Year 11 ( 1000 -1500 words )

Focus Question:

How free and equal were African – Americanson the eve (1954) of the Civil Rights Movement?Analyse and evaluate the significance and effectiveness of the methods used to fight for rights and freedoms in the United States of America. How successful was the movement by the end of the 1960’s?

Step 1

Set up word document files OR pages in your note book tocreate and maintain detailed systematic, coherent records that demonstrate research.

End Notes

Bibliography

Reflection Journal

Graphic Organisers

Headings from Graphic Organisers

Step 2

Develop graphic organisers and use the relevant information to develop headings to research.

There are three obvious parts to the focus question so there should be at least 3 easily identifiable graphic organsers.

How free and equal were African – Americanson the eve (1954) of the Civil Rights Movement?
Analyse and evaluate the significance and effectiveness of the methods used to fight for rights and freedoms in the United States of America.
How successful was the movement by the end of the 1960’s?

1.How free and equal were African – Americanson the eve (1954) of the Civil Rights Movement?

What aspects of society could be investigated to enable informed decisions to be made on this aspect of the inquiry? List them here.

Employment Rate
Wages

Analyse and evaluate the significance and effectiveness of the methods used to fight for rights and freedoms in the United States of America.

List the methods used to fight for change.

Buss Boycotts

For each method identified you now need to evaluate it in terms of significance and effectiveness

3How successful was the movement by the end of the 1960’s?

Compare 1954 data with late 1960’s data.

How free and equal were African in the late 1960’s compared to 1954?

Refer to the data collected in the first section of this inquiry.

1954 / 1968-70 / Conclusion
Employment
Wages

GRAPHIC ORGANISER

How free and equal were African – Americanson the eve (1954) of the Civil Rights Movement?
GRAPHIC ORGANISER

Analyse and evaluate the significance and effectiveness of the methods used to fight for rights and freedoms in the United States of America.
GRAPHIC ORGANISER

How successful was the movement by the end of the 1960’s?

Sample focus questions.

Definitions

Brief description of major methods used in the fight for rights and freedoms

Define key terms and ideas as you find them in your research you will not know what they are when you start your research.

Reform, revolution, justice, human rights, etc

Are there arguments about the definitions?

Sources

Who are the major historians and other theorists associated with this topic?

What primary and secondary sources might be valuable in this study?

(List authors and sources)

Are there any problems related to the availability or sufficiency of sources?

Backgrounds Changes Continuities Motives Causes

Backgrounds

Brief details of

the time period, the places and the people you will be referring to
the scale and scope of the injustice?
The Human Rights were being violated?

Extensive detail of

What methods were used in the struggle for rights and freedoms?
Create a mind map for the different methods used to fight for change.
Compare methods used in Aust, South Africa and USA
Who? What? When? When? Where? Why?

Changes Continuities

Have ideas and beliefs on this issue stayed the same or changed over time?

Create a Venn diagram to make comparisons – Identify similarities and differences.

What has changed in the way individuals and groups have fought for rights and freedoms in Aust, South Africa and USA?

What has been a consistent trend or phenomenon in the way individuals and groups have fought for rights and freedoms in Aust, South Africa and USA?

What are the enduring continuities on this issue?

What has remained the same? Refer to issues, problems, organisations, laws, attitudes…

Motives Causes

Why have human rights been denied to individuals and groups over time?

What caused the problem?

What significant ideas and beliefs prevailed at the time?

What did leaders want to achieve?

What have been the motives of individuals and groups?

Effects, interests and arguments

The effects and argumentsabout the methods used are a major focus of this inquiry.

You will have to make decisions about them. These decisions will be clearly stated in your first paragraph and will be supported with evidence. Most of this evidence will come from your research notes from this section.

What were the major effects of the methods used on human wellbeing; social, political and economic structures; and environments?

How significant were the individual methods used?

How were people affected by the civil rights movements?

Who benefited from this historical phenomenon, in both the short and the long term?

Who was disadvantaged?

To what extent did the phenomenon produce deep-seated changes to ideas and beliefs

At the time, what have been the effects or influences of the person being studied on other individuals, groups, nations or global society?

Who has suffered or been disadvantaged?

What have been the wider effects of this person — in place, society, politics, the economy?

Are these effects continuing, and what might be future effects?

Reflections and responses

What are you learning about the struggle for rights and freedoms?

How significant are the issues raised in this study?

Is this study helping you to decide how to live more purposefully, ethically or effectively?

Do you think that the struggle for human rights has been a progressive one historically?

How could you take this study further, or in a fresh direction?

What connections can you see between this study and other studies that you have already done or might do?

How has this study helped you understand history as a discipline?

Could you have gone in a different direction during your research?

What problems did you encounter in the research, and how did you respond to them?

Consider what you have learn in this inquiry in light of current events in Africa and the Middle East.

Step 3

What sources will help you begin your investigation? (In your response, name actual sources / authors, both primary and secondary,

......

Step 4

Start taking notes under the headings you have used in your graphic organisers.

Have all of the headings set out on separate pages or files, so that as you find information, you can go to the heading and record the relevant information. Reference you notes. Make an entry in you bibliography, add an annotation if you can.

NOTES NOTESNOTESand more NOTES

Step 5

Revisit all aspects of the inquiry as you develop a greater understanding of the topic.

You may wish to

add items to your graphic organisers
change focus questions
add criteria and alternatives to your decision making matrix
revisit notes that are not referenced correctly
add reflective comments on the quality and usefulness of sources
add to your annotated bibliography

If you have not task 2 and 3 you will have no headings, if you have no headings you have no notes, if you have no notes you have no assignment.All notes must be referenced.

Persuasive or Argumentative Essay

A persuasive or argumentativeessay makes a claim about a topic and justifies this claim with specific evidence. In this essay you will make an evaluation of the significance and effectiveness of the various methods used to fight for rights and freedoms in Aust, South Africa or USA. The goal of this task is to convince the audience that your evaluation is true, based on the evidence.

Develop a graphic organiser clearly show the structure of your essay

First paragraph - Hypothesis: - Introduction

In the first few sentences include very brief details about the historical context of the inquiry topic. Include such essential information as the time and place of the event and the key individual that will be the focus of your inquiry.
Write clear concise statements about the conclusions you have reached on significance and effectiveness of the various methods used to fight for rights and freedoms in Aust, South Africa or USA. Do not explain these conclusions in detail.
Briefly list the main evidence you will refer to in supporting your conclusion.
Do not include any quotes in the introductory paragraph.

The Body:

Present your evidence to prove the statements you made in the first paragraph.

Each paragraph will deal with one aspect of the conclusions stated in the first paragraph. Each Body Paragraph has

A Topic Sentence

This is a clearstatement about the point you wish to argue to support your hypothesis.

Supporting Evidence:

You will prove the statement in your topic sentence is correct by “directly” and “indirectly” quoting well select evidence. You will select the most powerful, reliable evidence to support your case. We will use the endnote system of referencing.

Concluding and / or linking sentence.

Relate the evidence back to your hypothesis and lead into the next issues you intend to deal with in the next paragraph.

Conclusion

Restate the thesis and key points of evidence

Bring the essay to an appropriate and effective close

Avoid digressing into new issues but you can include some comments on:

 why this topic is so historically significant

the importance of the major events or people in this time period
what you or others have learnt by studying the topic
how the events of this period effected the future

Correctly use the End Note system of in-text referencing

Additional support for students will include class booklets on the following

How to integrate your evaluation of sources and methods:

And

Signposting for Evaluation and Integration of Sources

And

Sample Bibliography and Endnotes for Referencing

Graphic Organisers G:\Curriculum\Common\Modern History Students Shared\Graphic Organisers

When making decisions in this investigation you should develop a Decision Making Matrix.

Decision Making is the process of developing and using criteria to select from choices.

Criteria / Alternatives
A / B / C
Weighting x / Weighting x / Weighting x
Weighting x / Weighting x / Weighting x
Weighting x / Weighting x / Weighting x
Weighting x / Weighting x / Weighting x
Totals

Possible model:

1. What am I trying to decide?
2. What are my choices?
3. What are important criteria for making this decision?
4. How important is each criterion?
5. How well does each of my choices match my criteria?
6. Which choice matches best with the criteria?
7. How do I feel about the decision? Do I need to change any criteria and try again?

CRITERIA FOR ASSESSMENT

PLANNING & USING A HISTORICAL RESEARCH PROCESS
Forming historical knowledge through critical inquiry
Communicating historical knowledge:

1 -PLANNING & USING A HISTORICALRESEARCH PROCESS

Identifies issues for investigation and devises and focuses historical research questions and appropriate sub-questions.
Demonstrates initiative by locating and organizing primary and secondary sources that offer a range of perspectives.
Creates and maintains detailed systematic, coherent records that demonstrate research and the interrelationships of the aspects of the enquiry.
Demonstrates critical reflection during research to make valid choices about direction or emphasis.

2.Forming historical knowledge through critical inquiry: Uses a diversity of relevant primary and secondary sources to –

Comprehend and apply explicit and implicit meanings
Analyse to categorise information according to implicit and explicit patterns, links, trends and relationships.
Interpret perceptively, values and motives and identify perspectives, while acknowledging the time period and context of source.
Corroborate primary and secondary sources
Evaluate the relevance, representativeness, likely accuracy, and likely reliability of a variety of sources.
Synthesise a wide variety of evidence to justify insightful decisions.

Communicating historical knowledge: Consistently communicates

accurately recalled or selected definitions, key concepts, terms, events, developments and people, and the relationships among them.

Presents a coherent, valid historical response that

Incorporates the concepts of change and continuity over time and concepts of causes and consequences.
Comments are expressed lucidly and fluently making use of extensive vocabulary in a succinct and effective manner.
Participates in the discussion in a mature manner, listening and responding to others in a thoughtful manner.
Refers to evaluative processes without disrupting the fluency of the response.
Incorporates direct and indirect reference to a range of relevant historical evidence.
Accurately uses appropriate conventions of referencing and bibliography or reference list.
Meets all of the stipulated length, scale or scope requirements of the task / selected genre.

ALDRIDGE S.H.S. – E. GREINER (HOD – Science Science ) – Theme 2 Studies of Hope 2011
CRITERIA / STANDARD A / STANDARD B / STANDARD C / STANDARD D / STANDARD E
C1
PLANNING & USING A HISTORICAL
RESEARCH PROCESS / Identifies complex issues for investigation and devises and focuses historical research questions and appropriate sub-questions. / Identifiessignificant issues for investigation and devises historical research questions and appropriate sub-questions / Devises or applies straight-forward historical research questions and sub-questions that involve simple and familiar concepts. / Identifies some relevant sub-questions. Uses mostly closed, factually based historical research questions. / Has relied on others to frame sub- questions
Demonstrates initiative by locating and organizing primary and secondary sources that offer a range of perspectives. / Demonstrates initiative by locating and organizing primary and secondary sources that are relevant and offer different perspectives. / Demonstrates initiative by locating and organizing some relevant sources. / Locates a limited range and quantity of sources. / Locates some relevant information in sources that are often provided.
Creates and maintains detailed systematic, coherent records that demonstrate extensive research and the interrelationships of the aspects of the enquiry. / Creates and maintains systematic, coherent records that demonstrate effective application of the aspects of inquiry. / Maintains a coherent record of research that demonstrates a basic understanding of the aspects of inquiry. / Presents a limited record of research notes containing some summaries and demonstrating some aspects of inquiry. / Insufficient evidenceof recorded notes.
Demonstrates critical reflection during research to make valid choices about direction or emphasis. / Demonstrates reflection during of the aspects of inquiry and revises the process where necessary. / Makessimple changes in direction or emphasis in response to issues that emerge in research. / Makesslight adjustments to obvious issues that emerge during research. / Rarely makes productive changes in direction or emphasis and rarely responds to suggestions during research.
C2
FORMULATING
HISTORICAL
KNOWLEDGE
THROUGH CRITICAL
INQUIRY / Uses adiversity of relevant primary and secondary sources to - / Uses relevant primary and secondary sources to- / Generally uses relevant primary and secondary sources to- / Generally uses some historical sources to- / Uses some relevant information, mostly factual, to-
Comprehend and apply explicit and implicit meanings / Comprehend explicit and implicit meanings / Comprehend mostly explicit meanings from historical sources. / Comprehend some explicit meaning from basic sources of information. / Comprehend some factual detail in a basic historical sources.
Analyse to categorise information according to implicit and explicit patterns, links, trends and relationships. / Analyses to identify explicit patterns and allocate information to categories. / Identify simple and familiar concepts, values and motives that are mostly explicit. / Identify basic explicit facts. / Recognise information with some common characteristics in basic historical sources.
Interpretperceptively, values and motives and identify perspectives, while acknowledging the time period and context of source. / Interpret values and motives and identify perspectives. / Analyse to identify obvious themes or patterns. / Group information according to identified classifications. / Recognise information with some common characteristics in basic historical sources.
Corroborate primary and secondary sources / Corroborate some primary and secondary sources. / Makes minor references to the corroboration of sources.
Evaluate the relevance, representativeness, likely accuracy, and likely reliability of a variety of sources. / Evaluate the relevance, likely accuracy, and likely reliability of some of sources. / Identify if sources are clearly biased. / Detects some obvious bias.
Synthesise a wide variety of evidence to justify insightful decisions. / Synthesise evidenceto justify reasoned decisions. / Makes obvious decisions based on mainly secondary sources. / Makes decisions that are often opinionative but sometimes supported by evidence. / Makes decisions that are either unclear or not supported by evidence.

ALDRIDGE S.H.S. – E. GREINER (HOD – Science Science) – Theme 2 Studies of Hope 2011
CRITERIA / STANDARD A / STANDARD B / STANDARD C / STANDARD D / STANDARD E
C3
COMMUNICATING
HISTORICAL
KNOWLEDGE / Consistentlycommunicates
accurately recalled or selected definitions, key concepts, terms, events, developments and people, and the relationships among them. / Usually communicatesaccurately recalled or selected definitions, key concepts, terms, events, developments and people. / Communicatesrecalled or selected definitions, and descriptions of key concepts, terms, developments and people. / Communicatessome recalled or selected definitionsand knowledge of some key events. / Communicates little understanding of basic historical concepts or knowledge.
Presents a coherent, valid historical response that / Presents a coherent, credible historical response that- / Presents a coherent response that- / Presents an unconvincing response to a basic historical question that- / Presents a response to a question that contains many errors.
Incorporates the concepts of change and continuity over time and concepts of causes and consequences. / Referes toconcepts of change and continuityover time and causes and consequences in their descriptions and explanations. / Usessome concepts of change and continuityover time and causes and consequences. / Sometimes recalls factual information with few references to the key concepts of change and continuity or causes and consequences. / Little factual information recalled with little or no reference to any key concepts.
Comments are expressed lucidly and fluently making use of extensive vocabulary in a succinct and effective manner. / Comments are expressed clearly in explanatory language that uses vocabulary effectively. / Commentsare expressed in descriptive and explanatory language. Some errors in vocabulary, style and convention. / Conveys meaning that is sometimes discernible despite frequent errors in vocabulary, style and conventions. / Contains errors in style and conventions that obscure meaning in comments.
Refers to evaluative processes without disrupting the fluency of the response. / Refers to the quality of some sources in the response. / Responds to the quality of sources when prompted by others.
Incorporates direct and indirect reference to a range of relevant historical evidence. / Incorporates direct and indirect reference to relevant historical evidence. / Incorporates some direct reference to appropriate sources of historical evidence. / Incorporates few references to sources of historical evidence. / Little or no references to sources of historical evidence.
Accurately uses appropriate conventions of referencingand bibliography. / Uses appropriate conventions of referencing and bibliography . / Uses some elements of a recognized system of referencing. / Bibliography and referencing incomplete and/ or incorrectly formatted. / Referencing is largely incomplete and or inaccurate.
Meets all of the stipulated length, scale or scope requirements of the task / selected genre. / Meets the stipulated length, scale or scope requirements of the task / selected genre. / Usually meets the stipulated length, scale or scope requirements of the task / Has completed the task but has not met all stipulated requirements for length, scale and/or scope / Has not met significant aspects of length, scale or scope.
Author (Surname, Initial) / Year / Title / Publication Details
Book:one author
Barrass, R / (1978) / Scientists Must Write: A guide to Better Writing for Scientists, Engineers and Students. / London: Chapman and Hall
Book: two or three authors
Guidham, M. and Tyler, K. / (1992) / Enterprise Skills for Students. / New York: Doubleday
Encyclopaedia: article with author
Bleich, A. R. / (1992) / “X-rays”. Encyclopaedia Americana. Vol 29 pp 598-626. / Danbury, Connecticut: Grolier

Encyclopaedia: article without a known author and without a known publication date

“Giraffe”. The World Book Encyclopaedia. Vol. 8 p 165 / London: World Book

CD-ROM with author or compiler

Kohn, Hans / (1993) / “Nationalism”. Microsoft Encarta. (CD-ROM) / Washington: Microsoft Corporation

WWW Sites

Distefano, Vince /

Guidelines for Better Writing

/ (online) December, 1996).

Bibliography Development (initial formatting)