World Peace and Justice Symposium
Presented by 2013 World History and Literature Students
Honor Code Level 3
Overall Expectations: Students will select a topic based on parameters established below. After researching the topic, they will craft a persuasive essay on their topic. They will then present the thesis developed in their paper during the World Peace and Justice Symposium scheduled for the third week in May. The symposium will be held on the evenings of May 21 and 23 and will be attended by other students, parents and community members, who will be invited by students. Students from more than one WHISL class will be presenting together.
You have a breadth of possible directions from which to establish the thesis of your research. The information in this “Topic Selection” section provides the parameters under which you need to ensure that your thesis falls. As you decide on your topic, remember literature may be included in your study since we have come to see that, often, literature helps the public to understand the underlying feelings of people that are involved in historical and current situations.
1. Essential Question
We have many Essential Questions in WHISL that are addressed by examining various world regions and time periods; all of these questions are related to a key Essential Question in WHISL, “What is justice?” Your research needs to address this question although it may incorporate different aspects of justice, as listed below.
· What is justice?
o Political
o Economic
o Social
o Religious
o Land issues
o Etc
While you will be researching various world issues, addressing the Essential Question should narrow your focus and allow for a more in-depth analysis of the topic, as opposed to creating a simple report.
2. History Relates to the Present
Historical events and situations are not isolated in the pages of history books. History is dynamic in its cause and effect progression. Current situations around the world are direct results of historical events. Your evidence needs to draw upon the connection of history to the present in one of two general ways:
· Decide upon a current issue that addresses the Essential Question, which you would like to research the historical causes. Your thesis can approach an answer to the question: How did historical events lead to the current situation? Your research should expose the historical reasons for the current situation and it should explain the current dynamics of the situation.
Or
· Decide upon an historical issue that addresses the Essential Question that also sheds light on a current issue. The historical issue can be from a different part of the world than the current issue. The point should be made that history, no matter where it occurred, teaches lessons that can be applied to current situations, no matter where they are occurring. Your thesis can approach the question: How can an historical situation from one part of the world provide insight in solving a current situation in another part of the world?
3. The Future
The worldwide struggle for peace and justice continues. Today, there are enormously conflicting viewpoints on how to best work toward a peaceful world. There are also people in power who seem not to have peace as a primary mission. It is of utmost importance that today’s youth are informed, critical thinkers in regard to the future of the world. Citizens also need to recognize the importance of educating the public to raise awareness of issues regarding peace and justice and how individuals and communities can work toward peace and justice.
This third parameter of students’ work requires much research, analyzing, empathy, and knowledge of political systems to adequately address. The students must address the following question in regards to their topic: What can be done about the current issue to ensure a more peaceful and just future? The students’ grappling with this question may include potential solutions that involve individual action, community-wide action, or governmental action stemming from the government of those involved in the current issue and/or the U.N.; students may also want to explore the involvement of the U.S. in addressing the current issue. Proposals of “what should be done” need to be grounded in historical research that acknowledges the idea that we learn about history in order to create a better future.
*** Overall Suggestions
Whatever topic you choose will become a major part of your life for the next few months so please take the time to find a topic that interests you, concerns you, angers you or in some way provokes enough emotion in you that you will be able to confidently present this issue to an audience in two months. It is fairly safe to say that if you do not believe in the position and connections that you are trying to make, you will not be able to convince the audience of your paper or presentation to believe you. Please see a WHISL teacher, Mrs. DeCrette in the library, or Mrs. Hanson-Peters during Anchor or in the office if you are having a difficult time choosing a topic.
The essay for this project is designed to organize your research and prepare you to present and defend your thesis to a group of peers and community members.
Thesis: Your thesis needs to present an argument involving the future of the current issue or situation that you choose to address.
Persuasion: Your essay needs to defend your thesis by developing an argument based on evidence from historical and current situations; use knowledge learned from past and present situations to guide your focus for the future. In addition, your argument should utilize logic as well as appeal to ethics and passion (ethos, pathos, and logos).
Sources: A minimum of eight sources is needed for your essay. You may not use more than one encyclopedia source (whether hard-bound or online) and you may not use more than one general research website (examples include Ask.com, Wikipedia.org, Answers.com, etc.).
Annotated Bibliography: Correct MLA full citations with summary of source and the source’s usefulness in defending your thesis will be turned in at two different points during the research process.
Works Cited: A properly formatted Works Cited page should be turned in with the rough and final drafts of your essay.
Page Requirements: 7-10 Pages
Documentation: MLA parenthetical citations should be used throughout the essay.
Additional information and rubrics will be provided throughout the project.
As described, the presentation will take place on May 21 and 23 from 4-8 p.m., in a symposium setting. You will be grouped with students from the other WHISL class presenting various topics.
Invitations to Presentation: You must invite at least three people, who are not SSHS students, to your session of the symposium. We will provide invitation templates, but you will need to deliver these invitations personally and communicate with your guests to make sure that they are planning on attending. The invitations will include an abstract of your essay; however, we also recommend you send a copy of your paper to the people whom you invited that will attend.
Presentation
· Length: 10-12 minutes
· Visual: The visual must enhance the presentation (more specific requirements to come).
· Interaction: Include interaction with the audience when effective, keeping in mind the purpose of the presentation is to educate, and, often, learning occurs when interaction is present. You will also be expected to interact with other presenters, discussing your topics and the essential question, after everyone has presented.
· Persuasion: Defend your thesis with credibility by citing your sources when appropriate and utilizing logic as well as appeals to the emotions of the audience (ethos, pathos, and logos).
· Audience Questions: After all of the presentations are finished you will invite the audience to ask questions to all of the presenters.
Audience Participation: You must attend at least one session of the symposium in addition to the one in which you present.
Additional information and rubrics will be provided at a later date.
Friday, March 22- Topic and research proposal due (Erickson- Academic Responsibility Grade, Gravelle- 20 points)
Monday, March 25 (Red Day) or Tuesday, March 26 (White Day)- Research outline and questions due (Erickson- Academic Responsibility Grade, Gravelle- 20 points)
Friday, March 29- Thesis statement draft due at end of class (Erickson- Academic Responsibility Grade, Gravelle- 10 points)
Wednesday, April 3- Annotated bibliography part one (first four sources) (Erickson- 4-point grade, see rubric; Gravelle-30 points)
Monday, April 8- Annotated bibliography part two due (all sources) (Erickson-4-point grade, Gravelle-30 points)
Thursday, April 11- Outline and revised thesis due (Erickson-4-point grade, Gravelle-40 points)
Friday, April 17- Rough draft due (Erickson-Academic Responsibility Grade, Gravelle 30 points [which cannot be earned back if student is not prepared])
Friday, April 19- Final essay with Works Cited page due at start of class. (Erickson-seven 4-point grades, see rubric, Gravelle 160 points)
Friday, May 3- Last day for essays to be submitted
Thursday, May 9- Abstract and invitation due (Erickson-Academic Responsibility Grade, Gravelle 20 points)
Friday, May 17- Presentations due at start of class (Erickson- Academic Responsibility Grade, Gravelle- 40 points)
Tuesday, May 21 and Thursday, May 23, 4:00-8:00 pm- Peace and Justice Symposium Final Presentations (Erickson-four 4-point grades; rubric to come, Gravelle 80 points)
Some things to keep in mind…
The reason that the above items are “weighted” (example the Presentation having four 4-point grades) is because the rest of 3rd quarter and most of 4th quarter are dedicated to various aspects of this project. Don’t let it freak you out… the rubrics are provided and there is a huge amount of structure to guide you through this project.
Due dates are provided both above and on the attached calendar. Please adhere to the due dates so that we can give you feedback in a timely manner. If you do not turn things in on the due dates, we do not guarantee that we can give you feedback in a timely manner.
If you are absent for any of the library work days or computer lab days it is YOUR RESPONSIBILITY to make up for lost time. We do not guarantee you time in the library and lab if you miss your designated appointments. Also, keep in mind that you will need to work on this OUTSIDE OF CLASS in addition to the time provided to you. PLAN ACCORDINGLY!