EnduringIssueResearchEssay12
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 can
not
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.
http://www.corestandards.org/ELA-Literacy/RH/9-10/1/
http://www.corestandards.org/ELA-Literacy/RH/9-10/2/
http://www.corestandards.org/ELA-Literacy/RH/9-10/3/
http://www.corestandards.org/ELA-Literacy/RH/9-10/4/
http://www.corestandards.org/ELA-Literacy/RH/9-10/6/
http://www.corestandards.org/ELA-Literacy/RH/9-10/7/
http://www.corestandards.org/ELA-Literacy/RH/9-10/9/
http://www.corestandards.org/ELA-Literacy/RH/9-10/10/
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Formatting
Title Page
Citation
Outline
